nasfaa u authorized event: 2017-18 satisfactory … · .familiarize yourself with the material in...

2017-18AUTHORIZED EVENTS

CREDENTIALEDTRAINING

SATISFACTORY ACADEMIC PROGRESS

Instructor's Guide

The Instructor’s Guide and related training materials are designed only for in-person instruction during NASFAA U Authorized Events, such as workshops and institutes. The effectiveness of the training experience depends on utilization of the learning activities and interactive discussions as described. © 2010–2017 by National Association of Student Financial Aid Administrators (NASFAA). All rights reserved. NASFAA has prepared this document for use only by personnel, licensees, and members. The information contained herein is protected by copyright. No part of this document may be reproduced, translated, or transmitted in any form or by any means, electronically or mechanically, without prior written permission from NASFAA. NASFAA SHALL NOT BE LIABLE FOR TECHNICAL OR EDITORIAL ERRORS OR OMISSIONS CONTAINED HEREIN; NOR FOR INCIDENTAL OR CONSEQUENTIAL DAMAGES RESULTING FROM THE FURNISHING, PERFORMANCE, OR USE OF THIS MATERIAL. This publication contains material related to the federal student aid programs under Title IV of the Higher Education Act and/or Title VII or Title VIII of the Public Health Service Act. While we believe that the information contained herein is accurate and factual, this publication has not been reviewed or approved by the U.S. Department of Education, the Department of Health and Human Services, or the Department of the Interior. The Free Application for Federal Student Aid (FAFSA®) is a registered trademark of the U.S. Department of Education. NASFAA reserves the right to revise this document and/or change product features or specifications without advance notice. April 2017

© 2017 NASFAA Instructor’s Guide 1

NASFAA U 2017–18 Satisfactory Academic Progress

Instructor’s Guide NASFAA designed this resource to help you teach this topic, using the NASFAA Self-Study Guide as a training manual. In this document, you will find suggestions to consider as you plan, practice, and deliver your presentation. Step 1: Review the materials. Familiarize yourself with the material in the Self-Study Guide, including

learning objectives, key concepts, resources and instructional activities for each lesson. Flag any content you want to research before training. Identify content you want to highlight during training. Review the Workbook and the Slide Handout.

Step 2: Plan your presentation. Review this Instructor’s Guide, including recommendations for interaction

with your participants, as well as estimates of timing. Decide which activities you will use; you might not have time to do them all. Add your own notes for how you plan to deliver this training so your participants are engaged and motivated to succeed. Review the slideshow several times and use it to practice timing and transitions. You will know you are ready when you no longer need to rely on your notes.

Icons Used in the Study Guide

Key Concepts

These topics or terms are critical to participant understanding of the material you are teaching. By the time you complete each lesson, ensure participants fully grasp the key concepts.

Quick Quizzes

Informal quizzes help check for understanding. Have participants complete the quizzes individually or in teams, followed by group review, or use the quizzes for group discussion. Answer keys are provided at the end of each lesson.

Reflection Questions

These questions are more philosophical in nature; there are no right or wrong answers. Partner, table and/or group discussion is recommended so they are introduced to different perspectives likely to exist among fellow participants.

Learning Activities

Participants apply what they learned, through consideration of case studies, calculations, documents and interviews. Complete individually, with a partner, in small groups, or as a large group, whether during class or back on the job.

Helpful Hints

Helpful concepts and additional resources enhance participants’ understanding of the material. Encourage participants to highlight the ones of greatest relevance to them once they return to their offices.

Participant Materials • Self-Study Guide: provide in electronic format (recommended) or in print.

• Workbook: provide in print. It duplicates activities in the Guide for use during training.

• Slide Handout: provide in print (recommended) or in electronic format.

NASFAA U Authorized Event: 2017–18 Satisfactory Academic Progress

2 Instructor’s Guide © 2017 NASFAA

Suggested Time and Interactivity The primary training resource for NASFAA U Authorized Events is the Self-Study Guide for this topic, which includes instructional activities and resources to review with your participants. In this Instructor’s Guide, you will find suggestions for incorporating interactive discussion and activities into your presentation. For example, you may want to divide participants into small discussion groups, or you may prefer to facilitate a discussion among the entire group. Activities not completed during the workshop may be assigned as “homework” for independent review soon afterwards. The choices you make for whether and how you wish to incorporate these suggestions will determine the length of your workshop. Be sure to consider your own constraints, such as the number of participants in attendance, the number of presenters available, the layout of the workshop location, the availability of technology and audio/visual support, and the learning preferences of your participants.

Section Slides Suggested Time Suggested Interactivity

Introduction 1 5-10 minutes • Time varies based on size of group

and whether instructor includes introductions.

Lesson 1: Introduction to Satisfactory Academic Progress

2-6 20-45 minutes • Instructor sets time limit for

completing activity individually or in teams, with group discussion.

Lesson 2: Evaluating Satisfactory Academic Progress

7-32 60-90 minutes • Activities in this lesson include

review of several examples, and calculations of pace and GPA.

Break 15-20 minutes

Lesson 3: SAP Appeals, Probation, and Academic Plans

33-44 45-60 minutes • Activities in this lesson include a

SAP review scenario.

Lesson 4: Additional SAP Policy Elements 45–55 20-45 minutes

• Instructor set time limit for completing activity individually or in teams, with group discussion.

Questions & Wrap-Up 56–58 15-30 minutes • Time varies based on size of group. • Review key points and ask whether

learning objectives were met.

Estimated Total Time 3-5 hours Note to Instructor: At various points, you will be instructed to refer participants to the Self-Study Guide to complete one or more learning activities. If your participants will not have access to printed versions of the Guide during the workshop, provide printed copies of the Workbook instead. The Workbook includes quizzes, learning activities, reflection questions, and some of the resources included in the Self-Study Guide—even the page numbers are the same. When referring your participants to these resources, allow time for them to locate the information before proceeding with your presentation.



Instruction Guide Notes

Slide 1

• Welcome.

• Introductions.

• Housekeeping.

• Handouts (Workbook, Slides, Study Guide, etc.). Explain Resources and Icons used

in the Self-Study Guide. Review what you’ve provided for use

during training and how to access the other materials.

If using the Workbook containing learning activities and worksheets, explain the page numbers are the same as in the Self-Study Guide, and that you’ll be referring to those page numbers throughout the training.

• Table of contents (scope).

To the extent time allows, ask your participants to introduce themselves, including:

Name.

School.

Role.

Years in financial aid/experience with topic.

What they want to learn.

Slide 2

Lesson 1: Introduction to SAP (p. 1) • Introduce topic.

• Point out Learning Objectives and Key Concepts (highlight a few).

• Explain Resources and Icons used in Study Guide (only during Lesson 1).

• Define SAP and its educational objective.

Survey: Do you think SAP raises questions among various offices campus-wide, regarding its effect on student retention and matriculation?



Instruction Guide Notes Takeaway: Participants should

understand SAP is ultimately about student success and accountability. Institutions are strongly encouraged to engage in conversations across the campus about strengthening programs that promote student success while reminding students of their accountability to the taxpayer-funded Title IV aid programs.

Slide 3

SAP General Policy Requirements (p. 1)

• Define the “same as or stricter than” concept. Explain that SAP applies to all

categories of students.

• Evaluation components (p. 2): Define quantitative component. Define qualitative component. Describe how other factors affect

SAP, such as repeated coursework, incompletes, etc.

• Assessment (p. 3): Define warning period. Define probation period. Define appeal process.

Survey: Does anyone have a SAP policy that is stricter than the school’s academic policy?

CAUTION: This section is simply the introduction section; do not get bogged down in a lot of Q&A here as you will discuss these concepts in depth in the upcoming lessons.

Takeaway: Institutions have flexibility to develop and implement a SAP policy compliant with minimum requirements established in federal regulations, while also addressing the institution’s mission and goals.




Slide 4

Consumer Information Requirements (pp. 3-4)

• Explain why SAP consumer information is important to: Prospective students. Currently enrolled students.

• Describe the differences in requirements for both categories.

Survey: What methods do you use to disseminate SAP consumer information?

Transition: It’s time for a quiz! Please turn to Lesson 1 Quick Quiz.

Slide 5

Instructor Note: Instructor may opt to go over Quick Quiz on pp. 5-6 (Answer Key on pp. 8-9) and/or Reflection Questions on p. 7, or move on to Lesson 2. There are no slides for Lesson 1 Quick Quiz due to the length of the quiz.

Instructor Note: To review the Reflection Questions, refer participants to p. 7.

Slide 6

Reflection Questions (p. 7) • There are no right or wrong answers.

Instructor Note: Partner, table and/or group discussion is recommended. May be completed after training.

Slide 7

Lesson 2: Evaluating Satisfactory Academic Progress (p. 11) • Introduce topic.

• Point out Learning Objectives and Key Concepts: Understand the frequency of SAP

evaluations and school options for implementation;

Understand how schools use the quantitative and qualitative components to evaluate SAP; and

Understand the consequences of a student not meeting SAP standards.



Instruction Guide Notes Transition: To be eligible for Federal

Student Aid (FSA) funds, a student must make satisfactory academic progress, and your institution must have a reasonable policy for monitoring that progress.

Slide 8

Evaluating SAP (p. 11)

• Describe frequency of evaluation. Explain school may have flexibility to

evaluate SAP annually or more frequently.

Explain the factors which help schools determine frequency of evaluation.

• Describe the timing of evaluation (p. 12). Explain the school’s evaluation of a

student’s academic progress is tied to the payment period.

Timing depends on program length:

≤ 1 year = every payment period.

> 1 year = either every payment period or annually.

Instructor Note: Point out the resource in the Self-Study Guide entitled Considerations for Frequency of SAP Evaluations on p. 28, which addresses issues a school should consider as it decides how frequently it will evaluate SAP.

Survey: Are there aspects of timing or frequency that present challenges for your institution?

Slide 9

Quantitative component (p. 13)

• Explain “quantity” relates to amount of work, such as credit- or clock-hours.

• Define pace. Explain that pace is cumulative. Explain how pace is calculated: Numerator = completed hours. Denominator = attempted hours.

School defines expected pace.




• Explain maximum timeframe limits eligibility for Title IV aid, to encourage program completion.

Slide 10

Quantitative component (p.13)

• Explain the rules for maximum timeframe: Undergraduate: cannot exceed

150% of published program length (see example on p. XX).

Graduate: school-defined, based on program length.

Slide 11

Quantitative component (p. 14)

• Explain schools may choose to use a graduated quantitative standard.

• Explain a transfer student’s pace is calculated after including any accepted credits in both the numerator and denominator.

Transition: Let’s look at some examples of how the quantitative component is determined.

Slide 12

Example: Amy at Blue Sky University (p. 14)

• Review how pace is calculated: Numerator = 54 completed hours. Denominator = 60 attempted hours.

• Amy’s pace is 90%.

Slide 13

Example: Henri at Redwood Community College (p. 14)

• Review the college’s policy, which uses a graduated standard that increases over time as more credits are attempted.

• Compare Henri’s actual pace to his school’s standard.




Emphasize pace is cumulative: After the first semester, he’s

completed 9 credits out of 15 (60%) vs. expectation of 60%.

After the second semester, he’s completed 20 credits out of 30 (67%) vs expectation of 65%.

After the third semester, he’s completed 26 credits out of 39 (67%) vs. expectation of 70%.

• Point out Henri is no longer making SAP after his third term.

Instructor Note: Point out the Helpful Hint on p. 15, which emphasizes that optional summer terms and intersessions must be included in the calculation.

Survey: How many of you use a graduated standard at your school?

Slide 14

Example: Tasha at Ivy Woods College (p. 15)

• Review the college’s policy related to maximum timeframe and pace: 180 hours = 120 hours X 150%. Pace is 67% at each annual review.

• Compare Tasha’s actual pace to her school’s standard at each annual review.

• Point out Tasha is no longer making SAP after her third review. Financial aid warning is not an

option because her school reviews annually.

Tasha is ineligible for further Title IV aid without a successful appeal (to be covered during Lesson 3).




Slide 15

Example: Ivan at Mountaintop University (p. 16)

• Note that Ivan’s new school, Mountaintop University, accepted 30 out of 60 credits Ivan completed at his prior school, Happy Valley Junior College.

• MU’s policy expects a minimum pace of 65% at each annual review after spring semester.

• Ivan is making SAP because his transfer credits resulted in a pace of 80%. Transfer credits are included as both

completed and attempted credits: After the first semester, he’s

completed 36 (6 + 30) credits out of 42 (12 + 30).

After the second semester, he’s completed 48 credits out of 60 (80%) vs expectation of 65%.

Without his transfer credits, his pace would be only 60% (18 completed out of 30 attempted).

Slide 16

Example: Alisha at Career Edge Institute (p. 16) Instructor Note: If there are no clock hour schools at your workshop, you may prefer to skip this example; however, everyone can benefit from knowing this.

• Note that Alisha’s program is 900 clock hours and 32 weeks in length. First payment period ends at

completion of 450 hours and 16 weeks.

• CE’s policy expects a minimum pace of 67% when progress is reviewed after the first payment period’s scheduled hours have elapsed.




• Point out that, at 16 weeks, Alisha appears to be on track for pace (78% compared to 67% expectation). Payment period won’t end until she

also completes all 450 clock hours.

Ask if there are any questions on how a school uses/implements the quantitative components of SAP.

Transition: It’s time for another quiz! Please turn to Lesson 2 Quick Quiz 1 on p. 17.

Slide 17

Slide 18

Slide 19

Slide 20

Quick Quiz 1 (p. 17)

Instructor Note: Individually, with a partner, in small groups or as a large group. May be completed after training.

Answer Key on pp. 31-32.




Slide 21

Learning Activity: Calculating Pace (p. 19)

Instructor Note: Individually, with a partner, in small groups or as a large group, with group review of the answers.

Slide 22

Slide 23

Slide 24

• Review scenarios on p. 19: Carlo. Maria. Toby.

Instructor Note: Ask participants to note key information, determine each student’s pace at the specified point in time, and record the student’s pace in the tables on p. 19.

• Click to reveal the answers. Discuss any questions they have.

Instructor Note: When participants are ready, begin reviewing the answers, one slide at a time.

Answer Key is on p. 33.

Slide 25

Qualitative component (p. 20)

• Explain “quality” refers to how well the student performed, such as GPA (or equivalent).

• Define the qualitative component. Explain grade point average, and

mention academic amnesty. Point out the Self-Study Guide

includes a worksheet for calculating a student’s GPA for a term, in the Calculating Grade Point Averages Example on p. 29, along with a blank version.

Note that school policy for calculating GPA can vary from one school to another; consult with the school’s Registrar.




Explain comparable qualitative measure; mention some examples.

Explain a graduated standard may be applied to this component, too.

Survey: Does anyone have experience with using a comparable qualitative measure to measure SAP?

• Explain that, for programs two years or more in length, students must have a cumulative GPA of “C” or its equivalent (or standing consistent with graduation requirements) by end of second year. Point out that ED has clarified this is

based on length of time enrolled (e.g., 4 semesters or 6 quarters or trimesters), not class standing.

Transition: Let’s look at some examples of how the qualitative component is determined.

Slide 26

Example: Annabelle at Middlebrook College (p. 21)

• Review the college’s policy: Maintain at least a 2.0 GPA. Review after each semester.

• Review how GPA is usually calculated: A = 4 quality points. B = 3 quality points. C = 2 quality points. D = 1 quality point.

• Point out that each of Annabelle’s courses are 3 credits, which is multiplied by the quality points for each of her grades. 51 quality points / 15 credits = 3.4

GPA.

• Point out her calculated GPA exceeds MC’s expectation of at least 2.0, so she is making SAP.




Slide 27

Example: Mikhail at Urban Community College (p. 21)

• Review the college’s policy: Graduated standard that increases

after each of the first two terms, and is a minimum of 2.0 thereafter.

Review after each term.

• Review how GPA using a graduated standard affects Mikhail at Urban Community College.

• Point out his school’s policy enabled Mikhail to retain aid eligibility while he worked on improving his GPA.

Slide 28

Example: Isobel at Riverside University (p. 22)

• Review the college’s policy: Maintain at least a 2.0 GPA. Review annually.

• Review how Isobel is affected by her school’s policy.

• Point out Isobel is not meeting this requirement by the end of her second year. Mention that many schools expect a

minimum 2.0 GPA (or equivalent) at each review for this reason.

Note that the sooner any trouble is detected (even after only one payment period), the easier it will be for the student to get back on track.

Slide 29

Example: Marlin at Innovative University (pp. 22-23)

• Review the college’s policy: Uses a comparable measure of

achievement (e.g., Outstanding, Good, Unacceptable, etc.), based on number of badges earned.




Students are expected to earn at least 75% of badges attempted.

Review after each payment period.

• Review how the use of a comparable measure is practiced for Marlin at Innovative Institute. His achievement level consistently

exceeded the 75% minimum expectation.

Survey: Ask if there are any questions on how a school uses/implements the qualitative components of SAP.

Slide 30

Consequences of Not Meeting SAP Standards (p. 23)

• Briefly review the consequences of not meeting SAP standards. Loss of eligibility for any further Title

IV aid.

• Emphasize that timely review and notification is critically important, and unless both measures are evaluated it is not a SAP review.

Discussion: In three examples, both Henri and Tasha failed to maintain an acceptable pace (quantitative component), and Isobel’s GPA after two years at Riverside University is below a “C” or its equivalent (qualitative component).

Question: What are their options for regaining eligibility for Title IV funds?

Pay for classes on their own while working to improve the ratio of completed classes to attempted classes and/or GPA.

Appeal, if school’s policy includes an appeal process.

Instructor Note: Appeals are covered in Lesson 3. Transition: It’s time for another quiz! Please turn to Lesson 2 Quick Quiz 2.




Slide 31

Slide 32

Slide 33

Slide 34

Quick Quiz 2 (pp. 24-25)


Answer Key on pp. 31-32.

Instructor may choose to review the

Quick Quiz 2 on pp. 24-25 (Answer Key on p. 34), and/or the Learning Activity on p. 26 (Answer Key on p. 35), and/or the Reflection Questions on p. 27, or move on to Lesson 3.

Instructor Note: Remind participants about the resources in the Self-Study Guide, including Considerations for Frequency of SAP Evaluations on p. 28, and the Calculating Grade Point Averages Example on p. 29 (blank version on p. 30).

Slide 35

Learning Activity: Calculating GPAs (p. 26)

Instructor Note: Depending on the needs and prior experience of your participants, assign as a partner or small group activity followed by large group discussion, or complete together as a large group.

Slide 36

• Review scenario (“Haley”) on p. 26.

Instructor Note: Ask participants to note key information, and determine Haley’s GPA at each specified point in time. Refer participants to the blank version of the Calculating Grade Point Averages worksheet on p. 30.

Instructor Note: When participants are ready, begin reviewing the answers one slide at a time.




Slide 37

• Click to reveal the total credits and quality points for Fall 2017.

• Click to reveal the total credits and quality points for Spring 2018.

• Discuss any questions participants may have.

Slide 38

• Click to reveal the answers.


Answer Key is on p. 35:

Fall 2017 GPA: 3.25

Spring 2018 GPA: 3.2

Cumulative GPA: 3.22.

Slide 39



Slide 40

Lesson 3: SAP Appeals, Probation, and Academic Plans (p. 37) • Introduce topic.

• Point out Learning Objectives and Key Concepts for this lesson: SAP appeals; SAP appeal conditions and

circumstances; SAP appeal documentation; Financial aid probation; Academic plans; and Re-establishing eligibility.

Survey: How many schools do not have a SAP appeal process?

What are some of the pros and cons of having an appeal process?

Transition: Let’s begin with SAP appeals.




Slide 41

SAP Appeals (pp. 37-41)

• Explain schools are not required to have an appeals process and, for schools that allow appeals, there is no limit on the number of appeals that can be filed.

• If appeals are allowed, the school’s policy must include: The basis on which a student may

file an appeal; and Any items the student should include

in the appeal documentation, which must include the student’s explanation for: Why he believes he failed to

make SAP, and

What has changed that will allow him to be making SAP by the next SAP review.

Conditions under which students may appeal and the types of circumstance likely to warrant an appeal (school-defined).

Any limitations the school places on the number of times an appeal may be filed.

• Briefly describe, for schools accepting appeals, the type of documentation required (school-defined), and the actions taken in response.

• Explain how appeals are processed (school-defined) and how decisions are made (school-defined).

Survey: What “other circumstances as determined by the school” are part of your school’s policy?

Survey: Other than what has been presented, does your school require any additional types of documentation that is part of your written policy?

Survey: How are appeal decisions made at your institution?




Instructor Note: Point out Lesson 3 of the Self-Study Guide includes several SAP Policy Checkpoints, designed to be a helpful self-evaluation tool, even after today’s training. The first one appears on p. 39. Instructor Note: Point out Lesson 3 of the Self-Study Guide includes the resource entitled Elements of Satisfactory Academic Progress Appeals Policies and Procedures beginning on p. 59, which summarizes key elements of any school’s SAP appeal policies and procedures.

Slide 42

Example: Dorne University’s Appeal Policy (p. 41)

• Explain the Self-Study Guide includes a sample appeal policy for “Dorne University.”

Instructor Note: Instructor may opt to review this sample policy during training, or recommend review after the training. This policy does not appear in the Workbook. The questions on this slide are taken from each of the SAP Policy Checkpoints on pp. 39-41, but you don’t need to restrict discussion of Dorne University’s policies to only these questions.

Discussion (if reviewing this sample policy during the training): • What are the pros and cons of DU’s

policy?

• How does DU’s appeal policy compare to your school’s policy?




Slide 43

Financial Aid Probation and Academic Plans (p. 42)

• Define financial aid probation.

• Explain that financial aid probation is only an option in response to an appeal; if the school doesn’t offer an appeal process, then this option cannot be offered to students. If granted, student gains eligibility for

one payment period only. At the end of probation, the student

must either be making SAP or be placed on an academic plan, if the school offers that option.

• If the student would not be able to make SAP by the end of one payment period, then probation cannot be offered; the student could only remain eligible if the school allows academic plans (plans can be of any duration).

Slide 44

Financial Aid Probation (pp. 42-43)

• Explain the school’s option to offer financial aid probation or not.

• Describe the conditions for financial aid probation.

• Review the frequency of monitoring students on financial aid probation.

Discussion: Why do you believe a student is required to submit a SAP appeal before being placed on financial aid probation?

Discussion: How would you determine whether it is possible for a student on financial aid probation to meet SAP standards by the end of a single payment period?

Survey: Who should be responsible for monitoring students at the end of the payment period on probation?




Instructor Note: These questions are from the SAP Policy Checkpoint on p. 43. You may wish to expand the discussion to explore your participants’ schools’ policies.

Slide 45

Academic Plans (p. 43)

• Review what is an academic plan and describe the frequency of monitoring SAP under an academic plan.

• Explain how schools should develop academic plans.

• Describe consequences for not following the academic plan.

Instructor Note: Point out the Self-Study Guide includes a chart, Considerations for the Use of Academic Plans in Satisfactory Academic Progress Appeals, on pp. 69-70. You may choose to discuss the chart or point this out as a reference tool for use after training.

Survey: Under what circumstances does your school use academic plans for students who fail to maintain SAP?

Survey: What offices and/or individuals are responsible for developing academic plans for students?

Survey: Who is responsible for monitoring compliance with academic plans and how often is compliance monitored?

Instructor Note: These survey questions are from the SAP Policy Checkpoint on p. 45. You may wish to expand the discussion to ask about participants’ schools’ policies.




Slide 46

Example: Joffrey at King’s Landing College (p. 46)

• Explain the Self-Study Guide includes a scenario regarding an academic plan for “Joffrey at King’s Landing College.”

Instructor Note: Instructor may opt to review this example during training, or recommend review after the training. This example does not appear in the Workbook. The questions on this slide are taken from each of the SAP Policy Checkpoint on p. 45, but you don’t need to restrict discussion of to only these questions.

Discussion (if reviewing this sample policy during the training): Does the plan seem reasonable?

What other considerations could the school offer in the academic plan?

What are the pros and cons of the academic plan devised for Joffrey?

Slide 47

Re-establishing eligibility (p. 46)

• Review the methods for re-establishing eligibility.

• Explain the importance of notification to students.

Survey: How does your school notify students of their SAP status: via U.S. mail or electronically?




Slide 48

Instructor Note: Instructor may choose to review the Quick Quiz on p. 48 (Answer Key on p. 63), and/or the Reflection Questions on p. 50, and/or the Learning Activity 1 on pp. 51-52 (Answer Key on p. 65).

Instructor Note: There are no slides for Lesson 3 Quick Quiz due to the length of the quiz.

Instructor Note: There are no slides for Learning Activity 2 (pp. 53-58) due to the length of the questionnaire. Lesson 3 Learning Activity 2 should be completed after today’s training, unless participants have access to their schools’ policies during the workshop.

Slide 49



Slide 50

Learning Activity 1: SAP Review Scenario—Sansa (pp. 51-52)


Slide 51

• Review scenario (“Sansa”) on p. 51.

Instructor Note: Ask participants to note key information, and determine the answers to each of the eight questions on pp. 51-52.

Instructor Note: When participants are ready, begin reviewing the answers using the following slides.




Slide 52

Slide 53

• Click to reveal the answers to the first four questions (p. 51).

• Click to reveal the answers to the other four questions (p. 52).



Instructor Note: Remind participants that Learning Activity 2 (pp. 53-58) should be completed after today’s training.

Slide 54

Lesson 4: Additional SAP Policy Elements (p. 67) • Introduce topic

• Point out Learning Objective: To understand the additional

elements which must be incorporated into a school’s SAP policy.

CAUTION: Do not get bogged down in this lesson with too much detail about what each of these elements are. High level review of how they relate to SAP is the goal. Transition: Let’s look at additional SAP elements which must be included in a SAP policy.

Slide 55

Additional SAP Policy Elements (p. 67)

• Define withdrawal and incomplete grades. Explain how withdrawal and

incomplete grades count in the earned-hours-to-attempted-hours ratio.

• Define repeated coursework. Explain the impact of repeated

coursework on the student’s pace towards degree completion.




Instructor Note: Review one or more of the examples on pp. 68-69 on the impact of repeated coursework in the quantitative measure of SAP:

Staples-Secure University’s policy. Comfort University’s policy. Briana (comparison of how each

school’s policy would affect her). • Define transfer hours. Explain how transfer hours must

count as both attempted and completed hours.

Survey: Where an incomplete grade may not impact the student’s GPA or pace standards at the time of the initial evaluation, what happens later when the grade is converted to a passing grade or a failing grade? Does the student gain or lose financial aid eligibility? If so, do you consider any retroactive impact to the time the original grade was assigned?

Survey: When evaluating a student’s SAP standards, how do repeated courses factor into the GPA calculation? Does your institution replace prior courses or count all attempted courses into the GPA?

Transition: It’s time for another quiz! Please turn to Lesson 4 Quick Quiz 1.

Slide 56

Instructor may choose to review the Quick Quiz 1 on p. 70 (Answer Key on p. 79) and/or the Learning Activity on p. 71 (Answer Key on p. 80).




Slide 57

Slide 58

Slide 59



Answer Key on p. 79.

Slide 60

Learning Activity: Transfer Hours and Repeated Coursework (p. 71)

Instructor Note: Individually, with a partner, in small groups or as a large group, with group review of the answers.

Slide 61

Slide 62

• Review scenarios on p. 71: Fred. Mary.

Instructor Note: Ask participants to note key information, and discuss their answers together.





Slide 63

Additional SAP Policy Elements (pp. 72-73)

• Be prepared to define each element and explain how each element impacts GPA and pace standards: Audited Courses.

Example: Daniel. Pass-or-Fail Courses. Remedial Coursework. English as a Second Language. Continuing Education or Enrichment

Courses. Example: Lara and Lex.

Comprehensive Transition and Postsecondary Program.

Instructor Note: Be prepared to provide examples as needed.

Survey: Ask your participants whether their schools use/offer any of these additional SAP elements. How are these elements incorporated into the school’s SAP policy?

Takeaway: Every school does not offer the types of courses/programs listed.


Slide 64

Instructor may choose to review the Quick Quiz 2 on p. 74 (Answer Key on p. 81) and/or the Reflection Questions on p. 75.

Slide 65







Slide 66

Slide 67

Slide 68



Slide 69

Additional SAP Policy Elements (p. 76)

• Be prepared to define each element and explain how each element impacts pace and maximum timeframe standards: Multiple Degrees or Credentials. Double Majors.

Example: Stevie. Change of Program. Academic Amnesty.

Survey: Does your school have an Academic Amnesty policy?

Review the Satisfactory Academic Progress (SAP) Policy Checklist on p. 78. After training, the chart may help in assessing a school’s current SAP policy.





Slide 70

Slide 71

Slide 72




Slide 73

Questions

Slide 74

Recap & Thank You

Slide 75

Wrap-up

NOTES:

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© 2017 National Association of Student Financial Aid Administrators

The National Association of Student Financial Aid Administrators (NASFAA)

provides professionaldevelopment for financial

aid administrators; advocates for public policies that increase

student access and success;serves as a forum on student financial aid issues; and is

committed to diversitythroughout all activities.

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