Standards for Programs
- The IEP has a written statement of its purposes and goals available
to the public.
- This statement is compatible with the AAIEP standards for
intensive English programs.
- There is a director with a main responsibility for the leadership
and management of the IEP.
- Academic administrative personnel have master's degrees or equivalent
training/experience in a field appropriate to their responsibilities.
- Salaries and benefits for IEP administrative personnel and support/office
staff are on a par with those offered by IEPs in the same geographic
- All administrative personnel demonstrate knowledge of and support
for goals and objectives of their program.
- Program policies and procedures are available in written form.
- There is a written description and/or charts which clearly present
the organizational structure of the program and the responsibilities
of each position.
- Personnel policies for both faculty and staff are in writing
and are followed.
a.There are statements concerning working conditions for personnel
including but not limited to policies on confidentiality, hiring,
firing, promotion, salaries, benefits, pay increases, grievance
procedures, and work load.
b. The personnel policies and procedures are available to all
c. Personnel are given written contracts and job descriptions.
d. Personnel are assigned responsibilities appropriate to their
training and experience and are evaluated accordingly.
e. The IEP provides an orientation to program goals and standards
for all new personnel, both full- and part-time.
f. The IEP supports opportunities for professional development.
- Program administrators seek input from administrative personnel,
IEP faculty, and students in making operational and instructional
- IEP administrators provide for formal feedback on their work
by faculty, staff, and students.
- The program administration provides for evaluation of the program
- The program administration takes responsibility for budgeting
and financial management to maintain a continuing program of high
- The IEP provides for an environment conducive to effective communication
between administration and IEP faculty and staff as well as among
IEP faculty and staff members.
- IEP program administration demonstrates cross-cultural knowledge
- If the IEP is affiliated with or is part of a college/ university
or is located on a college or university campus, efforts are made
by the IEP to have policies and practices compatible with the
corresponding policies and practices of the college or university.
- The IEP is administered in accordance with the law and with
regard for the safety and welfare of all employees and students.
- In order to maintain instructional continuity, there is a core
of regularly employed teachers who teach a full load (as defined
by the IEP) and receive an appropriate salary and fringe benefits.
- The members of the IEP faculty have at least master's degrees
in TESL or training and/or experience appropriate to their course
- There is a written statement that describes the assignment of
full-load and part-load teaching hours in terms of the needs and
goals of the program and the IEP is committed to staffing its
classes with full-load teachers in accordance with this statement.
- IEP teachers who are regularly assigned responsibilities equivalent
to a full-load position are compensated as full-load employees.
- Salaries and benefits for IEP faculty are on a par with those
offered by other IEPs in the same geographic region.
- IEP faculty receive periodic salary increases abased on merit,
cost of living or other written criteria.
- IEP faculty demonstrate:
a. A high quality of instruction which takes into account a
variety of student needs and learning styles.
b. Cross-cultural knowledge and sensitivity.
c. Adherence to the ethical standards of the IEP and/or host
- IEP faculty engage in a systematic program for professional
growth and development to maintain up-to-date competence in teaching.
- IEP faculty follow the IEP's written curriculum and policies
of the program.
- IEP faculty are regularly evaluated by students and administrators
and engage in self-evaluation of their work to maintain and improve
quality of instruction.
- The IEP supports the remediation, reassignment or removal of
instructors who do not perform satisfactorily. this personnel
process is consistent with standard personnel procedures and is
in writing and available to all instructional staff.
- IEP faculty give evidence of commitment to the profession through
participation in professional organizations.
- IEP faculty are encouraged to carry out research and publish
instructional materials and scholarly works.
- IEP faculty have adequate working conditions, facilities, and
resources to achieve program goals.
- The IEP has a written curriculum, periodically updated, which
includes observable performance objectives for all levels of instruction.
The curriculum specifies the criteria for advancement from level
to level and for completion of the program, as well as the methods
for evaluating student performance.
- The curriculum allows for varying methodology and content which
accommodate the assessed needs of students with different backgrounds,
abilities, ages, current level of achievement, learning styles,
goals, and communicative needs.
- The curriculum and methodology used reflect the best current
knowledge in the ESL field, and they are compatible with the goals
of the program.
- Adequate, up-to-date materials are available for instruction
and evaluation of such student.
- Additional resource materials are available to enable teachers
to draw from the best sources in the ESL field to meet the widest
range of needs.
- The length and intensity of program sessions are sufficient
for the accomplishment of curriculum goals.
- The teacher-student ratio is appropriate to the goals of a particular
course. The ratio reflects the best current knowledge in the ESL
field regarding effective class sizes.
- Adequate supplies, equipment, furniture, and classroom space
are available to achieve the program goals.
- The IEP admissions criteria are clearly stated in the program
- IEP admissions personnel are familiar with and abide by BCIS
rules and regulations which apply to IEPs.
- The responsibility to admit a student rests with the institution
and is never delegated to an outside third party.
- The IEP demonstrates accountability for providing the student
services described or implied in any promotional literature or
written or verbal agreements.
- Information related to program and living costs, scholarships,
financial assistance, insurance, and refunds are clearly and completely
stated to students prior to their admission.
- Pre-arrival information provides detailed, accurate information
in simple language to assist the student from the time s/he selects
the program until s/he arrives at the IEP.
- Students receive pertinent immigration information prior to
departure from their home country, and students have access to
follow-up immigration counseling after arrival at the IEP.
- Non-immigrant, full-time students are required to have major
medical insurance, acceptable to health providers in the U.S.,
sufficient to cover the major expenses of illness, accident, hospitalization,
medical evacuation, and
- IEPs assisting students with academic placement clearly state
the extent of their services and responsibilities.
- If the IEP cannot meet a student's needs in its own program,
it provides referrals for transfer of students to other IEPs or
- The IEP provides complete orientation to the language program,
to policies concerning students, to related academic institutions,
and to the surrounding community. It provides each student with
relevant written information.
- The IEP provides cross-cultural and survival orientation for
students to ease their adjustment to their new environment.
- Written academic policies and procedures such as placement,
attendance, advancement, and dismissal are made available to students.
- Expectations of appropriate student conduct and responsibilities
to maintain enrollment status in good standing are clearly communicated
to students in writing.
- Students have access to personal counseling and academic advising
and referrals to trained professionals when necessary.
- The IEP facilitates students' contacts with the community through
host family arrangements and extracurricular or co-curricular
- Students are made aware of a formal vehicle for providing feedback
to the program, and their concerns are addressed in a reasonable
and timely manner.
- There are written grievance procedures for students to follow,
and they are acquainted with them.
- Academic and personal records, as well as immigration information,
if applicable, are maintained on each student. These records are
kept confidential and are made available only in accordance with
current laws and regulations and the policies of the IEP and/or
- Students' attained proficiency is reported in accordance with
an established proficiency scale, and there is a written interpretation
of the scale in terms of academic readiness or practical applications.
- The IEP makes clear the extent of its responsibility for assistance
in locating housing and for the quality of the housing.
- If the IEP arranges housing, there are written standards guiding
the IEP in the selection of accommodations and the monitoring
of their quality.
- The IEP follows ethical standards for the recruitment of students
and in the promotion of its programs.
- In any recruitment transaction, student interests and well-being
- The recruiting staff, admission personnel, and academic advisors
clearly and accurately describe all aspects of the IEP in their
recruitment and admission of students.
- All promotional literature describing the IEP contains clear,
complete, current and correct information about the program's
goals and purposes, admission requirements and procedures, hours
of instruction, program length, calendar, prices, and related
services such as counseling, assistance with locating appropriate
housing, help with application for university admission, and other
- Photographs and other visuals in promotional materials realistically
depict the program, its location, and the facilities used by IEP
- Promotional materials, presentations, and recruitment personnel
make only justifiable claims about instructional programs and
other services available.
- Promotional materials state clearly whether admission to the
IEP is also admission to another concurrent or subsequent educational
- In their marketing and recruiting activities, IEP's do not misrepresent
- The program engages in periodic self-study and evaluation to
review its stated goals and purposes and to measure accomplishments
- The self-study group includes administrators, instructional
staff, support staff, and students. A wide range of data including
test results, observations, teacher evaluations, student evaluations,
enrollment figures and relevant budget information are included
in this process.
- Analysis of the IEP self-study data results in a written plan
for maintaining or improving the quality of the program, including
a timeline for implementation.
- The IEP effects program changes based on recommendations resulting
from the self-study.
- If the IEP is part of or associated with a larger institution,
it also seeks to participate actively in self-study, evaluation,
or accreditation procedures undertaken by the institution.
- The IEP seeks assistance in program evaluation from appropriate
sources such as related professional organizations, specialists
in the field, outside advisors, and program alumni.