Intensive English Program (IEP) Instructor Policies and Procedures
Basic and Transitional Studies Contacts:
Curtis Bonney, Dean Basic and Transitional Studies
Office: IB 2410B
Appointments: 206 934-4551
Anne Forester, IEP Associate Dean
Office: IB 3411A
Contact about policy questions, student issues, IP/attendance issues, computer lab schedule, website information, or general program questions.
Nancy Leverton, Secretary Senior
Office: IB 2407
Contact about books and payroll
Jeff Wang, Office Assistant Lead
Office: IB 2407
Contact about questions other than books or payroll
International Program Contacts:
(Contact Anne first and she will direct your query to the correct person.)
Ryan Packard, Executive Director International Programs
Office: CC 2461D
Jo Scozzafava, IP Manager
Office: CC 2461B
Arlette Fellores, Assistant Director of International Programs
Office: CC 2461E
Heeyoung An, Student Success Specialist
Office: CC 2460
Viki Bradley, Sponsored Students
Office: CC 2461E
Communication: Please check your NSCC Outlook email (not the Gmail account @northseattle.edu) regularly (at least every other weekday) during the quarter. This is very important for communication within the program and with students. If you don’t have an NSCC Outlook account or cannot access it, talk to Jeff Wang.
Student Issue Communication:
· When emailing Anne about a student issue, please give her your class title (example: GW4), item #, student name, student id #.
· If a student has an issue or complaint about your class, first have a conference with the student to see if you can find a resolution. If it still cannot be resolved, the student can contact Anne to discuss the issue further. Please give them the Student Conference Email form, so they can email me with their information. They can also do this on the clipboard next to my office (IB 3411A)
· Students should not go to the IP Office with academic complaints. If this happens, the IP staff will ask the student to make an appointment with Anne.
· If a student has an issue relating to their student visa/status, tuition payment, scholarship, or attendance, please have them go to the IP Office. This should not occur during class (when in doubt, send the students to the IP Office).
· If a student says they spoke to someone in the IP Office, Anne, or the dean about an issue, tell them you must have the information written and signed by the person they spoke with; otherwise, you will not use this information for any action.
· Do not allow students to leave class to handle an issue with the IP Office. Staff from the IP Office will contact you if the student must see them before going to class.
The Saudi Arabian Cultural Mission (SACM)
Some of our students are here on SACM Scholarships. Gina Panattoni advises these students on issues related to SACM.
· Occasionally, Gina will need to briefly pull a student from class. She will e-mail you with this request, and will do her best to give you advanced warning. The student will be given a note for each teacher to show that they have met with Gina. The student is not allowed to attend class until they have met with Gina. Please do not count this as an absence unless the student does not return to class.
· If a student tells you that you must take or not take a particular action due to their SACM Scholarship, please notify Gina at firstname.lastname@example.org. This is absolutely NOT allowed!
· If there are any behavioral issues or a SACM student is being disruptive, please notify Anne immediately.
Teacher Syllabus: Include the following statement: Students are expected to understand and follow all of the policies in the IEP Student Handbook. If you need a copy of the Handbook, please ask your teacher. Also include our academic calendar (IEP Academic Calendar) and make sure the students are aware that they need to make travel plans after the last date of our quarter.
Cohort Collaboration: We have six levels with three classes on each level: grammar/writing (GW), reading/vocabulary (RV) and listening/speaking (LS). Therefore, each teacher has two cohorts: a teaching cohort and a track cohort. A teaching cohort is defined as the group of teachers that teaches the same subject and level (for example, the GW1 teachers). Sometimes you will be the only teacher teaching your class/level, so you will not have a teaching cohort. A track cohort is teachers that share the same students (both teachers have students in the same GW class and RV class and possibly LS). It is very beneficial to share tests/worksheets/ideas throughout the quarter, but this is not required. It is strongly recommended that you collaborate with your teaching cohort on diagnostic testing, final exams, and final exam dates.
Instructor Leads: If there is more than one teacher teaching the same class at the same level, you will have an Instructor Lead. Following are the main duties of instructor leads:
Following are the main duties of instructor leads:
· Initiate the process of having the same diagnostic test and final exams. Send out the email showing the previous tests used and revise with group as necessary.
· Lead teaching cohort meetings and report discussion to coordinator/dean when requested
· Find out what textbook the group wants to use for the next quarter (if the same).
· Initiate evaluation of new textbooks as needed.
· Order textbooks for classes marked “STAFF”.
· Answer any questions that new teachers in your cohort may have.
· GW lead teachers read writing samples for potential level changes.
The Instructor Lead is paid at our hourly wage. Generally, the instructor with the most experience at a level is selected by the dean to be the lead. The dean approves all instructor leads.
For track cohorts, the GW teacher acts as the lead for cohort discussion and initiation of the award selection.
Textbook Selection: Textbook selection occurs near the beginning of the quarter before the textbook will be used (for example, we pick the winter quarter textbook near the beginning of fall quarter). You must select a textbook from the approved textbooks for that level (Approved Textbooks). If you would like to pilot a new textbook, please contact Anne. Each teacher completes a book order for the upcoming quarter if they have their assigned classes using FacultyEnlight (facultyenlight.com). If a class is marked “STAFF”, Anne or the cohort lead will fill out the book order using the same book as the lead instructor for the cohort.
Textbook Policy: List the name of your textbook on your syllabus and make sure you have your course ID (e.g. IEP 011.01). Tell the students to bring their syllabus to the bookstore and show it to the bookstore salesperson. It is suggested that you tell the students only to purchase through the bookstore, so they won’t get a book late. Also, you may ask them to only purchase new textbooks/workbooks as used ones often have the answers written in them. Remind the students on the first day that if a student doesn’t bring his/her textbook by the third class, you can ask the student to leave the class and he/she will receive an absence for the day (see IEP Student Handbook).
IEP Resources: Desk copies, teacher’s manuals, audio/visual and book resources can all be checked out in IB 3411A. If it is locked, please ask Nancy or Jeff to let you in.
When you find your resource, fill out the information on the clipboard near the books to check out the resource. Please return the resource at the end of the quarter unless you are using it in the next quarter. If you do not see the resource you are looking for, notify Anne. You can order a desk copy or teacher’s version from the publisher. Please see publisher contact information for desk copies and the approved list of textbooks on the IEP website.
Page One Writing and Language Center Information:
The Learning Center: The Learning Center provides tutoring services to NSC students, and is broken into three areas: Page One Writing & Language Center, Math/Science Learning Center (MLC), and Business and Accounting Learning Center. Historically, these three areas have been in different locations on NSC’s campus, but as of Summer 2014 they are all located together at The Learning Center.
Page One Writing & Language Center (formerly The Loft): Located inside The Learning Center, Page One is a place for all NSC students to meet with a tutor for grammar, reading, writing, vocabulary, listening, and speaking help. Page One also has software loaded on all of its 40 computers through which students can independently practice reading, grammar, listening, speaking, and pronunciation. NSC students are allotted two 30-minute sessions of tutoring per day at Page One, and computer use is unlimited (provided there are no students waiting for a computer).
The Learning Center location: Health Sciences & Student Resources (HSSR) building, Room 1636B (next to The Grove)
Winter Quarter hours (9/24-12/9): Monday-Thursday 9:00 a.m. – 6:30 p.m.; Friday 9:00 a.m. – 1:00 p.m.; Sunday 1:00 – 5:00 p.m.
Talk Time (Winter Qtr): Tuesday 11:00 a.m. – 12:00 p.m.; Wednesday 5:30 – 6:30 p.m.; Thursday 2:00 – 3:00 p.m.
Opportunities for teachers:
Tutors: send your upcoming assignments to the BTS Page One Coordinator (Sara Legg) with any notes you have for tutors when they help your students
Opportunities for students:
Tutoring: 2 30-minute sessions per day
Computer Lab: American Speech Sounds, Active Reading, Live Action English, Pronunciation Power, Writer’s Resources; [Soon to be added: Focus On Grammar online, Understanding and Using English Grammar online]
Talk Time: English discussion and conversation group, open to NSC’s ESL and IEP students
BTS Page One Coordinator (Sara Legg): I am the liaison between Basic & Transitional Studies and Page One. This means that I work with IEP, ESL, and ABE/GED faculty and students to educate about available services at The Learning Center, as well as work with TLC and Page One staff as a voice for BTS faculty and students’ needs. I work with the other coordinator, Tracy Heinlein, hire and train tutors (initially, and through ongoing professional development), and co-teach ENG 080 students (lab for Dev Eng students). Contact me if you have a question, concern, or accolade about tutors or services at Page One, or if you have a student who needs some additional assistance.
Please encourage and advise your students to come to Page One prepared. They should bring their textbook(s) and assignments or handouts with them. Additionally, if you want a tutor to work on a specific skill or topic with a student, feel free to send the student with a note from you. The more information the tutors have from the instructors, the better they are able to drill down to address a student’s needs!
Note: Many students come to Page One expecting a tutor to “fix” their grammar or give them the correct answers on an assignment. Talk to your students and tell them that tutors are there to teach them, not give them the easy answers. Or better yet, get in touch with Sara to give your class a presentation about Page One and tutoring!
Computer Lab: To sign up for a computer lab time for your class, check the current computer lab schedule on our IEP website. Then email Anne the time slot, day, and computer lab you’d like to request. If headphones in the lab are broken, please put the broken headphones in Anne’s box with a note stating that the headphones are not working and which lab they came from. Anne will replace them. You can also check out more headphones in the audio/visual area in IB 3411A.
IEP Student Handbook: Each instructor should read the IEP Student Handbook. This handbook will be updated every year before fall quarter, along with the Instructor Policies and Procedures. Students and instructors must know the policies and procedures, so it is important that you review them with your students. If each teacher strictly enforces all of our policies and procedures, classroom management will be much easier for all teachers.
Breaks during class: Instructors give their students a ten minute break for every sixty minutes of class time. Instructors can create their own policy about bathroom breaks outside of the class break. Most instructors do not allow bathroom breaks during exams.
· If you are sick or have an emergency— immediately call the Basic and Transitional Office at 206-934-4720. Please make sure you talk to a person—don’t just leave a message! Then email Curtis and Anne and copy Jeff and Nancy. Please use the sub list and try to find a sub. Also, if possible send the sub your lesson plans for the day.
· If you are taking a personal day—email Curtis/Anne and copy Jeff/Nancy as soon as you know the date. Please use the sub list and try to find a sub for your personal day. Instructors have one personal day per quarter. Note: there is no personal day in summer quarter.
Attendance and class rosters:
At the start of the quarter, make sure your roster from your Instructor Briefcase matches the students in your class.
Attendance and Excused Absences: Teachers cannot excuse absences. If a student seems to have a compelling reason for an absence (an accident, death in the family, serious illness), please notify Anne. In your syllabus, please make sure you explain if you allow any work/tests to be made up when the student is absent. This policy should then be followed for all students. Do not decide it based on the reason for the absence.
Student Holidays for Reasons of Faith or Conscience: It is a state mandate that Institutions of Higher Education must develop policies to accommodate student absences for up to two days per academic year, to allow students to take holidays for reasons of faith or conscience or for organized activities conducted under the auspices of a religious denominations, church, or religious organization, so that students’ grades are not adversely impacted by the absences.
You do not need to put this on your syllabus. If a student requests an absence for reasons of faith or conscience, please see the steps of what to do under “Forms” on the IEP website. It is listed as “Student Holidays for Reasons of Faith or Conscience.
FALL, WINTER, and SPRING QUARTERS (10 weeks)
5 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student.
10 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student. The student will fail the class, but must continue to participate, submit work, and attend; otherwise, they will be dismissed from the program.
15 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student. The student’s I-20 is terminated and he/she is dismissed from NSCC for 1 year.
Note: Before the student reaches the 10/15 count, it
is a good idea to let the student know that they are close, and the
consequences of reaching these numbers.
SUMMER QUARTER (8 weeks)
3 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student.
6 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student. The student will fail the class, but must continue to participate, submit work, and attend; otherwise, they will be dismissed from the program.
9 absences: Immediately email Anne. Then fill out the Excessive Absence Form. (Print form from the IEP website.) Have the student sign it. Make two copies. Put the original in Anne’s box. Keep a copy and give the other copy to the student. The student’s I-20 is terminated and he/she is dismissed from NSCC for 1 year.
Note: Before the student reaches the 6/9 count, it
is a good idea to let the student know that they are close, and the
consequences of reaching these numbers.
Individual Teacher Attendance Policies: You can make your class attendance policy more rigorous than the IP policy, but make sure the students know it is not conflicting. For example, “The IP policy says that you will fail the class if you reach ten absences. In my class, if you miss eight or more absences, you will not have enough class participation points/classwork to pass the class.” Make sure this is clearly stated on the class syllabus.
Tardies: In the IEP Student Handbook, it states “If you are late for the start of your class or from break (3) three times, it is considered one absence.” If a student comes to class five minutes late or more, the International Program considers it to be a tardy. Therefore, for the International Program’s notification, only count it as one absence if the student is tardy five minutes or more three times. For your class purposes, you can count a tardy as less than five minutes if you choose and have your own consequences, such as students losing class participation points or the teacher can choose to lock the door as class begins. If a student is 30 + minutes late for Grammar/Writing or leaves 30+ minutes early from Grammar/Writing, it is considered an absence. For Reading/Vocabulary and Listening/Speaking, if a student is 15+ minutes late or leaves 15+ minutes early, it is considered an absence. Make sure students know this.
Failure to Maintain Satisfactory Academic Progress:
• If a student doesn’t pass a class (Grammar/Writing, Reading/Vocabulary, or Listening/Speaking) the first time, he/she will be placed on Academic Probation.
• If a student doesn’t pass the same class/same level twice they will be suspended from the program for one year unless their appeal is approved. Anne approves the appeal with feedback from the teachers.
• If a student fails ANY class at the same level a third time, they will be suspended for a year.
• Note: college elective grades are not included in the academic progress of IEP.
Appeals: If the student comes every day, turns in all of their work, and tries their best, you can mark a “Y” for yes in the appeals column of the pass/fail spreadsheet. If the student has poor attendance, doesn’t turn in their work or try their best, mark “N” for no in the appeal column. Anne will send you this spreadsheet at the end of the quarter. Anne will make the final appeal decision based on the teacher support of appeal.
Cheating/Plagiarism: If a student is caught cheating/plagiarizing, they will fail that assignment/test. Immediately let the dean and Anne know that this took place. Make sure you document this and keep the information that was plagiarized. Complete the plagiarism form from the IEP website and put the original in Anne’s box. If it happens again, complete the plagiarism form again and put in Anne’s box and notify Anne and the dean again. This could lead to dismissal from the program.
Discipline Issues: When an instructor talks to a student about a discipline issue, the student is expected to comply without argument.
· If the student argues or refuses to comply, he/she will be asked to leave the class and he/she will receive an absence for that day.
· If a teacher has to talk to the student three times during a class session about any disruptive issue and the student complies each time, but then repeats the action, that student will be asked to leave and will receive an absence for the day.
· In addition to the policies in the IEP Student Handbook, each teacher can have a policy for disciplinary issues that includes consequences such as losing class participation points.
· Each instructor should keep a record of the times a student was counted as absent because of a discipline problem. Note the date and the issue. When the student reaches the level of absences that equals a warning notice, write the number due to discipline issues on the excessive absence form, so we can keep a record of this. See the IEP Student Handbook for a listing of discipline issues.
· Remember if a student refuses to leave the classroom, immediately call security, (206) 934-3636. ((22(2
Diagnostic Testing: On the first day of the quarter, you should give a diagnostic test. All teachers in a teaching cohort should have at least 75% of the same content for the diagnostic test. The students’ scores don’t affect their grades. The test is important for the teacher to assess where each student is at academically and areas of strengths and weaknesses within the class. If a teacher is not sure about assessing a diagnostic test, please confer with your teaching cohort and/or contact Anne.
Diagnostic Testing and IEP Level:
Level Changes: If you have given your diagnostics and you feel that a student is misplaced in your level, you as the instructor do have the power to change that student’s level (up or down). The international program will support you. However, you must have diagnostic(s) that make your case.
Level Change Procedure:
· Give diagnostics in all subjects in your class on the first day of the quarter.
· If the student passes each of the diagnostics in your class with 85% email your track cohort first (the instructors who also have your student in their classes) and copy Anne. If the student has passed all GW/RV diagnostics with 85% or better, a level change can happen for GW/RV. If a student has passed LS diagnostics with 85% or above, a level change can happen for LS.
· Talk to the lead instructor in the proposed level to see if they agree with your assessment (particularly important for writing – show your evidence).Copy Anne.
· If they agree, email Anne. She will confirm the move. Do not inform the student until she send the new schedule. She will also give the student the new schedule.
· talk to the student about a possible level change until you get confirmation from Anne.
· send the student to other classes without having an email from Anne with the new schedule.
· All level changes need to take place by day 5 of the quarter.
· If a student questions their level, they can review the diagnostic test with their instructor (do not let them keep the test) to see what areas they need to focus on at that level. If they still question their level or diagnostic test score, they may contact Anne to discuss the matter further. Please tell the student not to contact the IP about the issue as it is academic. If the student goes to the IP, they will be asked to contact Anne.
Academic Progress: It is important that students are aware of their progress throughout the quarter. If you notice a pattern of failure, make sure you communicate this to the student. Midway through the quarter, it is suggested that you give all students progress reports that show areas of improvement and where they need further growth. At this point, remind the students of our excessive absence policy and repeat policy. You may want to state this on each student progress report.
Academic Progress and Testing: It is suggested that you give a weekly test (a teaching cohort may want to use the same tests) in both areas of GW and SL classes (RV might need only one test per week depending on the tests you are using), so you have a consistent record of student progress. For writing, make sure the weekly test is in-class and timed with no electronic/class help. If the teacher chooses to then let the students revise the essay test, please note the in-class grade separately. This way we have a clear assessment of how each student is doing without any outside support. The track cohort may want to confer so weekly tests are not held on the same day of the week.
Graded Tests: It is recommended that you share graded tests with students. If this is a test used by more than one teacher and/or will be used again, do not let them keep it. This avoids students copying and memorizing our tests. When you do show the students their graded tests, make sure all electronic devices are stowed, so they may not take a picture of the test.
Keeping Tests: Keep all of your tests for three quarters after the current quarter. Students have up to a year to dispute a grade.
IELTS Class: IEP has RV5 and LS4 IELTS test prep classes. The LS4 class can be taken by any student who has passed LS3. The RV5 class can be taken by any student who has passed GW/RV4. This class counts as the student’s regular RV or LS class at their designated level. If they pass this class, the student goes to the next level in RV/LS. If they fail, they repeat their designated level for RV/LS.
· ESL Compass test: Students are allowed to take the ESL Compass test only upon initial entry into the IEP program unless a teacher makes a request to the IEP Program Coordinator for retesting because level placement of a student might be wrong.
· College Compass test: IEP students (excluding Level 6 students) may ONLY test after the end of the IEP quarter. Students (besides level 6) may not take the Compass once classes start. Level 6 students can take the test in the last few weeks of the quarter. Students must receive a minimum of 75% in the listening section to continue with the test. Testing fees apply.
TOEFL and IELTS Testing: Remind students not to schedule the TOEFL or IELTS test during class time. Absences are not excused for TOEFL or IELTS testing.
They may take the TOEFL/IELTS testing class offered by NSC Continuing Education.
Conferencing: You do not need to conference with your students, but if you are concerned about a specific student’s classroom behavior or academic progress it is important to try to meet with the student to discuss this. Mid-term progress conferences or reports are suggested, and final conferences are up to the teacher’s discretion.
Recording Grades: Make sure you record grades on a regular basis. It is recommended that you record at least one grade in each area every week. Remember to record the area of the grades separately for GW and LS. So for example, record all of the grammar grades together and writing grades together. Many teachers use Engrade (engrade.com/) to record grades, but instructors may use any grade recording system they choose.
IEP Policy for passing to the next level: To pass, a student must have an overall class grade of at least 75% (2.0). For Grammar and Writing, they need to pass each component (grammar and writing) at 75% or above. For Listening and Speaking, they need to pass each component (listening and speaking) at 75% or above. For Reading/Vocabulary, they need to pass with a total grade of 75% or above. Vocabulary is not considered to be a separate component because it does not have as much weight as reading.
Be sure to create sufficient comprehensive forms of assessment that assess both skills/content areas to be able to justify to a student if he/she is or is not ready to move on to the next level. Also be sure to communicate on your syllabus how you will assess students to determine their passing or not to the next level.
Grade Breakdown: Following are suggested guidelines for your class grading.
Grammar/Writing: sample from GW4
Writing Assignments 20%
Grammar Tests 20% (drop lowest score)
Writing Tests 20% (drop lowest score)
Final Exams 25% (combined)
Reading/Vocabulary: Sample from RV2
Chapter Tests - 30% (lowest dropped)
Final exams - 30%
Leveled reader quizzes/homework - 10%
Listening/Speaking: Sample from LS4
Listening tests- 15% (lowest dropped)
Speaking/pronunciation quizzes/tests- 15%
Listening final- 15%
Speaking final - 15%
Quarter Grading: Once you have calculated your class grades at the end of the quarter go to https://erc.northseattle.edu/faculty-tools and click on Instructor Briefcase to post your grades for the class. Even if the students have to pass each section of your class (for example, both writing and grammar), you just post it as one grade on the website. Make sure you click on the “submit” button once you select the student grades. You may print a copy of the grades for your records if you choose.
Use the GPA grading scale. (Note we don’t give students 0.0, S, Y, NC, or I.)
96 to 100% 4 .0
Below 75% No pass
*all grades below 66% should receive a 1.0
Use the 1.7 grade if either of the following is true:
· a student leaves the class early because of a personal issue.
· a student has received 10-14 absences for fall-spring and 6-8 for summer
Note: if this student is receiving a lower class grade, you may give this grade instead of 1.7.
Use the 1.0 grade if the following is true:
· a student has received 15+ absences for fall-spring and 9+ for summer
Grade Access: A few weeks before the end of the quarter, the IP will send out the steps for students to access their grades. Instructors are not required to conference with the student or give the student their grades. If a student requests that their grades are emailed, it is strongly recommended that the instructor does not do this, as it is an issue of confidentiality. If the instructor chooses to do this, the instructor must get the student’s permission ahead of time and in person. It is recommended that the instructor get this permission in writing as well.
Grade Book Retention Policy:
The district's grade book policy (CT0401.021 GRADE BOOK - INSTRUCTORS) states that instructors must keep their grade books for the length of time that a student has to appeal a grade plus one quarter. If an instructor leaves the colleges prior to the designated retention period, their grade book(s) must be retained by the Instruction or other designated administrative office.
Students have one quarter to appeal a grade, so instructors need to keep their grade books for two quarters. Please note that summer does not count for one of the two quarters. Therefore, spring quarter grade books should be kept through the following winter quarter.
Last week of the quarter:
· Cohort Collaboration and Final Exams: Your teaching cohort should have at least 75% of the same content on final exams, so the teaching cohort should meet before the last week of the quarter and review the exams to see if revisions need to be made to previous finals or a new final needs to be created. Also, pick the times/dates of finals. For the writing test, the cohort should also meet to make sure they use the same rubric for grading.
· Final Exams Schedule: Final exams should be given in the last week of the quarter. Plan to give your final exams over a two (or sometimes three) day period, one day for each area. For example, in GW, you could give the grammar test on the first day and the writing on the second. The teaching cohort needs to give each final exam on the same day, so students from other classes can’t get information on the test. Finals must be given up to the day before the end of the quarter. Remember that the final day of the quarter is the End of the Quarter Celebration, so no finals are given on that day.
Note: Students may not take the final exam early unless they have this approved by the dean. This only takes place in very unusual circumstances. If a student goes to the IP Office or teacher and requests this, the student will be given a student conference email form so they can make an appointment with Anne to discuss this. Then after the case is reviewed, the dean will make the final decision.
IEP Academic Schedule: The IEP calendar is ten weeks (eight weeks in the summer), so it is shorter than the NSC calendar (including ESL) during fall through spring. Therefore, our quarter either ends one week before the rest of the school or starts one week later.