LARAMIE COUNTY COMMUNITY COLLEGE PROCEDURE
SUBJECT - Access
REFERENCE - 6200
DATE - 10/9/97
NUMBER – 6205
I. Laramie County Community College's policy on access describes two criteria for
entrance into its academic courses, programs, and support services: academic progress
and the ability to benefit academically.
These are defined as:
A. "Academic Progress" Having the ability to progress from one competency level to a more advanced competency level within a twelve-month period.
B. "Ability to Benefit Academically, "This has occurred when "measurable academic progress" has been made within a twelve-month period.
II. Access to College-Level Courses
A. Students who do not meet the prerequisites for a particular course are denied admission into that course until all course prerequisites are satisfied.
B. Students whose academic skills assessment scores are not sufficiently high for college-level courses will be required to satisfactorily complete developmental courses in reading, writing, and/or mathematics and/or be referred to the Job Skills and Education Center or the Albany County Campus' Adult Studies Resource Center for development of an individualized program of study.
III. Entry into Job Skills and Education Center (JSEC) and Adult Studies Resource Center
A. General criteria for all programs
1. Applicants must be 16 years of age or older.
2. Applicants will complete a registration form and indicate their previous academic experience.
3. Applicants must meet the same general criteria as those seeking entrance into college level courses; that is, applicants must be capable of making academic progress and demonstrate the ability to benefit academically.
4. Applicants will be assessed to determine their ability to progress and benefit from the programs offered by the Job Skills and Education Center or the Adult Studies Resource Center. Applicants who do not meet entry‑level guidelines will be denied admission into these programs because their educational needs cannot be satisfied by the JSEC or ASRC programs. Whenever possible, applicants who are not eligible to participate in the JSEC or ASRC programs because they do not meet entry-level guidelines will be referred to other institutions or agencies for further counseling regarding their educational/vocational objectives.
B. Entry into the Literacy Program (The JSEC and ASRC define the Literacy Program as an ABE [adult basic education] program specifically targeted to adults functioning below the fourth-grade equivalency level.)
a. The WRAT-3 (Wide Range Achievement Test) and/or THAT (Test That's Not a Test) will be administered as an initial screen to determine entry-level skills.
C. Entry into Job-specific Training Programs, Employability Skills Programs, Adult Secondary Education (ASE), General Education Development (GED), and/or Adult Basic Education (ABE) (The JSEC defines ABE as an academic support program for adults functioning at or above a fourth-grade equivalency level.)
a. The TARE (Test of Adult Basic Education) will be administered as an initial general screen to determine whether applicants meet participation guidelines. Those who attain an average score at or above the fourth-grade equivalency level on the TARE (Test of Adult Basic Education) will meet program participation entry guidelines and can begin a program of study.
2. Further Diagnostic Measurements For applicants whose TABE scores are below the fourth-grade equivalency level and who still desire entry into the specific programs in III.C., it is their responsibility to provide written documentation of cognitive testing (as described below) by a qualified examiner and to bear the expense for such testing.
a. A score of 65+ on the full scale I.Q. portion of the Wechsler Adult Intelligence Scale Revised (WAIS-R), or
b. An average standard score of 75+ on the Peabody Picture Vocabulary Revised (PPVT-R) and the Test of Nonverbal Intelligence JONI), or
c. A minimum mental age of 11-0 on the PPVT-R (Peabody Picture Vocabulary Test Revised).
D. Entry into English as a Second Language (ESL) Program
Applicants who meet the following descriptors satisfy program participation entry guidelines:
1. Those who have a language other than English as their native language,
2. Demonstrate that they are limited in ability to read, write, and/or speak English as assessed by Oral ESL Intake Test #413, Structure Test 313, and/or Side by Side placement test, or similar, uniformly administered ESL assessment tool.
3. If 80 percent proficiency on one of the above assessment instruments, applicants will be referred to advanced ESL credit courses and/or computerized learning.
E. Entry into U.S. Citizenship Program Applicants who meet the following descriptors satisfy program participation entry guidelines:
1. Those eligible non-U.S. citizens who are seeking status as naturalized U.S. citizens, and
2. Demonstrate that they are able to read, write, and speak English as assessed by the Oral ESL Intake Test #413 and/or the WRAT-3 (Wide Range Achievement Test).
F. Admissions Exceptions
1. Potential students or a student's advocate have the right to petition for an admission exception. Exceptions to the policy will be made by the coordinator of the Student Success System.
2. A student admitted through "exception" will be enrolled on a trial basis and permitted in the program only if he/she progresses within the educational setting and maintains appropriate social behaviors.
IV. Continuation in JSEC or ASRC Programs
The following guidelines are used to determine continuation in JSEC or ASRC programs:
A. Demonstrate Academic Progress If a person is admitted into JSEC or ASRC programs, continuation in those particular programs will depend upon the student showing the ability to benefit by demonstrating academic progress after 50 hours of instruction within a 12-month calendar period and maintaining appropriate social behavior (as described below in "B"). Academic progress is measured as follows:
1. Advancement on TABE scores or other normal, standardized adult assessments, and/or
2. Advancement from lower competency to higher competency materials, and/or
3. Instructor documentation that progress is made (e.g., portfolio samples or observational narratives that depict advancement within the competencies being studied.)
B. Maintain Appropriate Social Behavior
Appropriate social behavior is defined in LCCC Student Rights and Responsibilities Policy 5700. Additionally, inappropriate social behaviors include, but are not limited to, those actions which are disruptive, child-like, excessively loud, violent, and/or those which have acting-out aspects. Behavior is also disruptive if it significantly impairs the learning of other students. The following processes will be followed regarding inappropriate/disruptive behaviors:
1. Any behavior that poses an immediate threat (imminent danger) to the health, welfare, or safety of a student, instructor, or staff person will not be tolerated, and the student will be immediately suspended/withdrawn from the program.
2. All incidents of inappropriate behavior are documented in the student's file.
3. The process to be followed for inappropriate/disruptive behavior that is not threatening or does not create imminent danger to others is as follows:
a. The first incident of inappropriate behavior will result in a verbal warning that describes the consequences of the disruption.
b. The second incident of inappropriate behavior will result in a written warning with the disciplinary sanctions stated in writing.
c. The third incident of inappropriate behavior will result in suspension or termination from the program.
C. Whenever possible, persons who are ineligible to remain in JSEC or ASRC programs because they do not meet the continuation guidelines will be referred to other institutions or agencies for further counseling regarding their educational or vocational objectives.
All students have the right to due process through LCCC Student Rights and Responsibilities Policy 5700.