NASFAA U Authorized Event: 2017-18 Student Eligibility ... · Review the following pages of this...

2017-18AUTHORIZED EVENTS

CREDENTIALEDTRAINING

STUDENT ELIGIBILITY

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 Student Eligibility

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 your presentation. Step 1: Familiarize yourself with the material in the 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.

Step 2: Review the following pages of this Instructor’s Guide, which includes recommendations for interaction

with your participants. You will not have time to do them all. Amend these notes and add your own notes for how you plan to deliver this training so your participants are engaged, ready to learn and motivated to succeed.

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.

About the Slides

In addition to this Instructor’s Guide designed for your own use, NASFAA provides a PowerPoint presentation intended to complement the participant’s Study Guide. These slides serve as a conceptual “road map” for the course; placeholder slides indicate the need to pause for a quiz or activity in the Study Guide. You may choose to provide electronic access or printed copies of the optional handout, prepared in pdf for your convenience.

As you prepare in advance, make notes in the Instructor’s Guide about your own approach to teaching this course. Review the slideshow several times in “slideshow mode” to practice timing and transitions. You will know you are ready when you no longer need to rely on your notes.

NASFAA U Authorized Event: 2017–18 Student Eligibility

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 Student Eligibility 2-8 20-25 minutes

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

Lesson 2: Criteria Checked Via the Application Process 9-39 80-90 minutes

• Activities in this lesson include quizzes, discussion, and a case study related to Selective Service registration.

Break 15-30 minutes

Lesson 3: Criteria Checked and Monitored by the School 40-61 65-75 minutes

• Activities in this lesson include quizzes, discussion, interviews, and case studies.

Lesson 4: Educational Coursework and Programs Affecting Student Eligibility and Changes in Eligibility

62-81 40-55 minutes • Activities in this lesson include

quizzes, discussion, and several case studies.

Questions & Wrap-Up 82-84 15 minutes • Time varies based on size of group. • Review key points and ask whether

learning objectives were met.

Estimated Total Time 4-5 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 Student Eligibility (p. 1) • Introduce topic.

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

Ask if they find any key concepts especially confusing, so you know which topics need more time.




Slide 3

How Does a Student Become Eligible? (p. 1)

• Discuss student eligibility and the responsibility of the financial aid office. Takeaway: Qualifying for Title IV aid involves more than simply filing the FAFSA.

Slide 4

General Eligibility Criteria (pp. 1-3)

• Explain the basic eligibility criteria, such as acceptance into an eligible program of study, etc.

• Review the other general student eligibility criteria listed on p. 1.

• Explain that the general student eligibility requirements can be divided into three broad categories (p. 2, and chart on slide from p. 7). Review the list of agencies through

which student data is matched via the application process (p. 2).

Review briefly the criteria checked and monitored by the school (p. 3).

Review briefly the criteria that is not specifically checked, but must be resolved if conflicting information exists (p. 3).

CAUTION: Don’t get bogged down here. Before discussing the three broad categories, explain that each category will be discussed in further detail in Lessons 2, 3, and 4.

Transition: There also are a few other factors which affect eligibility.

Slide 5

Other Factors Affecting Eligibility (p. 3)

• Introduce the list of other factors, noting that these will be explored more fully in Lesson 4.

Transition: Let’s take a few moments to review.




Slide 6

Slide 7

Quick Quiz 1 (p. 4)

Individually, with a partner, as a table, or as a large group, with group review of the answers.

• Answer Key on p. 8. Q1: Criteria checked via the

application process; criteria checked and monitored by the school; and criteria not specifically checked, but must be resolved if the school has conflicting information.

Q2: A student enrolled in a graduate program cannot receive a Federal Supplemental Educational Opportunity Grant.

Q3: False.

Slide 8

Reflection Questions (p. 5) • There are no right or wrong answers.

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

Learning Activity: Research (p. 6)

Instructor Note: This Learning Activity is designed for participants to complete on their campuses (no slides provided). Introduce them to the activity and encourage them to complete it as soon after the training as possible.

Instructor Note: If you choose to include this activity during the training, you will need to adapt it for use in the classroom. Note that the instructions include online research.

Slide 9

Lesson 2: Criteria Checked Via the Application Process (p. 9) • Introduce topic.


Transition: Since this lesson focuses on criteria checked during the application process, let’s start with a quick review.




Slide 10

Application Process (p. 9)

• Walk participants through the application process using the introduction on p. 9 and the graphic on the slide.

Instructor Note: More information can be found in NASFAA’s The Application Process Self-Study Guide. Transition: Let’s explore which federal agencies and systems check student eligibility criteria.

Slide 11

Federal Agencies and Systems (p. 9)

• Mention the chart on the slide is on p. 33 of the Study Guide (this is not in the Workbook).

• Review the federal agencies and summarize the criteria checked by each one.

• Explain this “check” happens when the CPS conducts database matches. (p. 13).

Slide 12

Database Matches (p. 9)

• Explain the CPS conducts database matches with certain agencies.

Instructor Note: Consider using this as an opportunity to reinforce familiarity with the list of agencies. Ask for one or more volunteers to provide the full name of each agency on slide.

Slide 13

Reject Codes and C-Codes (p. 10)

• Explain what reject codes and c-codes are, and what causes them to be generated. Mention the ISIR Guide and SAR

Comment Codes and Text resources are available at www.ifap.ed.gov.

• Explain that, for the 2017–18 award year only, as we transition to using PPY data, the CPS assigns a 399 code when potential conflicting information is identified through comparison of the 2017–18 ISIR with the student’s 2016–17 ISIR, which the school must research and resolve.




Mention GEN-16-14 and any other recent guidance of which you are aware.

Slide 14

Citizenship Status (pp. 10-11)

• Explain which citizenship statuses are eligible for Title IV aid.

• Explain eligible citizenship status is confirmed via the Social Security Administration database match. If confirmed, proceed with checking

other criteria. If not confirmed, a C-Code is

attached to the ISIR and the applicant needs to either correct the FAFSA to apply as an eligible noncitizen (if that is the correct status) or document eligible citizenship status for the school.

• Point out the list of acceptable documentation and requirements for maintaining the documentation (p. 11).

Slide 15

Slide 16


• Review the definition of “eligible noncitizen” (pp. 11-12).

• Describe the process of confirmation of status (Alien Registration Number must be correct on the FAFSA first): DHS “primary match” (p. 12). DHS “secondary match” (p. 12) Paper “third-step” confirmation using

USCIS Form G-845 (pp. 12-13).

A sample form appears on pp. 34-36 of the Study Guide, but not in the Workbook.

Instructor Note: ED is using new terms for what was called “primary confirmation,” “secondary confirmation,” and “manual secondary confirmation.”




Slide 17


• Explain exceptions to the need for paper third-step confirmation. Victims of human trafficking and their

relatives. Individuals eligible for benefits under

VAWA. Native Americans lawfully admitted

for permanent residence under the Jay Treaty.

• Review the limits on school liability, as long as proper procedure is followed (p. 14).

Transition: Let’s pause to test what you know so far!

Slide 18

Slide 19

Slide 20

Slide 21

Quick Quiz 1 (pp. 15-16)


• Answer Key on p. 37. Q1: Central Processing System

(CPS).

Q2: Reject codes and C-codes.

Q3: Social Security Administration.

Q4: When a student’s noncitizen eligibility cannot be verified through the primary match, and as long as the student provided his or her Alien Registration Number on the FAFSA.

Q5: At least 30 calendar days.

Q6: 10 business days.

Q7: Reconfirmation is required in subsequent award years if the student’s documentation has expired or if the student is a conditional permanent resident, a refugee, a Cuban-Haitian entrant, or a person granted asylum is a conditional permanent resident, refugee, or asylee.

Q8: Every award year.




Slide 22

Q9: Citizens of the Federated States of Micronesia, Marshall Islands, and Palau.

Learning Activity: Interview (p. 17)

Instructor Note: This Learning Activity is designed for participants to complete on their campuses (no slides provided). Introduce them to the activity and encourage them to complete it as soon after the training as possible.

Instructor Note: Depending on the needs and experience level of your participants, you could choose to include this activity during the training, if you adapt it for use in the classroom.

Slide 23

Slide 24

Social Security Number (pp. 18-19)

• Describe the SSN match, including how it relates to student eligibility and the application process.

• Explain the Social Security Administration database performs three matches (p. 18). Student’s SSN (pp. 18-19). Parent’s SSN, for dependent

students (p. 19). Date of death (p. 19).

• Point out the “pseudo-SSN” assigned to first-time applicants from the Federated States of Micronesia, the Marshall Islands, or Palau.

• Review the descriptions of the errors that will generate reject codes by the CPS, and the steps to take for resolution, especially: With documentation the SSN is

correct, the school may award and disburse Title IV aid without submitting a correction.




With documentation that the name or DOB was incorrect, a correction must be submitted; the student is not required to correct SSA records first, though it is recommended to prevent a problem again in the future.

Emphasize that an incorrect SSN is likely to require re-filing the FAFSA.

Slide 25

Selective Service Registration (pp. 19-20)

• Describe the registration requirement and how it relates to Title IV aid eligibility (pp. 19-20)

• Point out exemptions from the registration requirement, including for residents of the Federated States of Micronesia or the Republic of the Marshall Islands (p. 20)

• Review the school’s role in the determination of eligibility when someone is not exempt and failed to register.

Slide 26

Defaults, Overpayments and Fraud (pp. 21-22)

• Describe how defaults, overpayments, overawards and fraudulently obtained funds affect Title IV aid eligibility.

• Highlight the recent clarification that ED will search NSLDS for default status for parent PLUS borrowers.

• Explain the role of NSLDS: NSLDS database match. Transfer Student Monitoring Process

(pp. 21-22).

Slide 27

Resolving Defaults, Overpayments and Exceeded Loan Limits (pp. 22-23)

• Review the variety of ways these issues may be resolved and eligibility regained.

Instructor Note: The last two text boxes are shaded differently because they relate to issues other than default status.




Slide 28

Slide 29

Unusual Enrollment History (pp. 23-25)

• Explain that NSLDS flags the records of applicants whose enrollment patterns and financial aid history could indicate potential fraud and abuse (pp. 23-24).

• Review the UEH process and what each flag means (p. 24).

• Emphasize the school’s role in determining whether some of these students may continue to be eligible or not (pp. 24-25).

Slide 30

Drug Convictions (pp. 25-27)

• Explain the two types of drug convictions that affect Title IV aid eligibility: Department of Justice Drug Abuse

Hold File, if a judge eliminates Title IV aid eligibility (p. 25).

Drug convictions self-reported via FAFSA question 23 (pp. 25-27).

• Review how schools find out about these issues and the effect they can have on the applicant’s eligibility.

• Review how applicants may be able to regain eligibility (pp. 26-27).

Slide 31

Department of Defense (p. 27)

• Explain that the DoD match identifies students who may qualify for the IASG.

• Review the database match process and the school’s role.

Slide 32

Statement of Educational Purpose (p. 27)

• Explain the requirement that each applicant sign a statement of educational purpose. This takes place when the student

signs the FAFSA application.

Instructor Note: Remind applicants the summary chart of Criteria Checked Via the Application Process is included on p. 33 of the Guide (not in the Workbook).




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

Slide 33

Quick Quiz 2 (p. 28)

Instructor Note: There are no slides for Lesson 2 Quick Quiz 2 due to the length of the quiz. Refer participants to the Workbook. Review questions individually, with a partner, as a table, or as a large group, with group review of the answers.

• Answer Key on p. 39.

Slide 34

Learning Activity: Determining Whether a Student Knowingly and Willfully Failed to Register with Selective Service (p. 31)


Slide 35

Slide 36

Slide 37

Slide 38

• Review the scenario described on p. 31.

Instructor Note: Ask participants to answer the questions on p. 31. Remain on this slide until you are ready to reveal the answers.

• 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.





Slide 39

Reflection Questions (p. 32) • There are no right or wrong answers


Slide 40

Lesson 3: Criteria Checked and Monitored by the School (p. 43) • Introduce topic.


Transition: Let’s talk about the student eligibility criteria schools need to check.

Slide 41

Academic Credentials (pp. 43-44)

• Explain that, as part of the school’s eligibility to participate in the Title IV aid programs, the school must only admit (as regular students) persons who: Have a high school diploma or

recognized equivalent, and Are beyond the age of compulsory

attendance in high school in the school’s state.

• Describe trial or conditional periods of enrollment and how it affects aid eligibility.

• Review student eligibility requirements related to demonstrating ability to benefit, including alternatives to having a high school diploma.

Slide 42

Ability-to-Benefit Alternatives (pp. 45-46)

• Review the ability-to-benefit alternatives, making sure to emphasize that the rules apply differently based on the date the student first enrolled in any Title IV eligible postsecondary program.

• Highlight who can qualify under ATB only if they are enrolled in an eligible career pathway program (pp. 45-46).

Instructor Note: the chart on this slide is the Title IV Eligibility Under the Ability-to-Benefit Provisions chart on p. 59 in the Study Guide, but not in the Workbook.




Slide 43

Slide 44

Slide 45

Satisfactory Academic Progress (pp. 46-50)

• Explain that schools must monitor each aid recipient’s academic progress compared to standards set by the school within the bounds of the regulations.

• Review the requirements related to the school’s SAP policy, which must include: Qualitative standard (pp. 46-47). Quantitative (or pace) standard

(p. 47). Other factors (pp. 47-48).

• Describe how frequency of evaluation affects the process, as well as the options available to student (pp. 48-49).

• Review the optional use of appeals, financial aid probation, and academic plans (p. 49)

• Point out when/how students can regain eligibility (p. 50)

CAUTION: This is intended to be only a general overview of SAP requirements, not a thorough training; however, you will need to cover enough details to prepare participants to complete the Quick Quiz and the Learning Activity. Let participants know more information is available in NASFAA’s Self-Study Guide on Satisfactory Academic Progress.

Slide 46

Financial Need (p. 50)

• Explain that financial need is an eligibility criterion for some—but not all—federal aid programs.

• Review how financial need and non-need-based aid eligibility is calculated.

Slide 47

Program Eligibility Requirements (p. 50)

• Point out that certain programs have their own individual program eligibility requirements, such as the TEACH Grant program.




Instructor Note: Mention more information regarding individual program requirements is available in the Federal Student Aid Program Summary chart on p. 61 of the Study Guide (this is not in the Workbook).

Transition: It’s time for a quiz! Please turn to Lesson 3 Quick Quiz 1.

Slide 48

Quick Quiz 1 (pp. 51-52)

Instructor Note: There are no slides for Lesson 3 Quick Quiz 1 due to the length of the quiz. Refer participants to the Workbook. Review questions individually, with a partner, as a table, or as a large group, with group review of the answers.

• Answer Key on pp. 68-69. Q1: False. Q2: A regular student is someone

who is enrolled or accepted for enrollment in an eligible institution for the purpose of obtaining a degree or certificate offered by the school.

Q3: qualitative; quantitative. Q4: Annually. Q5: True. Q6: A general educational

development (GED) certificate; Successful completion of a two-year program fully acceptable toward a baccalaureate degree.

Q7: The maximum timeframe as defined by the school based on the length of the program.

Q8: Annually to correspond with the end of a payment period.

Q9: Financial aid warning can be used for one payment period without an appeal if the school monitors SAP at the end of every payment period. A successful appeal is required to be placed on financial aid probation.

Q10: False.




Slide 49

Learning Activity: Satisfactory Academic Progress (p. 53)


Slide 50

Slide 51

Slide 52

Slide 53

• Review the case study of “Joel” described on p. 53.

Instructor Note: Ask participants to answer the questions using the sample policies provided on p. 60. Remain on this slide until you are ready to reveal the answers.


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


Slide 54

Criteria Not Specifically Checked (p. 54)

• Review the fact that any conflicting information discovered must be resolved before Title IV funds can be awarded or disbursed.

• Point out that allowing simultaneous enrollment in college and secondary/ elementary school would affect the school’s institutional eligibility.

• Highlight that a student with a judgment lien is ineligible for Title IV aid; a parent with a judgment lien is ineligible to borrow a parent PLUS loan.




• Describe how incarceration of various types may affect Title IV aid eligibility (pp. 54-55).

• Emphasize that fraudulent activity can affect eligibility; cases of suspected fraud should be reported to the Office of the Inspector General (see contact information from p. 55 of the Study Guide, but not in the Workbook).

Ask participants how they could or have discovered any of these types of situations.

Slide 55

Slide 56

Slide 57

Slide 58



• Answer Key on p. 71. Q1: Incarceration, fraud, and

simultaneous enrollment in an elementary or secondary school.

Q2: [Refer to Answer Key].

Q3: [Refer to Answer Key].

Q4: Fraud.

Q5: The U.S. Department of Education’s Office of Inspector General (OIG).

Slide 59


Instructor Note: This Learning Activity is designed for participants to complete on their campuses, but could be adapted for use in the classroom. Participants may have interesting stories to share.




Slide 60

Instructor Note: Discussion could include the Reflection Questions on p. 58.

Instructor Note: If you choose not to include this in the training, introduce them to the activity and encourage them to complete it as soon after the training as possible.

Slide 61



Slide 62

Lesson 4: Educational Coursework and Programs Affecting Student Eligibility and Changes in Eligibility (p. 73) • Introduce topic.


• Remind participants that students must be enrolled in eligible programs offered by eligible schools, to qualify for Title IV aid. Emphasize that Title IV aid can only

be paid for coursework that counts towards the student’s degree or certificate.

Ask participants how they know whether the coursework a student is taking actually applies to the student’s degree or certificate?

Slide 63

Educational Coursework (pp. 73-75)

• Define correspondence coursework, review the characteristics and the limitations on aid eligibility (pp. 73-74).

• Define distance education coursework, review the characteristics and the limitations on aid eligibility (p. 74).

• Define remedial coursework, review the characteristics and the limitations on aid eligibility (pp. 74-75).




• Define ESL programs and coursework, review the characteristics and the limitations on aid eligibility (p. 75).

Slide 64

Slide 65



• Answer Key on p. 88. Q1: Coursework offered by a school

under which it provides (by mail or electronic transmission) instructional materials, including examinations on the materials, to students who are separated from the instructor.

Q2: Unlike correspondence coursework, distance education coursework provides for regular and substantive interaction between instructor and student.

Q3: [Refer to Answer Key]. Q4: A student may receive Title IV

aid to pay for up to one academic year of remedial coursework (30 semester or trimester hours, 36 quarter hours, or 900 clock hours).

Q5: A student enrolled in a program consisting solely of ESL coursework may receive Federal Pell Grant and IASG only.

Slide 66

Programs Affecting Student Eligibility (p. 77)

• Define Direct Assessment Programs, review the characteristics and the limitations on aid eligibility (p. 77).

• Define Comprehensive Transition and Postsecondary Programs, review the characteristics and the limitations on aid eligibility (pp. 77-78).

• Define Short-Term Programs, review the characteristics and the limitations on aid eligibility (p. 78).

• Define Eligible Career Pathway Programs, review the characteristics and the limitations on aid eligibility (pp. 78-79).




Slide 67

Slide 68



• Answer Key on p. 89. Q1: A direct assessment program

uses a direct assessment of a student’s learning, or recognizes the direct assessment of the student’s learning by others, in lieu of earned credit or clock hour as the measure of the student’s learning.

Q2: [Refer to Answer Key]. Q3: A student enrolled in a

comprehensive transition and postsecondary program may receive only Federal Pell Grant, IASG, FSEOG, and FWS funds.

Q4: A short-term program is one that provides at least 300, but less than 600, clock hours of instruction during a minimum of 10 weeks.

Q5: A student enrolled in a short-term program may receive only Direct Loans.

Slide 69

Slide 70


Instructor Note: This Learning Activity is designed for participants to complete on their campuses, but could be adapted for use in the classroom.

Instructor Note: If you choose not to include this in the training, introduce them to the activity and encourage them to complete it as soon after the training as possible.

Slide 71

Clock/Credit-Hour Conversion (pp. 82-83)

• Explain why and how the conversion formula is applied, and the exemptions.

• Review the definition of a clock-hour program.




• Describe the steps to the conversion formula; the graphic on the slide (from p. 83) may provide sufficient level of detail.

Survey: Who is already familiar with this conversion formula? Would you describe for the rest of us how the results are used?

Instructor Note: Keep in mind that this is applied at the program level, not at the student level. Most of your participants will not need to know how to perform this conversion calculation, though they may need to know to apply the results to each student’s enrollment level when awarding federal aid to some of their students.

Slide 72

Learning Activity: Clock/Credit-Hour Conversion (p. 84)

Individually, with a partner, in small groups or as a large group. Ask the participants to try it on their own or with a partner first, or walk through it together.

Slide 73

Slide 74

• Review the scenario described on p. 84.

Instructor Note: Ask participants to answer the questions using the worksheet provided on p. 84. Remain on this slide until you are ready to reveal the answers.


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





Slide 75

Changes in Student’s Eligibility Status (p. 85)

• Explain that a student’s status can change during the award year, which is why it’s important to understand how eligibility lost can be regained.

• Review the examples of gaining eligibility and how it affects aid eligibility.

• Review what happens when a student loses eligibility during the award year.

Slide 76

Learning Activity: Changes in Student Status and Eligibility for Title IV Aid (p. 86)

Individually, with a partner, in small groups or as a large group.

Slide 77

Slide 78

Slide 79

Slide 80

• Review the three scenarios described on p. 86. Yasmine.

Ivan.

Tatiana.

Instructor Note: Ask participants to determine whether or not each student is eligible to receive Title IV aid and, if so, what Title IV aid he or she may receive, and for what time period. Consider assigning one scenario per person or team; everyone does not need to work on all three scenarios, as long as group discussion follows. Remain on this slide until you are ready to reveal the answers.


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





Slide 81


Partner, table and/or group discussion isrecommended. May be completed aftertraining.

Slide 82

Questions

Slide 83

Recap & Thank You

Slide 84

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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