dwb2023/document-loader-jul2025 huggingface dataset:
However,	you	cannot	update	the	marital	status	of	an	already	independent	student	whose	dependency	status	has	not
changed	because	of	their	marriage	or	divorce	and	who	was	not	selected	for	verification.	In	such	a	case	you	must	select
the	student	for	verification	if	you	want	to	exercise	your	discretion	to	update	their	marital	status	and	all	other	associated
information.
Parent	Post-Application	Marriage
While	the	applicant	does	not	typically	update	family	size	because	of	a	change	in	their	marital	status,	if	the	applicant	is	a
dependent	student	and	their	parent	marries	or	remarries	between	application	and	verification,	the	student	must	update
family	size	to	include	the	new	stepparent.	However,	the	student	would	not	count	the	new	stepparent9s	income	and	assets.
A	school	can	use	professional	judgment	to	include	the	stepparent9s	income	or	to	otherwise	account	for	the	change.
Birth	of	a	Child
The	number	of	dependents	included	in	the	family	size	is	based	on	the	number	of	individuals	who	are	claimed	as
dependents	on	either	the	applicant9s	(if	independent)	or	parent9s	(if	dependent)	U.S.	federal	tax	return.	Therefore,	unborn
children	are	not	included	in	the	family	size,	though	the	family	size	can	be	updated	if	the	child	is	born	and	will	receive
more	than	half	of	their	support	from	the	student	(and	spouse,	if	applicable)	or	parent	(and	parent	spouse,	if	applicable)
during	the	award	year.
When	the	child	is	born,	you	may	update	the	family	size	in	two	circumstances:
1.	If	the	addition	of	the	newborn	changes	the	student9s	dependency	status	from	dependent	to	independent,	you	must
update	both	the	dependency	status	and	family	size.
2.	If	the	applicant	is	selected	for	verification,	you	should	update	the	family	size	to	be	accurate	at	the	time	you	complete
verification.	The	newborn	can	be	included	in	the	family	size	if	the	child	could	be	claimed	as	a	dependent	on	the
student9s	(if	independent)	or	parent9s	(if	dependent)	U.S.	federal	tax	return.
If	an	update	is	not	allowed	under	one	of	these	two	options,	you	may	choose	to	exercise	professional	judgment	on	a	case-
by-case	basis	to	add	the	newborn	to	the	family	size	if	you	determine	that	the	student	(or	contributor)	has	a	special
circumstance.	See	Chapter	5	of	this	volume	for	further	discussion	of	professional	judgment	and	special	circumstances.
Correcting	Errors
As	explained	in	the	last	section,	you	only	make	updates	in	specified	situations,	but	for	students	who	are	not	selected	for
verification,	you	or	they	must	correct	and	submit	for	processing	any	errors	reported	on	the	original	FAFSA	form	that	would
change	the	SAI	or	the	students9	eligibility	for	Title	IV	aid.
Changes	in	a	Selected	Applicant's	FAFSA	Form
For	students	who	are	selected	for	verification	and	receiving	subsidized	student	aid,	changes	to	any	non-dollar	item	and	to
any	dollar	item	of	$25	or	more	must	be	submitted	for	processing.	Also,	if	you	are	required	to	submit	any	change	through
FPS	because	of	verification,	you	must	submit	all	changes,	including	amounts	that	are	below	$25.
Updating	information
34	CFR	668.55
Changes	to	FAFSA	Information
W4The	student	was	selected	for	verification	by	the	FPS	or	your	school,	and	you	chose	to	pay	a	first	disbursement	of
Pell	without	documentation	(interim	disbursement).	This	code	must	be	updated	once	verification	is	complete,
or	the	COD	System	will	reduce	the	Pell	Grant	to	zero.
S4The	FPS	selected	the	student	for	verification,	but	you	did	not	verify	the	student	because	they	satisfied	one	of	the
exclusions	described	earlier	in	the	chapter	(except	the	post-enrollment	exclusion;	see	<Blank=	next).
Blank4Report	a	blank	if	you	have	not	performed	verification	for	other	reasons,	i.e.,	because	neither	the	FPS	nor
your	school	selected	the	student	or	because	the	student	was	selected	by	the	FPS	after	ceasing	to	be	enrolled	at	your
school	and	all	(including	late)	disbursements	were	made.	A	blank	also	applies	when	you	disbursed	aid	on	an	initial
transaction	not	selected	for	verification,	a	later	transaction	is	selected,	and	the	student	never	completes	verification.
unusual	circumstances	by	publicly	posting	the	option	on	their	website.
An	FAA	may	conduct	dependency	overrides	on	a	case-by-case	basis	for	students	with	unusual	circumstances.	An	aid
administrator	may	override	only	from	dependent	to	independent.	If	the	FAA	determines	that	an	override	is	appropriate,
they	must	maintain	the	determination	with	any	supporting	documentation.
Under	HEA	Sec.	480(d)(9),	the	FAFSA	Simplification	Act	incorporated	additional	unusual	circumstances	to	consider	when	a
student	is	unable	to	contact	a	parent	or	where	contact	with	parents	poses	a	risk	to	such	student.
Unusual	circumstances	do	include	(but	are	not	limited	to):
Human	trafficking,	as	described	in	the	Trafficking	Victims	Protection	Act	of	2000	(22	U.S.C.	7101	et	seq.);
Legally	granted	refugee	or	asylum	status;
Parental	abandonment	or	estrangement;	or
Student	or	parental	incarceration.
In	such	cases	an	override	might	be	warranted	based	upon	the	student9s	individual	circumstances.	These	conditions	would
also	not	disqualify	a	student	from	being	a	homeless	unaccompanied	youth	or	self-supporting	and	at	risk	of	homelessness.
However,	none	of	the	conditions	listed	below,	singly	or	in	combination,	qualify	as	unusual	circumstances	meriting	a
dependency	override.
Unusual	circumstances	do	not	include:
Parents	refuse	to	contribute	to	the	student9s	education.
Parents	will	not	provide	information	for	the	FAFSA	or	verification.
Parents	do	not	claim	the	student	as	a	dependent	for	income	tax	purposes.
Student	demonstrates	total	self-sufficiency.
Additionally,	the	FAFSA	Simplification	Act	introduced	new	requirements	for	processing	and	communicating	with	students
who	request	an	adjustment	for	unusual	circumstances.	Schools	and	financial	aid	administrators	must:
Notify	students	of	the	school9s	process,	requirements,	and	reasonable	timeline	to	review	adjustment	requests	after
their	FAFSA	form	is	submitted;
Provide	students	with	a	final	determination	of	their	dependency	status	and	financial	aid	offer	as	soon	as	practicable
after	reviewing	all	requested	documentation;
Retain	all	documentation,	including	documented	interviews,	related	to	the	adjustment	for	at	least	three	years	after
the	student9s	last	term	of	enrollment;	and
Presume	that	any	student	who	has	obtained	an	adjustment	for	unusual	circumstances	and	a	final	determination	of
independence	to	be	independent	for	each	subsequent	award	year	at	the	same	institution	unless--
The	student	informs	the	institution	that	their	circumstances	have	changed;	or
The	institution	has	conflicting	information	about	the	student9s	independence.
Documentation	is	critical	3	schools	must	ensure	that	any	supporting	documentation	they	collect	is	adequate	to
substantiate	the	student9s	circumstances.	Documentation	may	include	(but	is	not	limited	to)	the	following:
a	documented	interview	between	the	student	and	the	financial	aid	administrator;
submission	of	a	court	order	or	official	federal	or	state	documentation	that	the	student	or	student9s	parents	or	legal
Dependency	Overrides
HEA	Sec.	479A(c)	and	480(d)(9)
GEN-22-15.
reconcile	the	conflicting	information	and	take	appropriate	action	under	the	specific	program	requirements	(depending	on
the	outcome,	funds	may	have	to	be	returned).
Subsequent	ISIRs
You	are	generally	required	to	review	all	subsequent	transactions	for	a	student	for	the	entire	processing	year	even	if	you
verified	an	earlier	transaction.	An	exception	to	this	requirement	is	if	a	later	transaction	comes	in	after	the	student	is	no
longer	enrolled	at	your	institution.	Review	the	SAI,	C	flag,	or	verification	tracking	group	for	changes.	Review	new
comments	or	NSLDS	information	that	impacts	eligibility	for	aid.	Check	any	updates	or	corrections.	If	the	SAI	has	not
changed	and	there	are	no	changes	in	the	C	flag,	verification	tracking	group,	or	NSLDS	information,	no	action	is	generally
required.	If	the	SAI	does	change	but	it	either	doesn9t	affect	the	amount	and	type	of	aid	received	or	the	data	elements	that
changed	were	already	verified,	no	action	is	required.	But	if	the	SAI	changes	and	the	pertinent	data	elements	were	not
verified,	then	you	must	investigate.	Of	course,	any	time	the	C	flag	changes	or	NSLDS	data	have	been	modified,	you	must
resolve	any	conflicts.
Discrepant	Tax	Data
Financial	aid	administrators	do	not	need	to	be	tax	experts,	but	there	are	some	issues	that	even	a	layperson	with	basic	tax
law	information	can	evaluate.	Because	conflicting	data	often	involve	such	information,	FAAs	must	have	a	fundamental
understanding	of	relevant	tax	issues	that	can	impact	the	need	analysis.	You	are	obligated	to	know	(1)	whether	a	person
was	required	to	file	a	tax	return	and	(2)	what	the	correct	filing	status	for	a	person	should	be.	The	IRS9s	online	Interactive
Tax	Assistant	can	help	with	these	and	other	issues	by	walking	the	user	through	a	series	of	questions.	IRS	Publication	17	is
also	a	useful	resource.
Resolution	of	Conflicting	Information
You	must	resolve	conflicting	information	prior	to	disbursing	aid	to	a	student	enrolled	at	your	school.	Even	if	the	conflict
concerns	a	previous	award	year,	you	must	still	investigate	it.	You	have	resolved	the	matter	when	you	have
determined	which	data	are	correct;	this	might	simply	be	confirming	that	an	earlier	determination	was	the	right	one.	You
must	document	your	findings	and	include	an	explanation	that	justifies	your	decision.
The	verification	page	on	the	FSA	Assessments	site	has	guidance	to	help	you	review	your	conflicting	information
procedures;	see	Activity	1.
Referral	of	Fraud	Cases
Requirement	to	Verify	Questionable	Data
34	CFR	668.54(a)(2)
Discrepant	Tax	Data	Example
AVG,	Chapter	5,	Example	7:	An	FAA	notices	that	a	dependent	student9s	parents,	who	are	married	and	live
together,	have	each	filed	as	head	of	household	(which	offers	a	greater	tax	deduction	than	filing	as	single	or
married).	The	FAA	must	ask	if	that	is	the	right	status.	Resolution	of	the	conflict	could	be	the	parents	refiling	and
submitting	a	copy	of	the	amended	return	or	a	reasonable	explanation	of	why	there	is	no	conflict	under	IRS	rules.
If	you	suspect	that	a	student,	employee,	or	other	individual	has	misreported	information	or	altered	documentation	to
fraudulently	obtain	federal	funds,	you	must	report	your	suspicions	and	provide	any	evidence	to	the	Office	of	Inspector
General	(OIG).	See	also	Volume	2	of	the	FSA	Handbook.
OIG	Contact	Information
Address:	OIG	Headquarters,	U.S.	Department	of	Education,	400	Maryland	Avenue,	SW,	Washington,	DC	20202-1500
Web:	https://oig.ed.gov/contact-us
Hotline:	https://oig.ed.gov/oig-hotline
Phone:	1-800-MIS-USED	(1-800-647-8733)
Hours:	M,	W	9311	a.m.	T,	Th	133	p.m.
Regional	Offices:	An	updated	listing	of	regional	offices	and	contact	information	is	available	at	https://oig.ed.gov/contact-
us.
Reporting	Fraud	Rings	(Distance	Education)
Institutions	now	submit	fraud	ring	complaints	through	the	Department9s	OIG	encrypted	complaint	web	portal	at	the	URL
address	https://oighotlineportal.ed.gov.	The	portal	provides	consistency	and	improves	communication	delivery.	Because
the	portal	is	encrypted,	institutions	no	longer	need	to	encrypt	submitted	documents.
Additionally,	institutions	will	submit	a	Fraud	Ring	Reporting	Spreadsheet	through	the	OIG9s	complaint	process.	For	more
information	on	how	to	report	fraud	rings	or	for	a	copy	of	the	Fraud	Ring	Reporting	Spreadsheet,	please	review	the	August
21,	2020	Electronic	Announcement,	which	was	updated	in	November,	2022,	to	reflect	a	change	in	the	process.
FSA	Feedback	Center
Through	the	FSA	Feedback	Center,	students,	parents,	and	others	can	submit	the	following	feedback	to	the	Department:
Compliments	about	a	positive	experience	they	have	had	with	the	Department,	a	school,	or	a	federal	loan	servicer;	or
Allegations	of	suspicious	activity	by	a	school	or	person.
Individuals	can	also	submit	complaints	about	the	following	to	the	Department:
Applying	for	and	receiving	federal	loans,	grants,	and	work	study;
Experiences	with	federal	loan	servicers,	collection	agencies,	or	the	Department;	and
Schools4their	administration	of	the	Title	IV	programs,	marketing	and	recruitment	practices,	or	misrepresentations	of
facts.
OIG	Referrals
34	CFR	668.16(g)
for	a	term	or	payment	period,	at	least	one	scheduled	day	of	study	for	examinations	occurs;
or
In	a	program	offered	using	asynchronous	coursework	through	distance	education	or	correspondence	courses,	the
school	makes	available	the	instructional	materials,	other	resources,	and	instructor	support	necessary	for	academic
engagement	and	completion	of	course	objectives;	and
In	a	program	using	asynchronous	coursework	through	distance	education,	the	school	expects	enrolled	students	to
perform	educational	activities	demonstrating	academic	engagement	during	the	week.
The	term	"asynchronous	coursework"	refers	to	coursework	that	students	generally	complete	on	their	own	schedule,	at	any
time.	This	contrasts	with	"synchronous	coursework,"	in	which	students	and	their	instructors	are	in	communication	at	the
same	time.	For	information	on	distance	education	and	correspondence	coursework,	see	Volume	2,	Chapter	2.
Instructional	time	excludes	scheduled	breaks	and	activities	that	aren't	included	in	the	definition	of	"academic
engagement"	(see	Volume	5,	Chapter	2	3	Part	1	for	more	information)	or	periods	of	orientation	or	counseling.	Therefore,
the	weeks	of	instructional	time	may	be	less	than	the	number	of	calendar	weeks	that	elapse	between	the	first	day	of
classes	and	the	last	day	of	classes	or	examinations.	Note	that	the	Department	has	not	set	a	regulatory	standard	for	the
number	of	hours	of	instructional	time	that	make	up	one	day	of	instruction.	This	has	been	left	to	the	reasonable
interpretation	of	schools	and	their	accrediting	agencies.
Although	most	programs	are	at	least	one	academic	year	in	length,	some	eligible	programs	are	shorter	than	an	academic
year.	See	Volume	2,	Chapter	2	for	more	detail	on	the	requirements	for	such	programs.
Weeks	of	instructional	time:
Cannot	overlap,	and	a	school	cannot	use	a	single	day	of	scheduled	instruction,	exams,	or	study	time	to	create	more
than	one	week	of	instruction	(for	example,	a	school	may	not	end	a	week	of	instructional	time	on	one	day	and	begin
the	next	week	of	instructional	time	on	the	same	day);
May	begin	and	end	on	a	day	other	than	Monday,	provided	that	each	week	of	instructional	time	comprises	seven
consecutive	days	(for	example,	a	Wednesday	through	the	following	Tuesday)	that	include	at	least	one	day	of
scheduled	instruction,	exams,	or	study	time,	as	required	by	the	regulations;	and
May	begin	up	to	six	days	before	the	first	day	of	scheduled	instruction	or	exams	in	a	payment	period.
Note:	All	references	to	<weeks=	in	the	examples	that	appear	throughout	this	chapter	mean	weeks	of	instructional
time	as	defined	above.
Regulatory	Citations
Reductions	in	academic	year	length:	HEA	Sec.	481(a)(2)(B)	and	34	CFR	668.3(c)
34	CFR	600.2	(academic	engagement)
34	CFR	600.2	(distance	education)
Volume	3,	Chapter	1,	Example	1:	Counting	Weeks	of	Instructional	Time
Credit	or	Clock	Hours	in	an	Academic	Year
For	undergraduate	educational	programs,	the	law	and	regulations	set	the	following	minimum	standards	for	coursework
earned	by	a	full-time	student	in	an	academic	year:
For	a	program	measured	in	credit	hours,	24	semester	or	trimester	credit	hours	or	36	quarter	credit	hours;	or
For	a	program	measured	in	clock	hours,	900	clock	hours.
For	graduate	and	professional	programs,	there	is	no	minimum	number	of	hours	in	an	academic	year.
Academic	Year	Definition	and	Effect	on	Awards
The	Title	IV	academic	year	that	a	school	defines	for	a	program	must	meet	the	regulatory	minimums	for	both	clock	or
credit	hours	and	weeks	of	instructional	time,	as	described	above.	In	some	instances,	the	defined	academic	year	for	a
program	may	not	coincide	with	the	academic	calendar	of	the	school.	For	example,	a	school	might	define	the	academic
year	for	a	program	as	containing	24	semester	hours	and	30	weeks	of	instructional	time	but	have	an	academic	calendar
consisting	of	four	8-week	nonstandard	terms	(i.e.,	32	weeks	of	instructional	time).	This	would	affect	the	calculation	of	Pell
Grant	awards,	as	explained	in	Volume	7.
As	discussed	later	in	this	chapter	and	in	Volume	8,	Chapter	6,	the	timing	of	disbursements	and,	for	the	Direct	Loan
Program,	annual	loan	limit	progression	will	be	affected	if	a	program	is	an	academic	year	in	length	in	credit	or	clock	hours
but	not	in	weeks	of	instructional	time,	or	for	a	program	longer	than	an	academic	year	in	length,	if	a	student9s	completion
of	the	credit	or	clock	hours	in	the	program9s	academic	year	does	not	coincide	with	completion	of	the	weeks	of
instructional	time	in	the	academic	year.
Academic	Calendars	and	Terms
Schools	offer	programs	with	many	kinds	of	academic	calendars	that	differ	from	the	traditional	fall-spring	school	year.	For
the	
Title	IV	programs,	academic	calendars	may	be	one	of	the	following	types:
standard	term,
nonstandard	term,
The	calendar	graphic	below	illustrates	how	a	school	would	count	weeks	of	instructional	time	in	a	standard
semester	term	during	which	classes	are	held	Monday	through	Friday.	In	this	hypothetical	term	(the	example	is	not
meant	to	illustrate	any	specific	calendar	year)	classes	begin	on	Monday,	August	23rd,	and	end	on	Friday,
December	10th,	with	examinations	held	December	13th-17th.
The	circles	indicate	the	points	at	which	each	of	the	17	weeks	of	instructional	time	begin.
There	are	no	classes	on	Labor	Day	(September	6th),	Veterans	Day	(November	11th),	or	during	Thanksgiving
break	(November	24th-26th),	but	each	week	that	includes	these	dates	still	counts	as	a	week	of	instructional	time
since	each	includes	at	least	one	day	of	regularly	scheduled	instruction.	The	week	of	exams	that	begins	on
December	13th	also	counts	as	a	week	of	instructional	time.
If	a	week	in	the	term	has	no	days	of	instruction,	examination,	or	(after	the	last	day	of	classes)	study	for
examination,	that	week	does	not	count	as	a	week	of	instructional	time.	For	example,	a	week	consisting	only	of
vacation	days	is	not	a	week	of	instructional	time.
extended	beyond	the	normal	term	beginning	or	ending	dates	by	not	more	than	two	weeks	could	still	be	considered	a
standard	term.
Note	that	the	requirements	described	above	do	not	apply	to	standard	terms	in	a	subscription-based	academic	calendar.
As	explained	earlier,	classes	in	a	subscription-based	program	are	not	required	to	begin	and	end	within	a	term.
Standard	terms	(including	standard	terms	in	a	subscription-based	program)	may	not	overlap	within	a	program.	In	addition,
if	an	extended	class	overlaps	another	term	in	a	program	that	is	not	a	subscription-based	program,	the	program9s
academic	calendar	must	be	treated	as	non-term.
Combining	Modules	Into	a	Standard	Term
Except	for	subscription-based	programs,	in	a	program	using	a	standard	term	academic	calendar	you	may	combine	two	or
more	consecutive	shorter	nonstandard	terms	(often	called	modules)	and	treat	them	as	a	single	standard	term	such	as	a
semester	or	quarter.	For	example,	you	might	offer	a	program	in	a	series	of	modules,	each	of	which	is	six	weeks	in	length,
with	students	earning	six	quarter	credits	in	each	module.	Although	a	single	6-week	module	could	not	constitute	a	quarter
(because	it	contains	fewer	than	the	minimum	nine	weeks	required	for	a	quarter),	you	could	choose	to	treat	two
consecutive	6-week	modules	as	a	single	12-week	quarter.
There	are	no	modules	in	subscription-based	programs	for	
Title	IV	purposes.
Intersessions
In	certain	limited	cases	for	academic	programs	offered	in	standard	terms,	a	short	nonstandard	term	may	be	combined
Standard	Term	Length
November	5,	2019	Electronic	Announcement
Volume	3,	Chapter	1,	Example	2:	Combining	Modules
As	shown	below,	a	school	could	choose	to	group	three	5-week	modules	together	and	treat	them	as	a	15-week
semester,	or	it	could	combine	four	4-week	modules	into	a	16-week	semester:
Module	1	(5	weeks)	+	Module	2	(5	weeks)	+	Module	3	(5	weeks)	=	15-week	semester
or
Module	1	(4	weeks)	+	Module	2	(4	weeks)	+	Module	3	(4	weeks)	+	Module	4	(4	weeks)	=	16-week	semester
On	the	other	hand,	programs	offered	in	modules	may	also	be	treated	as	nonstandard	term	or	non-term	programs.
For	instance,	in	the	first	of	the	two	examples	shown	above	the	school	could	treat	each	5-week	module	as	a
nonstandard	term	or	could	consider	this	to	be	a	non-term	program.	Whatever	academic	calendar	a	school	adopts
for	a	program,	it	must	apply	the	calendar	to	all	students	enrolled	in	that	program	and	document	the	program9s
treatment	in	its	policies	and	procedures	manual.
with	a	preceding	or	following	standard	term	and	treated	as	a	single	standard	term.	These	short	nonstandard	terms	are
often	called	<intersessions.=	For	example,	a	program	might	be	offered	in	an	academic	calendar	consisting	of	two	15-week
semesters,	fall	and	spring,	with	a	4-week	intersession	between	the	two	semesters.	To	consider	the	program	as	being
offered	in	standard	terms,	you	must	combine	the	intersession	with	either	the	fall	semester	or	the	spring	semester	and
treat	the	combined	intersession	and	semester	as	a	single	term.	If	you	choose	to	take	this	approach,	the	same	treatment
must	be	applied	for	all	Title	IV	purposes	to	all	students	enrolled	in	the	program.	In	addition,	hours	taken	in	the	intersession
must	count	toward	a	student9s	enrollment	status	for	the	combined	term,	and	costs	for	the	intersession	must	be	included
in	the	cost	of	attendance.
In	some	cases,	an	intersession	may	partially	overlap	one	or	more	standard	terms.	If	the	intersession	overlaps	just	one
standard	term,	you	may	still	consider	the	program	to	be	offered	in	standard	terms	if	you	combine	the	overlapping
intersession	with	the	standard	term	and	treat	that	combination	as	a	single	term,	as	described	above.
If	you	choose	not	to	combine	an	intersession	with	a	standard	term	as	described	above	and	instead	treat	the	intersession
as	a	standalone	term,	or	if	an	intersession	partially	overlaps	more	than	one	standard	term,	the	program	must	be	treated
as	a	non-term	program	for	Direct	Loans.	For	Pell	Grants	and	Teacher	Education	Assistance	for	College	and	Higher
Education	(TEACH)	Grants,	you	would	be	required	to	use	Formula	3	if	you	treat	the	intersession	as	a	standalone	term,	or
Formula	4	if	an	intersession	partially	overlaps	more	than	one	standard	term.	Regardless	of	whether	you	treat	an
intersession	as	a	standalone	term	or	combine	it	with	a	standard	term,	you	may	not	have	a	policy	of	prohibiting	otherwise
eligible	students	from	receiving	
Title	IV	program	funds	to	cover	costs	associated	with	enrollment	in	the	intersession.
Intersessions	are	not	permitted	in	subscription-based	programs.
Volume	3,	Chapter	1,	Example	3,	Combining	an	Intersession	With	a	Standard	Term
A	school	offers	a	degree	program	in	education	with	a	4-week	intersession	between	two	15-	week	semesters:
15-week	semester 4-week	intersession 15-week	semester
The	terms	don9t	overlap.	The	school	chooses	to	define	the	academic	year	for	this	program	as	24	semester	hours
and	34	weeks	of	instructional	time.
The	school	may	combine	the	intersession	with	one	of	the	standard	terms,	and	treat	the	program	as	being	offered
in	two	semesters:
19-week	semester
(15-week	fall	semester	+	4-week	intersession)
15-week	semester
or
15-week	semester 19-week	semester
(4-week	intersession	+	15-week	semester)
The	school	could	also	choose	not	to	combine	the	terms.	In	this	case,	the	program	would	have	a	4-week
nonstandard	term	and	two	standard	terms	(semesters).	As	noted	earlier,	this	means	that	the	school	would	treat
this	as	a	non-term	program	for	Direct	Loan	purposes	and	would	use	Formula	3	for	calculating	Pell	Grant	and
TEACH	Grant	awards.