Texas Success Initiative College Courses for Dual Credit College Preparatory Courses

Texas Success Initiative College Courses for Dual

CreditCollege Preparatory Courses

60 Semester Credit Hour RuleReverse Transfer Rule

Andrew Lofters, Ph.D.

ESC Region VII Stakeholder MeetingsFebruary 11-12, 2014

ESC Region VII Stakeholder Meeting

Texas Success Initiative

(TSI)


Developmental education students face serious barriers on their pathway to certificate and degree attainment

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Developmental Education Pipeline at Public Two-Year Colleges Fall 2007 Cohort

Cohort total: 99,097

Of students below state standard* … 100

… in reading

… in writing … in math

Enrolled in developmental education 71 63 83Achieved college readiness 58 54 39Attempted first college-level course 52 45 21Successfully completed first college-level course 38 33 15*2007 entering cohort tracked two years for readiness measure and three years for college-level course.


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ACADEMIC COURSE GUIDE MANUAL (ACGM)• Developmental Education Learning Outcomes

(approved by ACGM Committee Oct. 19, 2012) – Reading– Writing– Integrated Reading/Writing (IRW)– Intermediate Algebra– ESOL

• Writing for Non-Native Speakers• Grammar for Non-Native Speakers• ESOL Oral Communication• ESOL Reading and Vocabulary

– DE Math Foundations (expected spring 2013)


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TSI ASSESSMENTMATHEMATICS AND ENGLISH (READING AND WRITING)

• Classifications• College Ready (entry-level courses)• Developmental Education

• National Reporting System – Educational Functioning Level Descriptors (NRS – EFLDs)• Levels 5 and 6• Knowledge and Skills levels - 9 to 12

• Adult Basic Education (ABE)• National Reporting System – Educational Functioning Level

Descriptors (NRS – EFLDs)• Levels 1 to 4• Knowledge and Skills levels - 1 to 8.9


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NEW TSI ASSESSMENT• AY 2013-2014 TRANSITION YEAR

– Identify and continue to serve students testing into ABE-levels with options currently available (including DE courses/interventions)

– GOAL: to develop an TSI (formerly ABE) Operational Plan with recommendations and guidelines for AY 2014 and beyond• TEA, TWC, and THECB meet biweekly • Research national and state programs that successfully

address ABE-skill levels (e.g., I-Best, Contextualization, Workforce Solutions, Continuing Education and Certificate programs, etc.)

• Solicit feedback from institutions regarding issues and gaps• Consider legislative agenda (policies, funding, etc.)• For Board consideration in April 2014• Statewide Professional Development/Training Program


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TSI RULES – APPROVED AMENDMENT§4.54 Exemptions, Exceptions, and Waivers

(c) ESOL Waiver--An institution may grant a temporary waiver from the assessment required under this title for students with demonstrated limited English proficiency in order to provide appropriate ESOL/ESL coursework and interventions. The waiver must be removed after the student attempts 15 credit hours of developmental ESOL coursework or prior to attempting entry-level freshman coursework, whichever comes first, at which time the student or would be administered the TSI Assessment. Funding limits as defined in Texas Education Code, Section 51.3062(l)(1) and (2) for developmental education still apply.


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TSI RULES - AMENDMENT§4.54 Exemptions, Exceptions, and Waivers

(3) For a period of five (5) years from the date of testing, a student who is tested and performs at or above the following standards that cannot be raised by institutions: (A) TAKS (2200)

(B) STAAR end-of-course (EOC) with a minimum score of Level 2 on the English III shall be exempt from the TSI Assessment required under this title for both reading and writing, and a minimum score of Level 2 on the Algebra II EOC shall be exempt from the TSI Assessment required under this title for the mathematics section.


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TSI RULES – APPROVED AMENDMENT§4.55 Assessment and Placement (c) For holistic placement of non-exempt students not meeting standards as defined in §4.57(a) and (b) of this title (relating to College Ready and Adult Basic Education (ABE) Standards), institutions shall use for determination of appropriate courses and/or interventions the TSI Assessment results and accompanying Diagnostic Profile, along with consideration of one or more of the following:

(1) High school Grade Point Average/class ranking;

(2) Prior academic coursework and/or workplace experiences;

(3) Non-cognitive factors (e.g., motivation, self-efficacy); and

(4) Family-life issues (e.g., job, childcare, transportation, finances).


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TSI RULES – APPROVED AMENDMENT§4.55 Assessment

(b) Prior to the administration of an approved instrument in §4.56, an institution shall provide to the student a pre-assessment activity(ies) that addresses at a minimum the following components in an effective and efficient manner, such as through workshops, orientations, and/or online modules:

(1) Importance of assessment in students’ academic career;(2) Assessment process and components, including practice with feedback of sample test questions in all disciplinary areas;

(3) Developmental education options including course-pairing, non-course-based, modular, and other non-conventional interventions;

(4) Institutional and/or community student resources (e.g. tutoring, transportation, childcare, financial aid);

Effective November 28, 2012


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PRE-ASSESSMENT ACTIVITIES (PAA)• Required prior to administration of new TSI Assessment

– IHE determines tracking method for participants– Institution may scale back PAA for retesting students

• TSI Assessment Background Questions• 1) Were you provided with information and/or an activity to help you

understand all of the following: (1) the importance of this assessment, (2) sample questions, (3) course options, and (4) resources for students? Yes (proceed to test) No (see advisor)

• Dual Credit Students: if ISD administers TSI Assessment

• IHE is responsible to ensure Rule 4.55 is addressed• Rule does not specify which entity actually delivers the PAA• MOU is recommended between IHE and ISDs to confirm

responsibilities


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PRE-ASSESSMENT ACTIVITIES (PAA)• Transfer Students

– Institution receiving TSI Assessment test results can assume PAA was delivered

– No further verification is required by receiving institution• Out-of-State Students

– Receiving institution is responsible to ensure PAA was administered

– Receiving institution provides one-time, limited access for test proctor/center

– Test results are immediately accessible to receiving institution via usual reporting


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TSI RULES – APPROVED AMENDMENT

§4.58 Advisement and Plan for Academic Success(1) Be designed on an individual basis to provide the best opportunity for each student to succeed in obtaining his or her career and/or academic goals. At a minimum, the individual plan shall address:

(A) Career advising; (B) Course-based and/or non-course-based developmental education options;(C) Campus and/or community student support services/resources;(D) Degree plan or plan of study;(E) Regular interactions between student and designated point of contact (e.g., advisor, faculty member, peer and/or community mentor, etc.);(F) Registration for next semester/next steps; and(G) Differentiated placement.



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TSI RULES – CLARIFICATION§4.59 Determination of Readiness to Perform Freshman-level Academic Coursework(a) An institution shall determine when a student is readyto perform freshman-level academic coursework using: (1) Developmental education coursework and/or intervention learning outcomes developed by the Board based on the Texas College and Career Readiness Standards and

(2) Student performance on one or more appropriate assessments. (b) As indicators of readiness, institutions shall consider, as appropriate:

(1) Performance in developmental education. (2) Performance in appropriate non-developmental coursework.



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TSI RULES- APPROVED ADDITION§4.62 Required Components of Developmental Education Programs

An institution of higher education must base developmental coursework on research-based best practices that include the following components:

(1) assessment;(2) differentiated placement and instruction;(3) faculty development;(4) support services;(5) program evaluation;(6) integration of technology with an emphasis on instructional support programs;(7) non-course-based developmental education interventions; and(8) course pairing of developmental education courses with credit-bearing courses.

Effective August 2012


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INNOVATION AND ACCELERATION• Non-Course Competency-Based Options

(NCBOs)• New Mathways Project* (NMP) – UT Dana Center

• DE Acceleration + Student Support • Three Math Paths depending on Major/Program

of Study – Statistics, Quantitative Literacy, College Algebra

• Texas Puente Program• DE IRW + Student Support• ENGL 1301

*piloting fall 2013


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INNOVATION AND ACCELERATION• Integrated Reading and Writing (IRW)

– Comprehensive Professional Development program• Year 1: Jan. - Dec. 2013 • Year 2: Feb. – Dec. 2014

– All state funded upper/highest level* IRW sections—spring 2015

• Course-Pairing (aka co-requisite, mainstreaming)

• Compressed Courses• Modular/Emporium-style• Integration of Technology

*level closest to college-ready


College Courses for Dual Credit


College Credit for Dual Credit Basics

Definition: A process by which a high school student enrolls in a college course and receives simultaneous academic credit for the course from both the college and the high school.

Any public institution of higher education may work with a high school (public or private) to form a college credit for dual credit partnership.


College Credit for Dual Credit (DC) Laws & Rules

Texas Education Code (TEC) 28.009 Requires that each school district implement a program under

which students may earn at least 12 semester credit hours of college credit in high school.

HB 842 (83rd Legislative Session) added language requiring school districts to implement a program under which students are provided an opportunity to earn credit toward a industry recognized credential, certificate, or associate degree concurrently with the high school graduation plan.

Texas Administrative Code TAC Ch. 4, Sub. D Sections 4.81 through 4.85


A Memorandum Of Understanding (MOU) or other written agreement must be in place that covers all aspects of DC program.

Dual Credit MOU

Eligible Courses Student Eligibility Location of Class Student Composition of Class Faculty Selection, Supervision, and

Evaluation Course Curriculum, Instruction, and Grading Academic Policies and Student Support

Services Transcription of Credit Funding


Rule Changes Due to HB 5

Chapter 4 Subchapter D4.85(c)

(1) A student may not enroll in more than three courses per academic year at a community college if the community college does not have a service area that includes the student’s high school, except to the extent approved by the Commissioner of Texas Education Agency.

(2) This provision does not apply to students enrolled in approved early college high school programs.


Rule Changes Due to SB 31Chapter 4, Subchapter D

4.85(i) Funding.

(1) The state funding for dual credit courses will be available to both public school districts and colleges based on the current funding rules of the State Board of Education and the Board.

(2) The college may only claim funding for students getting college credit in core curriculum, career and technical education, and foreign language dual credit courses.

(3) This provision does not apply to students enrolled in approved early college high school programs.


Dual Credit Rule ChangesChapter 4, Subchapter D

4.85(b) Student Eligibility.

(2) An eleventh grade high school student is also eligible to enroll in dual credit courses under the following conditions;

(A) a student achieves a minimum designated Level 2 final phase-in score on the Algebra II end-of-course assessment and/or the English II reading or English II writing end-of-course assessments, relevant to the courses to be attempted. An eligible high school student who has enrolled in dual credit courses in the eleventh grade under this provision shall not be required to demonstrate further evidence of eligibility to enroll in dual credit courses in the twelfth grade;




(3) A high school student is eligible to enroll in workforce education dual credit courses in the eleventh and/or twelfth grade if the student demonstrates that he or she has achieved the designated minimum final phase-in score on the Algebra I end-of-course assessment and/or the English II reading or English II writing end-of-course assessments relevant to the courses to be attempted.




(6) To be eligible for enrollment in a dual credit course offered by a public college, students must have at least junior year high school standing. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by achieving or exceeding the minimum TSI college readiness standards on PSAT/NMSQT, PLAN, SAT, ACT, or TSI Assessment) may be approved by the principal of the high school and the chief academic officer of the college. Students with less than junior year high school standing must demonstrate eligibility as outlined under paragraph (1) of this subsection.




(7) High school students shall not be enrolled in more than two dual credit courses per semester. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by grade-point average, ACT or SAT scores, or other assessment indicators) may be approved by the principal of the high school and the chief academic officer of the college to a maximum of 15 semester credit hours.




(7) Continued…(A) Institutions of higher education must have established,

written policies in place prior to approving a student to enroll in more than two dual credit courses per semester.

(B) A student enrolling in more than two dual credit courses in a semester must pass all courses during that semester with a grade of C or better to continue to enroll in more than two dual credit courses in following semesters.

(C) This provision does not apply to students enrolled in approved early college high school programs.


HB 5


HB 5The Legislature revised the high school curriculum to provide

increased flexibility for school districts and students (HB 5)

• Requires a student to choose one or more of the five endorsements upon entering the 9th grade

• All endorsements require four math credits and four science credits

• Distinguished level of achievement requires an endorsement plus Algebra II (required for Top 10% automatic admission)

• Reduces the number of assessments from 15 to 5• High school counselors are critical to ensuring that students

are provided meaningful information about the benefits of choosing certain graduation plans and endorsements.


College Preparatory Courses

TEC 28.041(a)• Each school district shall partner with at least

one institution of higher education to develop and provide courses in college preparatory mathematics and English language arts.


College Preparatory CoursesTEC 28.014(a)(1)-(2)The courses must be designed: • for students at the 12th grade level whose performance on:

– an end-of-course assessment instrument required under Section 39.023(c) does not meet college readiness standards; or

– coursework, a college entrance examination, or an assessment instrument designated under Section 51.3062(c) indicates that the student is not ready to perform entry-level college coursework; and

• to prepare students for success in entry-level college courses.


College Preparatory CoursesTEC 28.014(b)(1)-(2)A course developed under this section must be provided:• on the campus of the high school offering the

course; or • through distance learning or as an online course

provided through an institution of higher education with which the school district partners as provided by Subsection (a).


College Preparatory CoursesTEC 28.014(c)• Appropriate faculty of each high school offering

courses under this section and appropriate faculty of each institution of higher education with which the school district partners shall meet regularly as necessary to ensure that each course is aligned with college readiness expectations. The commissioner of education, in coordination with the commissioner of higher education, may adopt rules to administer this subsection.


College Preparatory Courses• TEC 28.014(e)• A student who successfully completes an

English language arts or mathematics college preparatory course may use the credit earned in the course toward satisfying the advanced English language arts or mathematics curriculum requirement for the foundation high school program.


College Preparatory CoursesTEC 28.014(f) and (h)• A course provided under this section may be

offered for dual credit at the discretion of the institution of higher education with which a school district partners under this section.

• A course developed under this section and the related instructional materials shall be made available to students not later than the 2014-2015 school year.


College Preparatory CoursesTEC 39.025(a-1)• A student enrolled in a college preparatory course under

Section 28.014 who satisfies the Texas Success Initiative (TSI) college readiness benchmarks prescribed by the Texas Higher Education Coordinating Board under Section 51.3062(f) on an assessment instrument designated by the Texas Higher Education Coordinating Board under Section 51.3062(c) administered at the end of the college preparatory course satisfies the requirements concerning an end-of-course assessment in an equivalent course as prescribed by Subsection (a).


College Preparatory CoursesTEC 39.025(b-2)• If a school district determines that a student, on completion of grade

11, is unlikely to achieve the score requirement under Subsection (a) for one or more end-of-course assessment instruments administered to the student as provided by Subsection (a) for receiving a high school diploma, the district shall require the student to enroll in a corresponding content-area college preparatory course for which an end-of-course assessment instrument has been adopted, if available. A student who enrolls in a college preparatory course described by this subsection shall be administered an end-of-course assessment instrument for the course, with the end-of-course assessment instrument scored on a scale as determined by the commissioner. A student may use the student's score on the end-of-course assessment instrument for the college preparatory course towards satisfying the score requirement prescribed by Subsection (a).


College Preparatory CoursesTEC 51.0362(q-2)• A student who successfully completes a college preparatory

course under Section 28.014 is exempt from the requirements of this section (51.3062-TSI) with respect to the content area of the course. The commissioner of higher education by rule shall establish the period for which an exemption under this subsection is valid. The exemption applies only at the institution of higher education that partners with the school district in which the student is enrolled to provide the course, except that the commissioner by rule may determine the manner in which the exemption may be applied to institutions of higher education other than the partnering institution.


SB 497(60 SCH Rule)


SB 497(60 SCH Rule)

Chapter 9, Subchapter A 9.1 - Definitions

• (9) Compelling Academic Reason--A justification for an associate's degree program consisting of more than 60 semester credit hours. Acceptable justifications may include, but are not limited to, programmatic accreditation requirements, statutory requirements, and requirements for licensure/certification of graduates.


SB 497(60 SCH Rule)

Chapter 9, Subchapter E 9.93 - Presentation of Requests and Steps for Implementation

of New Degree and Certificate Programs in Career Technical/Workforce Education

(b)(3) If the minimum number of semester hours required to complete a proposed associate's program exceeds 60, the institution must provide detailed written documentation describing the compelling academic reason for the number of required hours, such as programmatic accreditation requirements, statutory requirements, or licensure/certification requirements that cannot be met without exceeding the 60-hour limit. The Coordinating Board will review the documentation provided and make a determination to approve or deny a request to exceed the 60-hour limit. Institutions of higher education must be in compliance with this paragraph on or before the 2015 fall semester.


SB 497(60 SCH Rule)

Chapter 9, Subchapter J 9.183 - Degree Titles, Program Length, and Program Content

(c) If the minimum number of semester hours required to complete a proposed academic associate’s degree exceeds 60, the institution must provide detailed written documentation describing the compelling academic reason for the number of required hours, such as programmatic accreditation requirements, statutory requirements, or licensure/certification requirements that cannot be met without exceeding the 60-hour limit. The Coordinating Board will review the documentation provided and make a determination to approve or deny a request to exceed the 60-hour limit. Institutions of higher education must be in compliance with this subsection on or before the 2015 fall semester.


SB 49(Reverse Transfer)


SB 498(Reverse Transfer)

(b) This section applies to a student enrolled in a general academic teaching institution who:

(1) transferred to the institution from or previously attended a lower-division institution of higher education;

(2) earned at least 30 credit hours for course work successfully completed at the lower-division institution of higher education; and

(3) has earned a cumulative total of at least 66 [90] credit hours for course work successfully completed.


TSI Contacts:Suzanne Morales-ValeDirector, Developmental and Adult [email protected] (512) 427-6262

Terri DanielsAssistant Director, Developmental [email protected] (512) 427-6267

Alan BugbeeDirector, TSI [email protected] (512) 427-6244

Linda Muñoz Director, Adult [email protected] (512) 427-6525

Dual Credit Contact:Andrew LoftersProgram Director, Workforce, Academic Affairs and [email protected] (512) 427-6262

THECB Contacts

Community, State, & Technical College Liaison Meeting

mailto:[email protected]





Documents

Texas Success Initiative College Courses for Dual Credit College Preparatory Courses