THECB Updates: TSI, Developmental and Adult Education

TCCIA ConferenceJune 1, 2015

Suzanne Morales-ValeTerri DanielsDevelopmental and Adult Education UnitDivision of College Readiness and Success

• Getting students “to and through”

• TSI Assessment – beyond the test score

• Newly-Approved Rule Amendments*

• TSI Operational Plan Update– Texas State University – Statewide PD Program– BASE NCBOs – ACGM Update

• Current/Proposed Research Agenda

• Legislative Update

• Updates on Promising Practices

• Q&A*Approved by the Board (4/23)

TODAY’S AGENDA

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• “As you know, we can no longer use the traditional approach to developmental education, which has been a long sequence of remedial classes that do not count toward a degree and few students are able to complete.” – US Education Secretary Duncan, August 12, 2014, Washington DC, DE Summit

• “Access without adequate preparation is not opportunity.” – Texas Commissioner of Higher Education Paredes, August 19, 2014, State Strategic Planning Meeting

NATIONAL DE REFORM AND COMPLETION AGENDA

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TSI Operational Plan - VERSION 2.0 4

STATEWIDE DEVELOPMENTAL EDUCATION PLAN 2012-2017*

VISION STATEMENT: By fall 2017, Texas will significantly improve the success ofunderprepared students by addressing their individualized needs through reliablediagnostic assessment, comprehensive support services, and non-traditionalinterventions, to include modular, mainstreaming, non-course competency- based,technologically-based, and integrated instructional models.

*developed and vetted through stakeholder collaboration; approved by the Board in 2012

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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 * Fall 2009 Cohort * Fall 2010 Cohort *Cohort total: 99.097 Cohort total: 116,207 Cohort total: 125,853

Of students below state standard* … 100

… in reading

… in writing … in math

Enrolled in developmental education 71/ 62/ 65 63/ 55/ 6083/ 74/

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Achieved college readiness 58/ 56/ 50 54/ 49/ 4531/ 39/

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Successfully completed first college-level course

38/ 38/ 37 33/ 33/ 3415/ 18/

18*entering cohort tracked two years for readiness measure and three years for college-level course.

TSI ASSESSMENT DIAGNOSTIC PROFILEMATHEMATICS

TEXAS ADMINISTRATIVE CODE (TAC) - TSI RULES

– Title 19, Part I, Chapter 4, Subchapter C

– Rules §4.51 - §4.62

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TSI RULES – APPROVED AMENDMENTRule §4.53 Definitions• (7) Co-requisite (also known as mainstreaming)-- An

instructional strategy whereby students are co-enrolled in a developmental education course or NCBO, as defined in paragraph (18) of this section, and the entry-level freshman course of the same subject matter within the same semester. The developmental component provides support aligned directly with the learning outcomes, instruction, and assessment of the entry-level freshman course, and makes necessary adjustments as needed in order to advance students' success in the entry-level freshman course.

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TSI RULES - APPROVED AMENDMENTRule §4.56. Assessment Instrument• Beginning with the institution's first class day of Academic Year

(fall) 2013, an institution of higher education shall use the TSI Assessment offered by the College Board as the only Board-approved assessment instrument under this title. Any previously-employed assessments (ACCUPLACER, Compass, THEA, Asset, Compass ESL, ACCUPLACER ESL) can no longer be used under this title for entering students who initially enroll in any course on or after the institution's first class day in fall 2013 or for any students retesting for TSI purposes. Institutions administering the TSI Assessment must follow the requirements and processes for test administration as set forth by the THECB and the test vendor.

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TSI RULES – APPROVED AMENDMENTRule §4.57 College Ready and Adult Basic Education (ABE) Standards• (a) – (b) No Change.• (c) The Phase I, II, and Final Phase college readiness passing

standard for the writing portion of the TSI Assessment is a placement score of at least 350, and an essay score of at least a 5. Other demonstrations of writing college readiness include a placement score of at least 363, and an essay score of 4; or a placement score of less than 350, and an ABE Diagnostic level of at least a 4, and an essay score of at least a 5.

NOTE: This clarification does not reflect any change to the writing college readiness standard and is only a clarification to the rule in effect since launch of TSIA (fall 2013)

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TSI RULES – APPROVED AMENDMENTRule §4.60 Determination of Readiness to Perform Entry-level Freshman Coursework(a) An institution shall determine when a student is ready to perform entry-level freshman 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, including scores resulting from a student's retaking of the TSI Assessment; and [.]

• (3) Student qualification for one or more TSI exemptions as outlined in Section 4.54 (relating to Exemptions, Exceptions, and Waivers).

(b) An institution may enroll a student who has not met the college readiness standard on the TSI Assessment and is not otherwise exempt in an entry-level freshman course if the student is co-enrolled in developmental education, as defined in §4.53(7) or §4.53(8) of this title (relating to Texas Success Initiative). Successful completion of the entry-level freshman course is demonstration of the student’s college readiness, independent of his/her performance in co-enrolled developmental education.

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TSI Operational Plan for Lower Skilled StudentsTIMELINE

• Summer-Fall 2014• Tri-agency meetings to develop plan

• January-February 2014• Vetted with stakeholders during 10 regional meetings

• May 2014• Statewide Webinar

• April 24, 2014 • Approved by Board

• June 22, 2014 • Advisor’s Conference

• September 22-24, 2014• Pathways to Progress Conference

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TSI Operational Plan - VERSION 3.0

Recommendation 1: Phase-in Implementation of the Plan

Phase I, starting fall 2014 Identify and select colleges to

implement, or continue to implement, various programs and initiatives that serve students testing into basic academic skill levels;

inform statewide ongoing professional development efforts

mentor other colleges in implementing or scaling initiatives/programs

Provide statewide professional development for all institutions

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Recommendation 1, cont.

Phase II, starting fall 2015

Selected colleges from Phase I to continue as mentor colleges in Phase II;

All institutions to implement or scale programmatic initiatives serving students testing at basic academic skill levels; and

Professional development and training opportunities to continue during this phase.

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TSI PROFESSIONAL DEVELOPMENTPurpose: to implement a statewide, professional

development program during Fiscal Years 2016-2017 that equips Texas public institutions of higher education to effectively address the needs of underprepared students entering higher education.

Provider: The Education Institute @Texas State University

(Contract Term: January 2015 – August 2017)

Areas of Focus: Advising and Placement Non-Traditional Instruction

Career Pathways

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TSI PROFESSIONAL DEVELOPMENTTimeline:

• Beginning April 2015 – Ongoing: Needs Analysis Identify services and programs for lower-skilled learners

currently being implemented

Identify gaps in services

Focus on advising/placement

• Beginning June 2015 – Ongoing: Trainings/Workshops Advising and placing students assessed at BASE levels Contextualized instruction models Building career pathways

Dates and times for trainings will be provided as they become available.

Topics will be added based on results from needs analysis

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Recommendation 2: Refer Students Not HS Complete

Institutions shall not use the TSI Assessment to test students without a high school diploma or its equivalent, but instead should advise and refer them to GED programs or other high school completion programs, both internal and external to the institution, including community or school-based Drop Out Recovery programs (students under the age of 26) .

This recommendation does not pertain to high school students pursuing college credit through dual credit or dual enrollment.

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Recommendation 2: UPDATE

Ability to Benefit restored (partially)SEC. 309. (a) STUDENT ELIGIBILITY.—2 (1) Subsection (d) of section 484 of the HEA3 is amended (Fed. HE Act)

• Non-HS complete students• Pass a federally-approved test, or• Successfully complete 6 SCH • IHE declares them eligible (up to $4800)

• Formal rules expected by July 2015

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Recommendation 3: Clarify and Identify Terms

Developmental Education (DE) courses/interventions for students who are

Directed by Developmental Education Diagnostic or

Directed by ABE Diagnostic with Levels 5-6

NEW: Basic Academic Skills Education (BASE) courses/interventions for students who are

Directed by ABE Diagnostic with Levels 3-4 Proposed bill (HB 1054)

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Recommendation 4: Identify/Develop BASE NCBOs

Faculty content experts identify and/or develop non-course competency-based options (NCBOs) to be included in the Lower-Division Academic Course Guide Manual (ACGM) and specially designed to address needs of students assessing at Levels 3-4 (BASE).

Examples of current Non-course Competency Based Options (NCBOs) 3-week intensive basic skills “boot camp” 1-3 hour weekly tutorials concurrent with WECM or ACGM course Contextualized basic skills support with course

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Recommendation 4: UPDATE

ACGM* (approved addition, Math example)

Developmental Mathematics (BASE NCBO)Topics in mathematics such as arithmetic operations, basic algebraic concepts and notation, geometry, and real and complex number systems. This Intervention is designed specifically for students assessed at BASE levels 3-4 and must be part of a student’s co-enrollment (co-requisite) enrollment:

• as a mainstreamed intensifier providing contact hours for additional, just-in-time instructional support for the student’s success in the developmental math course, or

• as a contextualized and/or integrated basic skills instructional support for a Career/Technical Education course

*Approved by ACGM Committee, March 30, 2015

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Recommendation 4: UPDATE

• Must be HS complete*• Must be co-enrolled within same semester• Should align at minimum with the same learning

outcomes as DE• Provides for mandatory additional, intensive support

IMPORTANT: The BASE NCBO is one option for Level 3-4 students; it’s not the ONLY option

• Mainstream to DE w/o support

• Place in appropriate CTE program built on student’s strengths

*see Ability to Benefit

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Recommendation 5: Support Strengths of Multiple Skill-levels

Institutions should advise students assessed at skill levels that vary across content areas (reading, writing, and/or mathematics) to consider options supporting their strengths and be placed in the higher level course(s)/ intervention(s) with appropriate, accelerated interventions and support to ensure academic progress and success in all content areas.

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Recommendation 6: Advise and Refer Levels 1-2

Institutions will serve students testing into Levels 1-2 in all three content areas, who may or may not be English Language Learners (ELL), by providing advisement and appropriate referrals, both internal and external, to best address students’ academic and career goals.

• Enroll in entry-level college credit coursework

College Ready

• Developmental education and Levels 5-6

• Enroll in accelerated developmental education options

Developmental

Education

• Enroll in BASE NCBOs or• REFERRALS for Levels 1-

2 in all three subject areas

Adult Basic

Education

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Recommendation 6: UPDATE ON REFERRAL PROCCESS

Texas State University needs analysis survey:

• help institutions identify services and programs for lower skilled students, both on campus and in the community,

• Identify gaps in services, both at institution and region,

• Identify regional and community resources for services and/or referrals (see Recommendation 7)

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Recommendation 7: Develop Statewide Referral System

In collaboration with multiple state agencies, THECB will assist in the development of a cohesive statewide online resource and referral system used by institutions of higher education and adult education providers to optimize the services to students assessed at basic skill levels.

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Recommendation 8: Increase Funding Options

Recommend that the Texas Legislature increase funding for ABE interventions. The THECB, partnering agencies and other stakeholders will recommend that the Texas Legislature increase funding options for institutions that serve ABE students.

Note: BASE NCBOs aligned with DE courses are considered HS knowledge and skill levels

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Recommendation 9: Implement Professional Development Program

In preparation for full implementation of the Plan, THECB will develop and implement a comprehensive, multi-agency professional development program, beginning summer 2014, regarding

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Curriculum NCBOs Assessment Advising Operations Partnerships Funding Technology

Recommendation 9: UPDATE

Texas State University 1. will conduct a survey focusing on PD needs for

faculty, administration, and support staff to inform upcoming regional and statewide events

2. will maintain online resource portal of promising practices for underprepared students (w/TSC)

3. Calendar of events- statewide/national

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Curriculum

NCBOs

Assessment

Advising

Operations

Partnerships

Funding

Technology

Recommendation 10: Review and Revise the TSI Operational Plan

THECB will analyze data and institutional utilization of BASE NCBOs and other interventions serving students assessed at levels below high school. THECB will review and revise, as appropriate and with stakeholder input, the recommendations of the TSI Operational Plan.

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Recommendation 10: Review and Revise the TSI Operational Plan

Current and proposed research studies: • MDRC – Modular Math and NMP• MDRC – BASE Level 4 math

placements/interventions• RAND – Holistic Advising• PPRI – IRW• SAT Validity Study (with The College Board, fall

2015)• TSI Assessment Validity Study (fall 2015)

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LEGISLATIVE UPDATE

Current Bills Under Consideration:• HB 1054 – includes BASE under TSI Statute

(51.3062)• PASSED

• HB 313 – Requires all 10th graders be administered the TISA “for diagnostic purposes only”

• On Governor’s Desk• HB 505 - removes limitations for Dual Credit

(age, number of courses, location of offerings); must still be TSI Complete (can qualify via PSAT, ASPIRE)

• PASSED

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LEGISLATIVE UPDATE

Current Bills Under Consideration:• HB 1583 – Block Schedule Curriculum for FT

students (adds Section 130.0095) - On Governor’s Desk

• each Allied Health or Nursing A/Cert.• 50% of CTE A/Cert.• enrollment in blocks rather than courses• effective fall 2016

Other Actions of Interest:• SB 149 (HS Graduation Committee) - Passed• TSI Exemption for CPC increases from 1 to 2

years – Passed

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TSI Operational Plan - VERSION 2.0 35

Current Programs* Showing Promising Results

Integrated Basic Skills Workforce Training Models Accelerate TX/I-BEST models Concurrent enrollment basic skills and certificate programs Continuous, comprehensive wrap-around support Case management advising and career exploration Basic skills are contextualized to workforce certificate program learning outcomes Programs driven by local and regional workforce needs Transitions from federally-funded AEL programs to postsecondary

Intensive College or Career Readiness (NCBO Option) Intensive College Readiness Programs for Adult Education Students (IPAES) Basic skills “boot camps” and intensive interventions 8 to 10 weeks, 15-24 hours/week of academic skills and college readiness Improvements to exit-level DE or entry-level college credit

P-16 Partnerships Advise TX, AVATAR, College Prep Courses, ECHS

Prior Learning Assessment• CAEL partnership with TACC – students create portfolios to get college credit for courses

*in addition to DE reform efforts

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TSI RESOURCES

• TSI Updates – WEBINAR– Recording available on website

• THECB Website

www.thecb.state.tx.us/tsi• TSIA Student Informational Brochure (updated February 2015)

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ADDITIONAL CONSIDERATIONS

– What is your institution’s policy for underprepared students who do not successfully complete a course/intervention?

– Is it a punitive model? – Does your institution require students to repeat the

same course/intervention? – Does your institution use information from the

student’s performance to inform next placement?– Does your institution have short-term NCBO options?

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QUESTIONS AND ISSUES:

1. Reporting of TSI exemption/waiver

2. Fed. financial aid for lower-skilled students (must have HS diploma or

equivalent)

3. Reporting questions for NCBOs – SPF (Dr. Julie Eklund)

4. HB 1054 – addition of BASE to Developmental Education

5. BASE must be co-enrollment with DE or CTE

6. All courses listed in the ACGM are eligible for formula funding; courses

must follow course description and learning outcomes (if available)

7. Refer to NCAA rules regarding athletic eligibility

8. Use of federal financial aid eligibility* is based on the student’s placement

into a course/intervention, not on student’s knowledge and skill levels

9. STAAR EOC TSI Exemptions (Rule 4.54 vs. Rule 4.85: Dual Credit

Requirements)

*must be at least HS complete

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THECB CONTACTS:

• Suzanne Morales-ValeDirector, Developmental and Adult Education

suzanne.morales-vale@thecb.state.tx.us (512) 427-6262

• Terri DanielsAssistant Director, Developmental Education

terri.daniels@thecb.state.tx.us (512) 427-6267

• Alan BugbeeSr. Project Manager, TSI Assessment

alan.bugbee@thecb.state.tx.us (512) 427-6244

• Linda MunozDirector, Adult Education

linda.munoz@thecb.state.tx.us (512) 427-6525

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