THECB Updates: TSI, Developmental and Adult Education

TABPHE Conference March 6, 2015Suzanne Morales-ValeTerri DanielsDivision of College Readiness and Success

• Getting students “to and through”

• TSI Assessment – beyond the test score

• Proposed Rule Amendments*

• TSI Operational Plan Updates

• Current/Proposed Research Agenda

• Updates on Promising Practices

• *for CAWS consideration ‐March 25

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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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/ 60 83/ 74/ 76

Achieved college readiness 58/ 56/ 50 54/ 49/ 45 31/ 39/ 33

Successfully completed first college-level course 38/ 38/ 37 33/ 33/ 34 15/ 18/ 18

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

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TSI ASSESSMENT DIAGNOSTIC PROFILEMATHEMATICS

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PROPOSED TSI RULESRule §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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PROPOSED TSI RULESRule §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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PROPOSED TSI RULESRule §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. [However, an essay score of 4 will meet this standard if the student also meets the multiple choice writing standard of 363.] 

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PROPOSED TSI RULESRule §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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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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Recommendation 1: UPDATE

Fall 2015

Texas State U. awarded PD contract

• Needs Analysis • Identify services and programs for lower-skilled

learners currently being implemented• Identify gaps in services

• Provide regional PD • Addressing identified service gaps• Instructional Models (e.g., contextualization)• Advising and Placement

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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 (partial)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

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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

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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* (proposed 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

*Consideration 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 with the same learning outcomes

as DE, not different outcomes• Provides for mandatory additional 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 courseworkCollege 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.

Current and proposed research studies:• MDRC – Modular Math and NMP• MDRC – BASE Level 4 math placements/interventions• RAND – Holistic Advising• PPRI – IRW

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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 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

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TSI RESOURCES 

• THECB Website

–www.thecb.state.tx.us/tsi

• TSIA Student Informational Brochure(updated February 2015)

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THECB CONTACTS:

• Suzanne Morales-ValeDirector, Developmental and Adult Educationsuzanne.morales-vale@thecb.state.tx.us (512) 427-6262

• Terri DanielsAssistant Director, Developmental Educationterri.daniels@thecb.state.tx.us (512) 427-6267

• Alan BugbeeDirector, TSI Assessmentalan.bugbee@thecb.state.tx.us (512) 427-6244

• Linda MunozDirector, Adult Educationlinda.munoz@thecb.state.tx.us (512) 427-6525

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