SECTION EE.3

INSTRUCTION
DEVELOPMENTAL EDUCATION PLAN

Procedure

COMPLIANCE RULE

In compliance with a directive from the Texas Higher Education Coordinating Board (THECB) regarding the Texas Success Initiative (TSI), Navarro College has prepared the following Developmental Education Plan.

 

ASSESSMENT INSTRUMENTS

As part of the admission process at Navarro College, all degree-seeking students will be administered a state-approved placement instrument in accordance with 19TAC§4.55. 

 

APPLICABILITY

Students who meet one or more of the following criteria shall not be required to demonstrate college readiness, pursuant to 19TAC§4.52.

(1) A student who has earned an associate or baccalaureate degree from an institution of higher education;

(2) A student who transfers to an institution of higher education from a private or independent institution of higher education or an accredited out-of-state institution of higher education and who has satisfactorily completed college-level coursework in the corresponding subject area, as transcribed or otherwise determined by the receiving institution;

(3) A student who is enrolled in a certificate program of one year or less at a public junior college, a public technical institute, or a public state college;

(4) A student enrolled in high school who is a non-degree-seeking student as defined in §4.53(8) of this subchapter (relating to Definitions);

(5) A student who is serving on active duty as a member of the armed forces of the United States, the Texas National Guard, or as a member of a reserve component of the armed forces of the United States; or

(6) A student who on or after August 1, 1990, was honorably discharged, retired, or released from active duty as a member of the armed forces of the United States or the Texas National Guard or service as a member of a reserve component of the armed forces of the United States.

 

EXEMPTION REQUIREMENTS

A student who achieves the passing standard on an assessment as set out below shall be deemed exempt from the requirements of the Texas Success Initiative. An institution shall not require an exempt student to provide any additional demonstration of college readiness and shall allow an exempt student to enroll in an entry-level academic course as defined in §4.53(13) of this title (relating to Definitions). The following figure contains the full list of assessments, minimum required scores, and eligible exemptions.

(1) 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) ACT. A student who has achieved the applicable standard under this subsection shall be deemed exempt under this subchapter.

(i) ACT administered prior to February 15, 2023: composite score of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections of the TSI Assessment, and/or 19 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment.

(ii) ACT administered on or after February 15, 2023: a combined score of 40 on the English and Reading (E+R) tests shall be exempt for both reading and writing or ELAR sections of the TSI Assessment. A score of 22 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no composite score.

(iii) The use of scores from both the ACT administered prior to February 15, 2023, and the ACT administered after February 15, 2023, is allowable, as long as the benchmarks set forth in clause (ii) of this subparagraph are met.

(B) SAT. A student who has achieved the applicable standard under this subsection shall be deemed exempt under this subchapter.

(i) SAT administered on or after March 5, 2016: a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment. A minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no minimum combined EBRW and mathematics score.

(ii) Mixing or combining scores from the SAT administered prior to March 5, 2016, and the SAT administered on or after March 5, 2016, is not allowable.

(C) GED: minimum score of 165 on the Mathematical Reasoning subject test shall be exempt for the mathematics section of the TSI Assessment. A minimum score of 165 on the Reasoning Through Language Arts (RLA) subject test shall be exempt for the English Language Arts Reading (ELAR) section of the TSI Assessment.

(D) HiSET: minimum score of 15 on the Mathematics subtest shall be used to determine exemption on the mathematics section of the TSI Assessment. A minimum score of 15 on the Reading subtest and a minimum score of 15 on the Writing subtest, including a minimum score of 4 on the essay, shall be exempt for the English Language Arts Reading (ELAR) section of the TSI Assessment.

(E) STAAR End of Course Test. A student who achieves a minimum score of 4000 on STAAR English III EOC shall be exempt for both reading and writing. A student who achieves a minimum score of 4000 on STAAR Algebra II EOC shall be exempt from mathematics.

(c) A student who has met one of the following criteria shall be exempt from the requirements of the Texas Success Initiative for the respective content area in which they have demonstrated college readiness. The following chart contains the full list of course and program completions and eligible exemptions.

(1) A student who successfully completes a college preparatory course under Texas Education Code, §28.014, is exempt for a period of twenty-four (24) months from the date of high school graduation with respect to the content area of the course, under the following conditions:

(A) The student enrolls in the student's first college-level course in the exempted content area in the student's first year of enrollment in an institution of higher education; and

(B) The student enrolls at the institution of higher education:

(i) that partnered with the school district in which the student is enrolled to provide the course, or

(ii) with an institution that deems the student TSI-met based on the completion of a course that meets the requirements of subsection (c)(1) of this section.

(2) A student who has previously enrolled in any public, private, or independent institution of higher education or an accredited out-of-state institution of higher education and:

(A) has met college readiness standards in mathematics, reading, or writing as determined by the receiving institution, or

(B) who has satisfactorily completed college-level coursework in mathematics, reading, or writing with a grade of 'C' or better, including a high school student who has earned college credit for a dual credit course or a course offered under §4.86 of this chapter (relating to Optional Dual Credit or Dual Enrollment Program: College Connect Courses), with a grade of 'C' or better.

(3) A student who has earned the Texas First Diploma under chapter 21, subchapter D of this title (relating to Texas First Early High School Completion Program).

(d) An institution may exempt a non-degree-seeking or non-certificate-seeking student not otherwise exempt under this section.

(e) In accordance with the requirements of this subchapter, an institution shall not require a student who is exempt in mathematics, reading, and/or writing or to whom this subchapter is inapplicable under §4.52 of this subchapter (relating to Applicability) to be assessed under this subchapter or to enroll in developmental coursework or interventions in the corresponding area of exemption. This limitation does not restrict an institution from advising a student to complete additional coursework or interventions to increase the likelihood of the student's success in completing the courses and program in which the student enrolls.

(f) 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 at a public junior college, public technical institute, or public state college; nine (9) credit hours of developmental ESOL coursework at a general academic teaching institution; or prior to enrolling in entry-level academic coursework, whichever comes first, at which time the student would be assessed by the institution with a Board-approved instrument as defined by §4.56 of this subchapter (relating to Texas Success Initiative Assessment Instrument). Funding limits as defined in Texas Education Code, §51.340, for developmental education still apply.

As outlined in 19TAC§4.59, Navarro College shall determine when a student is ready to enroll and succeed in entry-level academic coursework using:

(1) Student performance on one or more assessments as provided by §4.57 of this subchapter (relating to Texas Success Initiative Assessment College Readiness Standards), including scores resulting from a student's retaking of a board approved assessment instrument; and

(2) Developmental Courses or Non-Course-Based Developmental Education Interventions.

(b) An institution may enroll a non-exempt, undergraduate student who has not met the readiness standard on the TSI Assessment in an entry-level academic course if the student is co-enrolled in developmental education, as defined in §4.53(7) of this subchapter (relating to Definitions). Successful completion of the entry-level academic course with a grade of 'C' or better shall be demonstration of the student's college readiness for the corresponding subject area, as provided in §4.54(c)(3) of this subchapter (relating to Exemption), independent of the student's performance in Developmental Courses or Non-Course-Based Developmental Education Interventions.

(c) A student may retake a Board-approved assessment instrument at any time, subject to availability, to determine the student's readiness to perform entry-level freshman coursework.

(d) An institution shall, as soon as practicable and feasible, indicate a student's readiness in reading, mathematics, and writing on the transcript of each student. Student readiness in mathematics shall be indicated as either:

(1) ready for entry-level mathematics coursework; or

(2) ready only for non-Algebra intensive courses, including MATH 1332/1342/1442 (or their local equivalent).

 

PLACEMENT GUIDELINES

Following a student’s completion of pre-admission assessment, Navarro College will administer the TSI as a placement instrument. Students will be placed in courses appropriate to their level of knowledge and skills as determined by cut-off scores established the Texas Higher Education Coordinating Board and Navarro College. Navarro College will accept placement scores from students who have completed other state-approved instruments. Scores will be used to determine appropriate placement in developmental studies.

Navarro College will ensure that the Texas Success Initiative is administered in a manner that complies with federal law regarding the confidentially of student medical or educational information, including the Health Insurance Portability and Accountability Act of 1996 (42 U.S.C. Section 1320d), the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Section 1232g) and any state law relating to the privacy of student information.

Effective institution’s first class day of fall 2017, the following minimum passing standards (also known as “cut scores”) for reading, mathematics, and writing on the TSI Assessment shall be used to determine a student’s readiness to enroll in entry-level freshman coursework:

  • Reading 351;

  • Mathematics 350; and

  • Writing: a placement score of at least 340, and an essay score of at least 4; or a placement score of less than 340 and an ABE Diagnostic level of at least 4 and an essay score of at least 5.

Effective January 11, 2021, the following minimum college readiness standards (also known as "cut scores") for English Language Arts Reading (ELAR) and mathematics on the

  • Mathematics (for college-level coursework with mathematics-intensive designation by the offering institution):

- a College Readiness Classification (CRC) score of at least 950; or
- a CRC score below 950 and a Diagnostic level of 6.

  • ELAR (for college-level coursework with reading, writing, or reading and writing-intensive designation by the offering institution):

- a College Readiness Classification (CRC) score of at least 945 and an essay score of at least 5; or
- a CRC score below 945 and a Diagnostic level of 5 or 6 and an essay score of at least 5.

 

TSI Assessment, Version 2.0 (TSIA2) shall be used by an institution to determine a student's readiness to enroll in entry-level freshman coursework:

An institution shall not require higher or lower college readiness standards on any or all portions of the TSI Assessment to determine a student’s readiness to enroll in entry-level freshman coursework.

a) Institutions must use the TSI Assessment (TSIA or TSIA2) diagnostic results, along with other holistic factors, in the consideration of courses and/or interventions addressing the educational and training needs of students not meeting the college readiness standards as defined in TAC §4.57(a).

b) For a student with an existing plan for academic success as required in TAC §4.58, the institution must revise the plan as needed to align with the college readiness standards as defined in TAC §4.57.

– TSI Assessment results (TSIA and TSIA2) are valid for five (5) years from date of testing.

For each student who fails to meet the minimum passing standards described in TAC §4.57, an institution shall:

a) Establish a program to advise the student regarding developmental education necessary to ensure the readiness of that student in performing freshman-level academic coursework.

b) Determine a plan, working with the student, for academic success, which shall include developmental education and may include provisions for enrollment in appropriate non-developmental coursework. Institutions must ensure developmental education courses and interventions meet at minimum the criteria set forth in the Lower Division Academic Course Guide Manual (ACGM).

Each plan for academic success shall 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:

– Career advising;

– Course-based and/or non-course-based developmental education options;

– Campus and/or community student support services/resources;

– Degree plan or plan of study;

– Regular interactions between student and designated point of contact (e.g., advisor, faculty member, peer and/or community mentor, etc.);

– Registration for next semester/next steps; and

– Differentiated placement.

c) Provide to the student a description of the appropriate developmental education considered necessary to ensure the readiness of that student to perform freshman-level academic coursework.

d) Provide to the student an appropriate measure for determining readiness to perform freshman-level academic coursework, as described in TAC §4.59 (relating to Determination of Readiness to Perform Freshman-level Academic Coursework).

e) Institutions shall consider all federal laws pertaining to individuals with disabilities when assessing and advising such students.

f) Students enrolled in a mathematics pathway model (e.g., New Mathways Project, modular/Emporium models, etc.) must be clearly informed of the consequences of successful completion of this model which will result in meeting the mathematics college readiness standard only for a specific college credit courses and that changing degree plans may require additional developmental education coursework/interventions.

g) Students with a TSI exemption for a college preparatory course as outlined in TAC §4.54(a)(10) who earn less than a C in the student’s first college-level course in the

exempted content area must be advised of non-course-based options for becoming college ready, such as tutoring or accelerated learning.

h) For undergraduate students enrolled in a corequisite model as defined in TAC §4.53(7) who fail to satisfactorily complete the freshman-level course, the institution of higher education must:

- Review the plan developed for the student under TAC §4.58, and, if necessary, work with the student to revise the plan.

- Offer to the student a range of competency-based education programs to assist the student in becoming ready to perform freshmen-level academic coursework in the applicable subject area(s).

 An institution shall assess, by an instrument approved in TAC §4.56 (relating to Assessment Instruments), the academic skills of each entering, non-exempt undergraduate student prior to enrollment of the student. Under exceptional circumstances, an institution may permit a student to enroll in freshman-level academic coursework without assessment but shall require the student to be assessed not later than the end of the first semester of enrollment in freshman-level academic coursework.

a) Prior to the administration of an approved instrument in TAC §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:

– Importance of assessment in students’ academic career;

– Assessment process and components, including practice with feedback of sample test questions in all disciplinary areas;

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

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

b) For holistic placement of non-exempt students not meeting standards as defined in TAC §4.57(a) (relating to College Ready 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:

– High School Grade Point Average/class ranking;

– Prior academic coursework and/or workplace experiences;

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

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

c) An institution offering collegiate-level credit to students via a Multi-Institution Teaching Center (MITC) or a university system center, or to-in-state students by distance learning delivery systems shall ensure that students are assessed as required by this section.

d) An institution may not use the assessment or the results of the assessment as a condition of admission to the institution or as a condition of admission to a specific program offered by the institution.

Navarro College shall develop and implement co-requisite models, as defined in TAC §4.53(7), for developmental mathematics and integrated reading and writing (IRW) courses and interventions, and will ensure that a minimum percentage of its undergraduate students are enrolled in co-requisite models other than those exempt as outlined in TAC §4.62(B).

iv) Beginning with the 2021-22 academic year and thereafter, 100 percent of the institutions’ non-exempt students enrolled by subject area in developmental education must be enrolled in corequisite model(s). 

b) The following Navarro College students are exempt by subject area from this requirement:

i) Students assessed at ABE diagnostic levels 1-4 on the TSI Assessment;

iii) Students enrolled in Adult Education;

iv) Students enrolled in degree plans not requiring freshman level academic mathematics courses;

c) For Navarro College students enrolled in a co-requisite model who fail to satisfactorily complete the freshman-level course, Navarro College must:

i) Offer the student a range of competency-based education programs to assist the student in becoming ready to perform freshman-level academic course work in the applicable subject area.

ii) Review the plan developed for students under this section and, if necessary, work with the students to revise this plan.

Students will be placed in the appropriate developmental course(s) upon admission to the College and shall continue in the established sequence of developmental courses until he/she meets one of the following conditions:

  • remediation is successfully completed;

  • the student has made a grade of C or better in an approved related course;

  • the student has passed the appropriate section of the placement test.

A student who attempts one of the approved freshman-level courses and drops or fails to achieve a grade of C or better will be evaluated by the College to determine the most appropriate action for that particular student. The options include:

  • Returning to developmental work;

  • Successful completion of the entry-level academic course with a grade of 'C' or better shall be demonstration of the student's college readiness for the corresponding subject area, as provided in 19 TAC §4.54(c)(3) (relating to Exemption), independent of the student's performance in Developmental Courses or Non-Course-Based Developmental Education Interventions

  • Retaking the appropriate section of an approved assessment test at any time, subject to availability of time and space in the testing center.

 

CASUAL STUDENTS

Persons enrolled as part-time, non-degree seeking students shall be defined as a “casual student”. Such students will be allowed to enroll in non-stratified courses without being required to enroll in developmental classes. Full-time students from other universities or colleges may take courses for which they are TSI-complete during the summer or mini-mester sessions without being enrolled in developmental courses. Stratified courses are those that require a passing score on the related section of the placement test as a prerequisite to enroll. Stratified courses include:

  • HIST 1301; HIST 1302; GOVT 2305; GOVT 2306; PSYC 2301; any 2000-level literature course. A student must have passed the reading component of the placement test, or successfully completed the remediation sequence for developmental reading, before enrolling in any of these courses.

  • BIOL 2401, BIOL 2402, BIOL 2420, ENGL 1301: A student must have passed the reading and writing (ELAR) component of the placement test, or successfully completed the remediation sequence for developmental writing, before enrolling in this course.

  • All college-level mathematics courses: A student must have passed the mathematics component of the placement test, or successfully completed the remediation sequence for developmental math, before enrolling in any college level math course.

 

GRADUATION REQUIREMENT

Students who successfully complete all requirements for graduation will not be required to pass one of the assessment instruments as a final condition for graduation.

Any student who completes the first level college course with a grade of C or better in stratified reading, writing, or math will be considered TSI complete in that subject area.

 

PROGRAM EVALUATION

The developmental education plan will be evaluated on a regular basis by a committee appointed by the Vice President of Academic Affairs of the College. The evaluation will include research to determine the effectiveness of the plan in preparing students to succeed in college credit courses and to pass a state approved assessment instrument. Results of the evaluation will be used to recommend changes in the developmental education plan.

 

Approved: 2015
Updated: 2017, 2018, 2020, 2021, 2025
Reviewed: 2022, 2024