SECTION E | INSTRUCTION
- SECTION EA | Academic Calendar
- SECTION EB | Alternative Methods of Instruction
- SECTION EC | Course Load
- SECTION ED | Instructional Resources
- SECTION EE | Instructional Programs
- SECTION EF | Special Programs
- SECTION EG | Academic Achievement
- SECTION EH | Testing
- SECTION EI | Academic Freedom and Responsibility
- SECTION EJ | Faculty Governance
- SECTION EK | Faculty Code of Professional Ethics
DEVELOPMENTAL EDUCATION PLAN
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.
As part of the admission process at Navarro College, all degree-seeking students will be administered a state-approved placement instrument unless he/she is exempt. Texas Administrative Code (TAC) §4.54(C)(a) requires all public institutions of higher education in Texas observe the following exemptions, exceptions, and waivers:
The following students shall be exempt from the requirements of TAC §4.55, whereby exempt students shall not be required to provide any additional demonstration of college readiness and shall be allowed to enroll in any entry-level freshman course as defined in TAC §4.53(13):
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: 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;
b) SAT: administered prior to March 5, 2016: a combined critical reading (formerly “verbal”) and mathematics score of 1070 with a minimum of 500 on the critical reading test shall be exempt for both reading and writing sections of the TSI Assessment, a combined critical reading (formerly “verbal”) and mathematics score of 1070 with a minimum of 500 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment; or
c) SAT administered on or after March 5, 2016: a minimum score of 480 on the Evidence-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 combined score.
d) Mixing or combing scores from the SAT administered prior to March 5, 2016 and the SAT administered on or after March 5, 2016 is not allowable.
e) For a period of three (3) years from the date of testing, a student who is tested and performs on the Texas Assessment of Academic Skills (TAAS) with a minimum scale score of 1770 on the writing test, a Texas Learning Index (TLI) of 86 on the mathematics test and 89 on the reading test.
f) 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:
– on the eleventh grade exit-level Texas Assessment of Knowledge and Skills (TAKS) with a minimum scale score of 2200 on the math section and/or a minimum scale score of 2200 on the English Language Arts section with a writing subsection score of at least 3, shall be exempt from the TSI Assessment required under this title for those corresponding sections; or
– STAAR end-of-course (EOC) with a minimum score of Level 2 score of 4000 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 score of 4000 on the Algebra II EOC shall be exempt from the TSI Assessment required under this title for the mathematics section.
g) A student who has graduated with an associate or baccalaureate degree from an institution of higher education.
h) A student who transfers to an institution from a public, 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 as determined by the receiving institution.
i) A student who has previously attended any institution and has been determined to have met readiness standards by that institution. For students meeting non-Algebra intensive readiness standards in mathematics as defined in TAC §4.59(e)(2) (relating to Determination of Readiness to Perform Entry-Level Freshman Coursework), institutions may choose to require additional preparatory coursework/interventions for Algebra intensive courses, including MATH 1314/1324/1414 (or their local equivalent). It is the institution’s responsibility to ensure that students are clearly informed of the consequences of successful completion of a mathematics pathways model which results in meeting the mathematics college readiness standard only for specific courses.
j) A student who is enrolled in a certificate program of one year or less (Level-One certificates, 42 or fewer semester credit hours or the equivalent) at a public junior college, a public technical institute, or a public state college.
k) 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 and has been serving for at least three years preceding enrollment.
l) 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.
m) A student who successfully completes a college preparatory course under Texas Education Code (TEC) §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. The student must enroll 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. This 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. Additionally, an institution of higher education may enter into a Memorandum of Understanding with a partnering institution of higher education to accept the exemption for the college preparatory course.
n) An institution may exempt a non-degree-seeking or non-certificate-seeking student.
o) 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 enrolling in entry-level freshman coursework, whichever comes first, at which time the student would be administered the TSI Assessment. Funding limits as defined in TEC §51.340 for developmental education still apply.
p) Any student who has been determined to be exempt in mathematics, reading, and/or writing under subsection (a) or (b) of TAC §4.54 shall not be required to enroll in developmental coursework and/or interventions in the corresponding area of exemption.
q) Students enrolling in a certificate program that includes less than 9 credit hours of general education courses are waived from placement testing. A student may not enroll in any courses outside the certificate curriculum without completing the placement test. If a stratified course is required in the degree plan for the certificate (i.e., English 1301), the student must successfully complete the associated component of a placement test before enrolling in the credit course. If the student fails the associated component, he/she must be remediated according to the Navarro College Developmental Education Plan.
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.
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 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 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 instutition 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).
a) Navarro College will ensure that developmental courses and interventions comply with the requirements of this section according the following schedule:
i) 2018-2019: At least 25% of the institution’s non-exempt students must be enrolled by subject area in co-requisite models.
ii) 2019-2020: At least 50% of the institution’s non-exempt students must be enrolled by subject area in co-requisite models.
iii) 2020-2021: At least 75% of the institution’s non-exempt students must be enrolled by subject area in co-requisite models.
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;
ii) Students who are college ready;
iii) Students enrolled in Adult Education;
iv) Students enrolled in degree plans not requiring freshman level academic mathematics courses;
v) Students who meet one or more of the exemptions outlined in TAC §4.54 (relating to exemptions, exceptions, and waivers).
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 D 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 D 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;
- Attempting the same or another approved course in an attempt to earn a D or better;
- Retaking the appropriate section of an approved assessment test at any time, subject to availability of time and space in the testing center.
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.
- ENGL 1301: A student must have passed the writing 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.
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 D or better in stratified reading, writing, or math will be considered TSI complete in that subject area. For a complete list of stratified reading, writing, and math courses, please follow this link: Navarro College Board Policy EH.1.
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.
UPDATED: March 31, 2020