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Promoting Increased Student Persistence and Success: Developmental Education and TSI Updates Suzanne Morales-Vale, Ph.D. Director, Developmental and Adult.

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Presentation on theme: "Promoting Increased Student Persistence and Success: Developmental Education and TSI Updates Suzanne Morales-Vale, Ph.D. Director, Developmental and Adult."— Presentation transcript:

1 Promoting Increased Student Persistence and Success: Developmental Education and TSI Updates Suzanne Morales-Vale, Ph.D. Director, Developmental and Adult Education Developmental Education Course Redesign Summit July 15, 2013

2 AGENDA Recent history of Retooling DE in Texas New TSI Assessment New TSI Rules PROPOSED New TSI Rules Innovation and Acceleration Efforts Support for Retooling

3 Developmental education students face serious barriers on their pathway to certificate and degree attainment 3 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 Achieved college readiness Attempted first college-level course Successfully completed first college-level course *2007 entering cohort tracked two years for readiness measure and three years for college-level course.

4 Texas Legislature approved bills that radically changes DE, including giving THECB the authority to adopt one TSI assessment Faculty leaders and assessment experts developed the infrastructure for the state’s first diagnostic TSI assessment. THECB staff work with wide range of stakeholders to address new legislation Statewide implementation of new TSI assessment and rules RETOOLING DEVELOPMENTAL EDUCATION IN TEXAS THECB awards $9.35 million for reform efforts in developmental education

5 DEVELOPMENTAL EDUCATION REPORTS* S.B. 162— Statewide Developmental Education Plan H.B. 3468—Texas College-Readiness Assessment and Placement: Improvements and Recommendations Rider 34—Non-course Competency-based Developmental Education: Challenges, Interventions, and Recommendations Rider 52—Developmental Education Best Practices *Final Board approval received Oct. 25, 2012

6 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 fall 2013)

7 TSI ASSESSMENT MATHEMATICS AND ENGLISH (READING AND WRITING) Classifications College Ready, Developmental Education, Adult Basic Education (ABE) Diagnostic Components (not college ready) Items used to asses each content strand within each subject Diagnostic profiles to help identify types of supports/interventions Sufficiently Measures CCRS Performance Expectations Items aligned to CCRS, TEKS (STAAR), NRS EFLD Computer-Adaptive

8 TSI ASSESSMENT STRUCTURE

9 TSI ASSESSMENT REPORTS

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12 NEW TSI ASSESSMENT  Implementation Date: Institution’s first class day AY (e.g., August 27, 2013)  Timeline:  Field test content items (R,W,M)—fall 2012  Field test content items (ABE)—spring 2013  Item Review and Standard Setting—Jan/Feb  Board approval of Standards—April 2013  IHE Training by College Board—February-August 2013  Cost: $3R/$3M/$5W = $11 total (all areas)

13 NEW TSI ASSESSMENT AY TRANSITION YEAR – Continue to serve students testing into ABE-levels with options currently available (including DE courses/interventions) – GOAL: to develop an 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 Solicit feedback from institutions regarding issues and gaps Consider legislative agenda (policies, funding, etc.)

14 NEW TSI ASSESSMENT  Availability Date: on or around August 1, 2013 The complete assessment (placement test, DE and ABE diagnostic profiles) is available for institutional use for the following allowances:  faculty members-take the test and review actual diagnostic profiles  testing administrators-complete branching profiles and enter the demographic questions  campuses-review and test procedures and protocols related to information sharing/incorporation into existing systems (e.g., early warning, Blackboard, etc.), as necessary

15 Approved phase-in College Ready cut-scores Phase 1 – Freshmen entering higher education Fall 2013 Mathematics Reading Writing – Essay Score of 5; Essay Score of 4 and Multiple Choice of 363 Phase 2 – Freshmen entering higher education Fall 2017 Mathematics Reading Writing - Essay Score of 5; Essay Score of 4 and Multiple Choice of 363 Final – Freshmen entering higher education Fall 2019 Mathematics Reading Writing - Essay Score of 5; Essay Score of 4 and Multiple Choice of 363 Approved Developmental Education cut-scores (no phase-in) Freshmen entering higher education Fall 2013 Mathematics Reading Writing - 350

16 NEW TSI RULES §4.54 Exemptions/Exceptions (c) Any student who has been determined to be exempt in mathematics, reading, and/or writing under subsection (a) or (b) of this section shall not be required to enroll in developmental coursework and/or interventions in the corresponding area of exemption. Exemption scores as defined in Rule § 4.54 cannot be raised Effective November 28, 2012 Page 16

17 NEW TSI RULES §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 Page 17

18 NEW TSI RULES §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. Effective November 28, 2012 Page 18

19 PRE-ASSESSMENT ACTIVITIES (PAA) Required prior to administration of new TSI Assessment—fall 2013 – 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: 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 Page 19

20 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 Page 20

21 NEW TSI RULES §4.59 Determination of Readiness to Perform Freshman-level Academic Coursework (a) An institution shall determine when a student is ready to 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. Effective November 28, 2012 Page 21

22 NEW TSI RULES §4.60 Evaluation and Reporting (a) The board shall evaluate the effectiveness of Texas Success Initiative on a statewide basis and with respect to each institution. To inform this evaluation, institutions shall analyze and report to the Board, on a schedule to be determined by the Commissioner of Higher Education, the fiscal and/or instructional impacts of the following on student outcomes: (1) Technological delivery of developmental education courses that allows students to complete course work; (2) Diagnostic assessments to determine a student’s specific educational needs to allow for appropriate developmental instruction; (3) Modular developmental education course materials; (4) Use of tutors and instructional aides to supplement developmental education course instruction as needed for particular students; (5) Internal monitoring mechanisms used to identify a student’s area(s) of academic difficulty; (6) Periodic updates of developmental education course materials; and (7) Assessments after completion of a developmental education intervention to determine a student’s readiness for entry-level academic course work. Page 22

23 NEW TSI RULES §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 Page 23

24 PROPOSED TSI RULES §4.54 Exemptions, Exceptions, and Waivers (3) For a period of five (5) years [three (3) 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) 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 [ assessment] required under this title for those corresponding sections ; or[.] (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. Page 24

25 PROPOSED TSI RULES §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 prior to the student attempting 15 credit hours of developmental ESOL coursework or 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 (l)(1) and (2) for developmental education still apply. Page 25

26 PROPOSED TSI RULES §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). Page 26

27 INNOVATION AND ACCELERATION Non-course competency-based options (NCBO) TSI Assessment administered Development of “Course” – Determine number of contact hours – Determine instructional delivery/entry-exit – Work with IR/Curriculum Committee Instructor of record (monitor progress) Final grade (can be pass/no pass) Same as other DE courses (financial aid/funding) Page 27

28 INNOVATION AND ACCELERATION Non-course Competency-Based Options (NCBO) – At least one offering—spring 2013 – At least one offering in each DE subject area—fall 2013 – Active NCBO enrollments in all subject areas—spring 2014 – Majority of “bubble-score”* students placed in NCBOs—spring 2015 *institutions establish their “bubble-score range” Page 28

29 INNOVATION AND ACCELERATION Complete College America (CCA) FOCUS New Mathways Project* (NMP) – UT Dana Center Acceleration + Student Support Three Math Paths depending on Major/Program of Study – College Algebra, Statistics, Quantitative Literacy *still under development Page 29

30 INNOVATION AND ACCELERATION Integrated Reading and Writing (IRW) – Comprehensive professional development program— Jan.-Dec IRW Webinar: Sept. 12/ Regional Workshop: Oct. 18 At least one IRW section—spring 2014 All state funded upper/highest level* IRW sections—spring 2015 – Tx Puente IRW Model DE IRW + Learning Framework (fall); ENGL 1301(spring) Mainstreaming (aka co-requisite, course-pairing) Modular/Emporium-style Integration of Technology *level closest to college-ready Page 30

31 SUPPORT FOR RETOOLING THECB Community College Liaisons THECB Website – TSI Resource Documents – → P-16 Initiatives → Developmental Education/Texas Success Initiative or Developmental Education/TSI WEBINARS Developmental and Adult Education Outreach and Support Plan – IRW PD Program – Grantee Support Meetings Page 31

32 SUPPORT FOR RETOOLING College Board TSI Trainings https://collegeboardtraining.webex.com/ TSI Contact: Chantel Reynolds Senior Director of Assessment Management College Board Page 32

33 SUPPORT FOR RETOOLING Campus Collaborative Conversations Webinar Series – TSI and DE Updates – All webinars will be recorded and archived available within 2 days viewable from any desktop without limitation recording link available on THECB website and ACC website – Next Webinars: July 23, 1-3 p.m. : ESOL Issues* July 29, 1-3 p.m. : THECB Updates/Holistic Advising *THECB webinar (not ACC)

34 THECB CONTACTS: Suzanne Morales-Vale Director, Developmental and Adult Education (512) Terri Daniels Assistant Director, Developmental Education Aaron Graczyk Director, TSI Assessment Linda Munoz Director, Adult Education


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