| (a) For each undergraduate student as defined in §4.53(24)
of this title (relating to Definitions) who fails to meet the minimum
passing standards described in §4.57 of this title (relating
to College Ready Standards), an institution shall:
(1) Establish a program to advise the student regarding
developmental education necessary to ensure the readiness of that
student in performing freshman-level academic coursework.
(2) 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).
(b) Each plan for academic success shall:
(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.
(2) 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.
(3) Provide to the student an appropriate measure for
determining readiness to perform freshman-level academic coursework,
as described in §4.59 of this title (relating to Determination
of Readiness to Perform Freshman-level Academic Coursework).
(c) Institutions shall consider all federal laws pertaining
to individuals with disabilities when assessing and advising such
students.
(d) 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 specific college credit courses and that changing
degree plans may require additional developmental education coursework/interventions.
(e) Students with a TSI exemption for a college preparatory
course as outlined in §4.54(a)(10) of this subchapter 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.
(f) For undergraduate students enrolled in a corequisite
model as defined in §4.53(7) of this title (relating to Definitions)
who fail to satisfactorily complete the freshman-level course, the
institution of higher education must:
(1) review the plan developed for the student under
this section and, if necessary, work with the student to revise the
plan; and
(2) offer to the student a range of competency-based
education programs to assist the student in becoming ready to perform
freshman-level academic coursework in the applicable subject area(s).
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| Source Note: The provisions of this §4.58 adopted to be effective December 3, 2003, 28 TexReg 10753; amended to be effective November 28, 2012, 37 TexReg 9358; amended to be effective September 4, 2014, 39 TexReg 6841; amended to be effective November 25, 2015, 40 TexReg 8203; amended to be effective February 28, 2018, 43 TexReg 1059 |
