| (a) For each undergraduate student as defined in §4.53(23)
of this subchapter (relating to Definitions) who fails to meet the
minimum passing standards described in §4.57 of this subchapter
(relating to Texas Success Initiative Assessment College Readiness
Standards), an institution shall:
(1) Establish a program to advise the student regarding
developmental education support necessary to ensure the readiness
of that student in performing freshman-level academic coursework.
(2) Determine a plan, working with the student, for
the student's 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) Recommended 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
points of contact (e.g., advisor, faculty member, peer or community
mentor, etc.);
(F) Registration for next semester/next steps; and
(G) Differentiated placement.
(2) Promote the most efficient and cost-effective developmental
education options to increase the likelihood of the student's success
in college level courses and programs; institutions are strongly encouraged
to assign students to Non-Course-Based options where feasible.
(3) Provide to the student a description of the developmental
education options and other resources and interventions recommended
to increase the likelihood the student will succeed in entry-level
and subsequent academic coursework and complete their selected program.
(4) Provide to the student an appropriate measure for
determining readiness to perform freshman-level academic coursework,
as described in §4.59 of this subchapter (relating to Determination
of Readiness to Enroll and Succeed in Entry-Level Academic Coursework).
(c) Each institution shall apply all state and federal
laws pertaining to individuals with disabilities when assessing and
advising such students.
(d) An institution must advise any student who is exempt
from the TSI assessment as outlined in §4.54 of this subchapter
(relating to Exemption) who earns less than a 'C' in the student's
first college-level course in the exempted content area of Developmental
Education Interventions available to the student to increase the likelihood
that the student will succeed in subsequent college courses and complete
their selected program, especially through Non-Course-Based options.
(e) For undergraduate students enrolled in a corequisite
model as defined in §4.53(7) 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 resources including
Non-Course Based Options to assist the student in becoming ready to
perform freshman-level academic coursework in the applicable subject
area(s).
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