The following words and terms, when used in this subchapter,
shall have the following meanings, unless the context clearly indicates
otherwise.
(1) - (6)(No change.)
(7)Co-requisite (also known as mainstreaming)--An
instructional strategy whereby students are co-enrolled in a developmental
education course or NCBO, as defined in paragraph (18) of this section,
and the entry-level freshman course of the same subject matter within
the same semester. The developmental component provides support aligned
directly with the learning outcomes, instruction, and assessment of
the entry-level freshman course, and makes necessary adjustments as
needed in order to advance students' success in the entry-level freshman
course.
(8)[(7)] Course Pairing [(also
known as Mainstreaming)]--An instructional strategy whereby
students are co-enrolled [enrolled simultaneously]
in a developmental education course [and/or intervention]
and the entry-level freshman course of the same subject matter within
the same semester. The developmental component provides support aligned
directly with the learning outcomes, instruction, and assessment of
the entry-level freshman course, and makes necessary adjustments as
needed in order to advance [that advances] students'
success in the entry-level freshman course.
(9)[(8)] Developmental Coursework
and/or Intervention--Non-degree-credit coursework and/or activity
designed to address a student's strengths and needs in the areas of
reading, writing, integrated reading and writing (IRW), mathematics,
and student success.
(10)[(9)] Developmental Education--Pre-college,
non-degree credit courses, interventions, tutorials, laboratories,
and other means of assistance that are included in a plan to ensure
the success of a student in performing entry-level academic coursework.
(11)[(10)] Differentiated Instruction--The
different instructional processes used to work within a student's
varied skill levels, motivational attitudes, and learning preferences.
(12)[(11)] Differentiated Placement--Advising
and placement of students based on individual strengths and needs.
(13)[(12)] Entry-level course
(sometimes referred to as entry-level freshman coursework)--Any course
for academic credit in which a freshman student typically enrolls:
the course shall not have prerequisites and is open to any student
meeting TSI standards as defined in §4.57 of this title (relating
to College Ready and Adult Basic Education (ABE) Standards) and/or
meeting at least one of the exemptions or waivers as defined in §4.54
of this title (relating to Exemptions, Exceptions, and Waivers). These
courses (or their local equivalent in Texas Common Core Numbering
System) include, but are not limited to, ENGL 1301, HIST 1301, PSYC
2301, GOVT 2305/2306, MATH 1314/1414/1324/1332/1342, SOCI 1301, PHIL
1301, SPCH 1311/1315, COSC 1401, HUMA 1301, ARTS 1301, and BIOL 1306/1406.
(14)[(13)] Institution of higher
education or institution--Any public technical institute, public junior
college, public senior college or university, medical or dental unit,
or other agency of higher education as defined in Texas Education
Code, §61.003(8).
(15)[(14)] Mathematics Pathway
Models--Developmental and basic academic skills coursework/interventions
that prepare students for academic/workforce training programs and
careers.
(16)[(15)] Measurable Learning
Outcomes--Knowledge, skills, and abilities, and/or attitudes that
students should be able to demonstrate upon completion of a course
and/or intervention.
(17)[(16)] Minimum Passing Standards--The
minimum scores which must be attained by a student in reading, writing,
and mathematics in the TSI Assessment Instrument that indicates the
student's readiness to enroll in entry-level freshman courses as defined
in paragraph (12) of this section. These scores are set forth in §4.57
of this title.
(18)[(17)] Non-Course Competency-Based
Developmental Education Interventions (also known as Non-Semester-Length
Interventions or NCBO)--Interventions that use learning approaches
designed to address a student's identified weaknesses and effectively
and efficiently prepare the student for college-level work. These
interventions must be overseen by an instructor of record, must not
fit traditional course frameworks, and cannot include advising or
learning support activities already connected to a traditional course;
interventions may include, but are not limited to, tutoring, supplemental
instruction, or labs.
(19)[(18)] Non-Degree Credit
Course--A course which may not be counted toward a degree or certificate.
The term includes developmental education, pre-collegiate, and general
continuing education courses.
(20)[(19)] Professional Development--The
provision of ongoing and systematic learning opportunities for developmental
educators and support staff that focus on research-based strategies,
methodologies, and best practices resulting in effective and efficient
coursework and/or interventions advancing the cognitive and non-cognitive
skills of underprepared students seeking post-secondary enrichment,
certificates, and degrees.
(21)[(20)] Program Evaluation--A
systematic method of collecting, analyzing, and using information
to answer questions about developmental education courses, interventions,
and policies, particularly about their effectiveness and cost-efficiency.
(22)[(21)] Technology--The use
of instructional aids, methods and/or other computer-based tools that
enhance student learning.
(23)[(22)] TSI Assessment Time
Periods--For phase-in of TSI Assessment college-ready standards, the
following time periods shall be applicable:
(A)Phase I--Start date: institution's first class
day of fall 2013; expiration: the day immediately before the first
class day of fall 2017;
(B)Phase II--Start date: institution's first class
day of fall 2017; expiration: the day immediately before the first
class day of fall 2019; and
(C)Final Phase--Start date: institution's first class
day of fall 2019; no expiration.
(24)[(23)] TSI Assessment--The
Board-approved assessment instrument designated in §4.56 of this
title (relating to Assessment Instrument) for use by institutions
of higher education for assessing a student's readiness to enroll
in an entry-level freshman course.
The agency certifies that legal counsel has
reviewed the proposal and found it to be within the state agency's
legal authority to adopt.
Filed with the Office
of the Secretary of State on January 12,
2015
TRD-201500069 Bill Franz
General Counsel
Texas Higher Education Coordinating Board
Earliest possible date of adoption: February 22, 2015
For further information, please call: (512) 427-6114
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