TSI Operational Plan for Serving Lower Skilled Learners VERSION 2.0* *This document represents a work in progress that is informed by and revised based on stakeholder comments and feedback. Each revised version will be labeled as such. The plan will presented for approval to THECB at its April 24, 2014 Board meeting.
Glossary of Terms ABE Adult Basic Education ACGM Academic Course Guide Manual AE Adult Education AEL Adult Education/Literacy BASE Basic Academic Skills Education CR College Ready DE Developmental Education ESL English as a Second Language GAIN Wonderlic General Assessment of Instructional Needs GED General Educational Development Test HS High School I-BEST Integrated Basic Education and Skills Training IHE Institution of Higher Education IPAES Intensive Programs for Adult Education Students NCBO Non-course Competency-based Option NRS National Reporting System for Adult Education TABE Tests of Adult Basic Education TCCRS Texas College and Career Readiness Standards THECB Texas Higher Education Coordinating Board TSI Texas Success Initiative TSIA Texas Success Initiative Assessment TWC Texas Workforce Commission WECM Workforce Education Course Manual TSI Operational Plan VERSION 2.0 2
Agenda Welcome and Introductions Background: Developmental Education (DE) Reform TSI Assessment: Use of Placement and Diagnostic Results Federally-Funded Adult Education/Literacy (AEL) Programs vs. Postsecondary Interventions THECB Overview of TSI Operational Plan 9 Recommendations Feedback and Comments Closing and Next Steps TSI Operational Plan VERSION 2.0 3
Developmental education students face serious barriers on their pathway to certificate and degree attainment Developmental Education Pipeline at Public Two-Year Colleges Of students below state standard* 100 Fall 2007 Cohort Cohort total: 99,097 in reading in writing in math Enrolled in developmental education 71 63 83 Achieved college readiness 58 54 39 Attempted first college-level course 52 45 21 Successfully completed first college-level course 38 33 15 *2007 entering cohort tracked two years for readiness measure and three years for college level course. 4
Background 2010 Statewide Developmental Education Plan Demonstration Projects and Adult Education Transition Programs Assessment and Placement Advising Accelerated Instructional Strategies Use of Technology Professional Development Alignment with Adult Education (Rider 29 Report January 2012) Lessons Learned Underprepared students need more than academic support Effective use of technology streamlines services and improves learning Advising plays a key role to student success Interventions are effective tailored to fit students needs Resulting Actions Updated Statewide Developmental Education Plan (2012 2017) New statewide assessment with single college readiness threshold Rules addressing Holistic Advising/Placement and Pre Assessment Activity Use of Diagnostics to improve placements and target instruction TSI Operational Plan VERSION 2.0 5
Background Statewide Developmental Education Plan 2012 2017*: VISION STATEMENT: By fall 2017, Texas will significantly improve the success of underprepared students by addressing their individualized needs through reliable diagnostic assessment, comprehensive support services, and non traditional interventions, to include modular, mainstreaming, non course competency based, technologically based, and integrated instructional models. Goal 9: Improve alignment of adult education and postsecondary education and training, including developmental education and/or workforce training. *developed and vetted through stakeholder collaboration; approved by the Board in 2012 TSI Operational Plan VERSION 2.0 6
Critical Issues Underprepared students at all levels have been enrolling at community and technical colleges. National and statewide completion agenda focuses attention on both access and success for students Challenge: fewer than 35% of underprepared students (reading and writing) and 16 % of underprepared students (mathematics) ever enroll in their first college-level course Funding Concerns: no current formula funding dedicated for ABE basic skill courses/interventions no student federal financial aid (e.g., PELL, Direct Loans) for courses/interventions below HS levels TSI Operational Plan VERSION 2.0 7
Changes to TSI Old TSI Assessment System various standards multiple assessment instruments placements often based solely on cut-score New TSI Assessment System one assessment instrument with one college readiness threshold use of multiple factors in placement (i.e., holistic advising) effective complex high-touch TSI Operational Plan VERSION 2.0 8
More accurate determination of skill levels Previous Assessments New TSI Assessment College Ready Not College Ready ABE skill levels DE skill levels College Ready TSI Operational Plan VERSION 2.0 9 9
TSI ASSESSMENT MATHEMATICS, READING, AND WRITING Classifications College Ready (entry level courses) Developmental Education Knowledge and Skills levels 9 to 12 Developmental Education Diagnostic, or ABE Diagnostic Levels 5 and 6 Adult Basic Education (ABE) Knowledge and Skills levels 1 to 8.9 ABE Diagnostic Levels 1 to 4
TSI ASSESSMENT TESTING PROCESS MATHEMATICS/READING 1. Student participates in PAA 2. Student takes TSI Placement Component Meets or exceeds CR threshold? (M=350; R=351) Yes = enrolls in credit course No= takes Diagnostic Component DE Diagnostic (M=336 349; R=342 350) OR ABE Diagnostic (M=310 335; R=310 350)
TSI ASSESSMENT MATHEMATICS/READING 3. Use Diagnostic Results help inform placements Examples: DE: 3 4 domains Proficient and/or LP = Mainstreaming/NCBOs DE: 1 2 domains Proficient and/or LP = Modular/ Emporium/ NCBOs ABE: Levels 5 and 6 = treated same as DE Placements ABE: Level 4 = Mainstreaming to DE ABE: Level 3 = CE/Integrated Pathways (e.g., I Best/ATX, boot camps, etc.)
TSI ASSESSMENT DIAGNOSTIC PROFILE MATHEMATICS
TSI ASSESSMENT TESTING PROCESS WRITING 1. Student participates in PAA 2. Student takes TSI Placement Component Meets or exceeds ABE threshold? (350) Yes = takes Essay component Essay 4 and 363+ = CR (student enrolls in credit course) OR Essay 5 8 = CR (student enrolls in credit course) Essay 0 3 OR Essay 4 and <363 = takes DE Diagnostic No= takes ABE Diagnostic Component (no essay is administered) ABE Diagnostic Results = Levels 5 and 6 takes Essay component (see above),or ABE Diagnostic Results = Levels 1 4
TSI ASSESSMENT WRITING 3. Use Diagnostic Results to help inform placements Examples: DE: 3 4 domains Proficient and/or LP = Mainstreaming/IRW NCBOs DE: 1 2 domains Proficient and/or LP = Emporium/ IRW NCBOs ABE: Levels 5 and 6 = treated same as DE Placements ABE: Level 4 = consider mainstreaming to DE ABE: Level 3 = CE/Integrated Pathways (e.g., I Best/ATX, boot camps, etc.)
TSI Assessment and Placements If you hear. Sixty percent of our students are testing into ABE Ask: What diagnostic levels? If a student takes the ABE Diagnostic, and scores Levels 5 6, the student has scored at the Developmental Education skill level. TSI Operational Plan VERSION 2.0 16
Distinct Populations to Serve High School Complete NOT High School Complete ABE DE CR ABE DE CR IHEs IHEs IHEs TWC TWC or IHEs* TWC or IHEs* available institutional options and/or referrals DE & college credit course college credit course Federally funded Adult Education/Literacy (AEL) Programs *TSI exempt AEL programs or DE & college credit course *TSI exempt AEL programs or college credit course TSI Operational Plan VERSION 2.0 17 17
TWC Priority Population: Not High School Complete Federally-funded Adult Education-Literacy (AEL) Programs Focus on all subject areas ESL/GED/transition to workplace and/or post-secondary Interventions at no or minimal cost to qualifying students Students must qualify through federally-approved test: Tests of Adult Basic Education (TABE) or General Assessment of Instructional Needs (GAIN) Programs must adhere to federal rules and policies TSI Operational Plan VERSION 2.0 18
IHE Priority Population: High School Complete Postsecondary ABE Basic Skills Interventions Focus on individual subject-area need(s) Post-secondary degrees, credentials, & Marketable Skill Awards Assessed through state-approved test: TSI Assessment Courses/Interventions below HS skill levels (Levels 1-4) not eligible for student federal financial aid Currently no dedicated state formula funding for institutions Must adhere to state rules and policies TSI Operational Plan VERSION 2.0 19 19
Summary: Priority Populations TWC IHEs Not HS complete Federally funded Federal rules and policies HS complete State funded State rules and policies TABE or GAIN tests Address all subject areas Main Goals: GED and transition to workplace & postsecondary TSI Assessment Address specific subject area(s) Main Goals: credentials and degrees TSI Operational Plan VERSION 2.0 20
Goal of TSI Operational Plan To better serve students exhibiting basic skill levels based on the TSI Assessment Framing Questions Which population is appropriately served by the resources available to institutions of higher education? How should this population be served? Which population is better served by partner organizations and agencies? TSI Operational Plan VERSION 2.0 21
Current Programs Showing Promising Results Integrated Basic Skills Workforce Training Models Accelerate TX/I BEST models Concurrent enrollment in GED or basic skills and certificate programs Continuous, comprehensive wrap around support Case management advising and career exploration Basic skills are contextualized to certificate program learning outcomes Programs driven by local and regional workforce needs Transitions from federally funded AEL programs to postsecondary Intensive College or Career Readiness Intensive College Readiness Programs for Adult Education Students (IPAES) Basic skills boot camps and intensive interventions 8 to 10 weeks, 15 24 hours/week of academic skills and college readiness Improvements to exit level DE or entry level college credit P 16 Partnerships School district, Adult Education/Literacy (AEL) programs, and IHE collaborations Other Models TSI Operational Plan VERSION 2.0 22
Recommendation 1: Phase-in Implementation of the Plan Phase I, starting fall 2014 Identify Leader Colleges Develop Leader Colleges to implement, or continue to implement, various programs and initiatives that serve students testing into ABE basic skill levels; inform statewide ongoing professional development efforts mentor other colleges in implementing or scaling initiatives/programs Provide statewide professional development for all institutions Non-leader colleges may continue to serve students testing into ABE basic skill levels using available course/intervention structures and funding options TSI Operational Plan VERSION 2.0 23
Recommendation 1, cont. Phase II, starting fall 2015 Leader colleges from Phase I will continue as mentor colleges in Phase II; All institutions to implement at least one initiative for students testing at ABE basic skill levels; and Professional development and training opportunities continue during this phase. TSI Operational Plan VERSION 2.0 24
Recommendation 2: Refer Students Not HS Complete Institutions will refer students who do not have a high school diploma or its equivalent, and who do not qualify for a TSI exemption to Adult Education/Literacy (AEL) programs within the institution and/or community (considering program capacity and student qualifications) College/ISD-based Drop Out Recovery-Dual Credit programs (students under 26) It is recommended that students without HS completions are not tested on the TSI Assessment but instead referred to a GED/HS completion program, either stand-alone or in a concurrent enrollment model. TSI Operational Plan VERSION 2.0 25
Recommendation 3: Clarify and Identify Terms Developmental Education (DE) courses/interventions for students who are Directed by Developmental Education Diagnostic or Directed by ABE Diagnostic with Levels 5-6 NEW: Basic Academic Skills Education (BASE) courses/interventions for students who are Directed by ABE Diagnostic with Levels 3-4 TSI Operational Plan VERSION 2.0 26
Recommendation 4: Identify/Develop BASE NCBOs Faculty content experts identify and/or develop non-course competency-based options (NCBOs) to be included in the Academic Course Guide Manual (ACGM) and specially designed to address needs of students assessing at Levels 3-4 (BASE). Examples of current NCBO initiatives/programs: 3-week intensive basic skills boot camp 1-3 hour weekly tutorials concurrent with WECM or ACGM course Contextualized basic skills support with course IMPORTANT NOTE: options addressing skill levels below high school (i.e., Levels1-4) not eligible for student federal financial aid (e.g., PELL, Direct Loan Program) possibly eligible for state institutional formula funding* *requires Formula Funding Advisory Committee and Board approvals TSI Operational Plan VERSION 2.0 27
Recommendation 5: Support Strengths of Multiple Skill-levels Institutions should advise students assessed at multiple skill-levels to consider options supporting their strengths and be placed in the higher level course(s)/intervention(s) with appropriate, accelerated interventions and support. Scenario: Student s TSI results: Writing = Essay 4+363 CR; Reading = DE; Math = BASE ABE (Level 3) Student expresses interest in elementary school teaching, is a stay-at-home mom, has three school-aged children, and has a working spouse. Can attend classes daily 8-2:30. Recommendation: enrollments in ENGL 1301+IRW DE (16 weeks, 2 hours M,W,F); BASE NCBO (4 weeks, 3 hours M-TH math boot camp ); DE modular math NCBO (12 weeks, 2 hours M-TH) Result: student is CR in all three subject areas after 1 semester TSI Operational Plan VERSION 2.0 28
Recommendation 6: Advise and Refer Levels 1-2 Institutions will serve students testing into Levels 1-2 in all three skill areas, who may or may not be English Language Learners (ELL), by providing advisement and appropriate referrals. College Ready Meets/exceeds statewide threshold, or Exempt from TSI testing Developmental Education TSIA Placement DE Diagnos c or TSIA Placement ABE Diagnos c Levels 5 6 Adult Basic Education TSIA Placement ABE Diagnos c Levels 3 4 BASE NCBOs TSIA Placement ABE Diagnostic Levels 1 2 in all areas REFERRALS TSI Operational Plan VERSION 2.0 29 29
Recommendation 7: Develop Statewide Referral System In collaboration with multiple state agencies, THECB will assist in the development of a cohesive statewide online resource and referral system used by institutions of higher education and adult education providers to optimize the services to students assessed at basic skill levels. TSI Operational Plan VERSION 2.0 30
Recommendation 8: Identify Potential Funding Options THECB staff, in collaboration with institutions of higher education, will identify potential funding options that will support institutions in serving students testing into subject-area ABE basic skill levels. TSI Operational Plan VERSION 2.0 31
Recommendation 9: Professional Development Program In preparation for full implementation of the Plan in fall 2015, THECB will develop and implement a comprehensive, multi-agency professional development program regarding Curriculum NCBOs Assessment Advising Operations Partnerships Funding TSI Operational Plan VERSION 2.0 32
Next Steps Continue Stakeholder Meetings Webinars December 17, 2013 January 2014 Regional Meetings January - February 2014 Revisions of the Plan based on Stakeholder input December 2013 April 2014 Plan presented to THECB Board April 24, 2014 TSI Operational Plan VERSION 2.0 33
Next Steps Continue to Seek Comments and Feedback A comment period will be available from December 17, 2013 (11 a.m.) through February 28, 2014 (11:59 p.m.) at the following link: https://tinyurl.com/comments-for-tsi-plan We ask that you submit your comments using this link. TSI Operational Plan VERSION 2.0 34
Future Revisions This document is not final and represents a work-in-progress that is informed by and revised based on stakeholder comments and feedback. Each revised version will be labeled as such. The plan will be presented for approval to THECB at its April 24, 2014, Board meeting. TSI Operational Plan VERSION 2.0 35