South Plains College

Institutional Developmental

Education Plan

South Plains College establishes this plan for the implementation of the Texas Success Initiative, to include the assessment and placement of undergraduate students entering the institution and the provision of developmental education to students who do not have college-level skills in reading, writing, and mathematics. Elements of the South Plains College local plan are also included in this document.

Mission Statement for Developmental Education

The mission of the South Plains College developmental program is to add educational value to each individual and prepare students for the successful completion of college-level work and the attainment of a degree or certificate from South Plains College.

Goals

To assess students’ academic strengths and weaknesses;
To provide placement in courses which will lead to academic success;
To provide advisement outlining a plan whereby students can achieve their educational goals at South Plains College;
To provide high-quality, appropriate developmental coursework aligned with the requirements for success in college-level courses;
To support the core curriculum;
To monitor student progress in developmental courses;
To evaluate student outcomes; and
To use evaluation results to improve programs and courses and enhance student success.

Mission Statement for Advising

The advising system at South Plains College is a continuous process designed to foster the development of the student’s successful educational plan compatible with the unique life goals of the individual student. By practicing a holistic, proactive approach, South Plains College advising creates a student centered environment from which students emerge as independent life long learners.

Goals

To guide in the selection of courses and preparation of an individualized success plan, including degree worksheets and TSI information that correlates with life goals.

To increase awareness of institutional resources and make referrals to appropriate support services.
To clarify the student’s responsibility in their academic success, including academic regulations, institutional procedures, and policies.
To encourage educational and career exploration and goal-setting.
To create an environment that is caring, supportive and accessible.
To assist students in exploration, clarification, communication and implementation of realistic choices.
To offer ongoing training and professional development activities for all involved in advising.
To provide regular, formal evaluation of advising practices and make adjustments based on evaluation recommendations.

Eligibility and Exemptions/Exceptions

Each undergraduate student, unless exempt, who enters the institution must be tested for reading, writing, and mathematics skills prior to enrolling in collegiate-level coursework. A student who has not been tested may enroll in coursework only under the special circumstances provided below. A student who fails to test during the designated semester will not be permitted to enroll or re-enroll in any courses other than developmental education courses until tested.

Exceptional circumstances under which a student who has not been tested may enroll in college-level courses include but are not limited to: having a documented illness, injury or bona fide emergency; having a professionally diagnosed and documented disability for which reasonable and appropriate accommodations could not be provided in a timely manner; and applying for admissions after all reasonable testing opportunities have passed.

Exemptions/Exceptions for a student are as follows:

· performs at levels that the THECB defines for an exemption on the SAT, the ACT, or the TAAS or TAKS and enrolls within the time limits defined in the THECB rule;

· has graduated with an associate or baccalaureate degree from a Texas public institution of higher education [defined in Texas Education Code, Section 61.003(8)];

· transfers with college-level hours from a private or independent institution of higher education or a Texas public institution of higher education or an accredited out-of-state institution of higher education;

· has been determined college-ready by a college previously attended;

· is enrolled in a Level-One certificate (42 or fewer semester hours);

· is serving on active duty as a member of the armed forces of the United States, the Texas National Guard, or as a member of the reserve component of the armed forces of the United States and has been serving at least three years preceding enrollment;

· on or after August 1, 1990, was honorably discharged, retired or released from active duty as a member of the armed forces of the United States or the Texas National Guard or service as a member of a reserve component of the armed forces of the United States.

· is not seeking a degree or certificate (casual student).

Local Plan

Students who transfer from a private or independent institution of higher education or an accredited out-of-state institution of higher education with B or better grades in courses equivalent to those approved to satisfy competency requirements in reading or writing and a college-level math course with a C or better grade will be exempt from local testing; students who fail to meet this criteria will be required to take and pass the relevant portions of an approved test before enrolling in any restricted courses.

Casual students are those students not seeking a Level-Two certificate or associate degree. These students must take a local placement test prior to enrolling in any restricted courses. Casual students are allowed to enroll in restricted classes only if the appropriate portion of the placement test has been passed. If testing indicates a need for developmental classes, these classes can be deferred until such time as the student ceases to be a casual student and begins to be a degree seeker. In general, a casual student may keep that designation until the semester in which the 15^th college-level hour is accumulated or the student self-declares that he/she is a degree-seeking student, whichever occurs first. Exceptions to the 15 hour rule may be made by the Dean of Admissions and Records, the Director of Guidance and Counseling, Associate Dean of Student Services, the Dean of Instruction, the Vice President for Academic Affairs, the Vice President for Student Affairs or the Dean of Technical Education. Generally such exceptions are allowed based on the classes the student has taken and the pattern of courses taken indicating that the student is not working toward a degree or certificate but is simply taking classes for personal enrichment, personal health, or job skill upgrade.

Level-One certificate students who have not tested and are not exempt are limited to enrolling in no more than 6 hours of course work outside of any level-one certificate degree plan. They may enroll in more than six hours in another level-one certificate degree plan. They may not enroll in restricted courses.

Approved Tests

The tests approved by THECB are the Texas Higher Education Assessment (THEA), ASSET, COMPASS, and ACCUPLACER. Passing standards are set by the institution under the local authority policy of the Texas Success Initiative.

High School Students

High school students who are not exempt and who seek to enroll must take a test for Texas Success Initiative (TSI) purposes prior to enrolling. High school students who fail to achieve the minimum passing standard set by the THECB may not take collegiate level classes related to portions of the test not passed. High school students are not required to enroll in developmental education.

Graduation and Certificate Requirements

A student who is not exempt may not graduate or receive a Level-Two certificate (more than 43 hours) unless the student passes all sections of the placement test or otherwise demonstrates college-readiness as specified in this plan.

Remediation is continuously required for enrolled students who fail one or more sections of the placement test until all TSI requirements are met.

Advising and College-Readiness Plan

All students at South Plains College are provided with academic advisement services. All counselors and advisors use the following college readiness plan as they provide academic advising each semester.

Texas Success Initiative –South Plains College Passing Standards
Texas Higher Education Assessment			Accuplacer			Asset			Compass
Reading	Math	Writing	Reading	Math	Writing	Reading	Math	Writing	Reading	Math	Writing
230	230	220 6	78	75	80 6	41	38	40 6	81	39	59 6
The minimum passing standard for the written essay portion of the writing tests is a score of 6. However, an essay with the score of 5 will meet this standard if the student meets the objective writing score.

Students are given a written plan indicating their first semester curriculum and providing a suggested a course of action (additional coursework) which will empower them to reach their academic goals.

MATHEMATICS

Sequence of developmental courses:

MATH 0310

MATH 0315

MATH 0320

Math Courses at SPC	THEA Test scores	Accuplacer Test scores
MATH 0310		0-41
MATH 0315	100-179	42-61
MATH 0320	180-229	62-74
MATH 1314 or other college-level course	230 or higher	75 or higher

Approved TSI scores will be used to determine placement in math courses.

Accuplacer:

Progression for students who score below 42:

Take Math 0310;

After passing Math 0310 with a C grade or better, take Math 0315;

Complete Math 0315 with the grade of C or better and enroll in Math 0320;

Only after passing Math 0320 with grade of C or better, progress to college-level math courses.

Progression for students who score between 42-61 (beginning with Math 0315):

Complete Math 0315 with the grade of C or better and enroll in Math 0320;

Only after passing Math 0320 with grade of C or better, progress to college-level math courses.

Progression for students who score between 62 and 74 (beginning with Math 0320):

Complete Math 0320 with the grade of C or better and enroll in college-level math course as indicated on degree plan.

Students who score 75 or higher may enroll in the college-level math course indicated on their degree plan based upon recommendation by their college advisor.

THEA:

Progression for students who score below 206:

Take Math 0315;

Complete Math 0315 with the grade of C or better and enroll in Math 0320;

Only after passing Math 0320 with grade of C or better, progress to college-level math courses.

Progression for students who score between 206- 229 (beginning with Math

0320):

Complete Math 0320 with the grade of C or better;

Progress to college-level math courses.

Restricted Courses for Math:

All college-level math courses.

ENGLISH

Sequence of developmental courses:

ENGL 0301

ENGL 0302

THEA	ACCUPLACER	COMPASS	ASSET	COURSE
100-150 Essay 0-4	0-54 Essay 0-4	0-40 Essay 1-4	0-27 Essay 1-4	ENGL 0301
151-219 Essay 5	55-79 Essay 5	41-58 Essay 5	28-39 Essay 5	ENGL 0302
220 and above Essay 5-8	80+ with Essay 5, or Essay 6 regardless of multiple choice score	59+ with Essay 5, or Essay 6 regardless	40+ with Essay 5, or Essay 6 regardless	ENGL 1301

· Students who complete ENGL 0301 with a “C” or better may enroll in ENGL 0302.

· Students who complete ENGL 0302 with a “B” or better are considered to have successfully completed the developmental sequence and may enroll in ENGL 1301

· Students must also have fulfilled the reading requirement for entering ENGL 1301 by either passing that portion of the placement test or making a “B” or better in READ 0320 or 0360. Thus, students must have at least a “B” in both English and reading developmental classes in order to advance to ENGL 1301 or have passed the placement test in those areas.

· Students who do not pass ENGL 0302 with a “B” must either retake the class or pass the writing portion of the placement test,

· Students who transfer a grade of “B” or better in a Texas Higher Education Coordinating Board approved English Composition course are considered to have satisfied that skill area. Students who transfer a grade of “B” or better in an essay-level developmental writing course are also considered to have satisfied that skill area. Grades of “P” or “Progress” in developmental writing courses at other institutions will not allow students to enroll in ENGL 1301.

Restricted Courses for English:

All college-level English courses.

READING

Sequence of developmental courses:

Reading courses at SPC	THEA Test scores	Accuplacer Test scores	Asset Test scores	COMPASS Test scores
READ 0310*	130-189	23-56	13-34	21-65
READ 0320	190-229	57-77	35-40	66-80
* Students who score below the designed scores for READ 0310 may need individual counseling and further placement testing.

· Students who attain a grade of “B” or better in READ 0320 are considered to have successfully completed the developmental sequence and are not required to remain in developmental reading

· Students who do not pass READ 0320 with a “B” must retake the course, unless they have retaken a placement test and earned satisfactory reading scores (as set by the THECB). Students who do not attain a grade of “B” or better in READ 0320 have the option of taking and meeting the passing standard for the reading section on any of the tests approved by the state.

· Students with at least a “B” in READ 0320 are in TSI compliance. They are allowed to enroll in reading intensive/restricted courses (GOVT 2301 and 2302, HIST 1301, 1302, and 2301, PSYC 2301, BIOL 1406, 1407, 2401, and 2402. College-level English courses may be taken if the students have also met the standards required by the English Department).

· Students who transfer a grade of “B” or better in one of the following college-level courses (GOVT 2301 and 2302, HIST 1301, 1302, and 2301, PSYC 2301, and all college-level English courses or course equivalents) are considered to have satisfied the reading requirement. Other college-level courses will be evaluated by the department chair to determine if they satisfy this requirement.

Reading restricted courses:

GOVT 2301 and 2302, HIST 1301, 1302, and 2301, PSYC 2301, BIOL 1406, 1407, 2401, 2402 and 2420, MUSC 1427 and all college-level English courses. Other courses may be restricted enrollment to only those students who have a passing score on the placement reading test as indicated in the published schedule of classes each term.

In all developmental areas the Dean of Instruction with the approval from the Vice President for Academic Affairs, the Vice President for Student Affairs, or the Associate Dean of Student Services can, upon receipt of proper documentation of extenuating circumstances, give approval for students to take restricted classes.

Support Programs and Services

The Teaching and Learning Center is an academic support activity providing reading and learning strategies developmental courses, collegiate instruction in reading and human development, peer-tutoring, computer-aided-instruction, independent-study opportunities, workshops and seminars, and a variety of learning assessments for students and prospective students of South Plains College in Levelland.

Academic support services enhance all students’ chances of success in collegiate courses and provide students with opportunities to improve specific skills before enrolling in college-level courses. The mission of the Teaching and Learning Center is to assist students in developing the skills, strategies, and knowledge to perform as confident, independent and active learners, prepared for a lifetime of learning. With its motto, Working for you, The Teaching and Learning Center typifies the South Plains College commitment to improving each student’s life.

Since its inception in the fall of 1980, the purpose of The Teaching and Learning Center has been to provide assistance to those students who seek specialized services to ensure their success in college, services which exceed those traditionally available on college campuses. These services are consistent with the National Association of Developmental Education’s definition of developmental education as “a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum.”

The Student Services Building on the college's Levelland Campus is a comprehensive student facility providing specialized assistance to all students of South Plains College. Located adjacent to the Administration Building, the Student Services Building houses the Guidance and Counseling Office, the Career Center, Testing Office, Special Services Office, Financial Aid Office, Admissions and Records, Housing Office and administrative offices for the Student Affairs Division.

The SPC Reese Center offers a variety of student services in SPC Building 8. The Admissions and Records Office, Counseling Center, Placement Center, Career Lab, Special Services Office, Financial Aid Office and Business Office, Bookstore and Library are located in this facility along with The Testing and Learning Center which provides free academic tutoring and assistance in basic use of computers.

Quality and Accountability

The purpose of the South Plains College developmental program is to prepare students for college-level work. The percentage of students who pass the placement tests, who earn satisfactory grades in related college courses, and who make progress towards their educational goals, provide measures of the quality and accountability of the developmental educational plan.

Program Evaluation

Each academic unit at South Plains College prepares an Strategic Planning Report, with course outcomes and student performance data. These data are used to analyze course content and pedagogy and to initiate changes in the process and curriculum which will support student achievement.

Plan vs. Board Policy

Withdrawing from Developmental Education

Students must attend required developmental courses. Failure to attend required developmental courses or withdrawal from all required developmental courses will result in administrative withdrawal from all coursework at South Plains College.

Advisors working with students who have multiple attempts and failures on any portion of the placement test after having successfully completed the developmental course sequence should consider referring those students to the Counseling Center or Teaching and Learning Center for individualized assessment and assistance.

Revised 3/09/05

Draft revision 4/21/05

Revision to eliminate retest February 7, 2006

Revised to address placement standards August 29, 2006

August 31, 2006