1. Filling the Void: Developmental Education Redesigned
College Readiness Summit 2016
McAllen, Texas
Presentation by :
Margaretha E. Bischoff,
Dean for Liberal Arts and Social

2. Problem we faced: Developmental English and Reading
to College Level completion
Took
READ0100
Fall 2011
134
Completed
READ0100
up until
Fall 2013 93
69.4%
Completed
READ0200
up until
Fall 2013 54
40.3%
Students lost 74
44%
Tested
out 6
4.5%
Took
READ0200
Fall 2011
138
Students lost 33
24%
Completed
READ0200
up until
Fall 2013
103
77%
Tested
out 2
1 %
Completed
ENGL0100
up until
Fall 2013
131
70.1%
Completed
READ0200
up until
Fall 2013
103
77%
Took ENGL0100
Fall 2011
187
Completed
ENGL0200
up until
Fall 2013 56
29.9%
Students lost 96
51%
Tested
out 6
4.5%
Tested
Out 35
18.7%
Took ENGL0200
Fall 2011
248
Completed
ENGL0200
up until
Fall 2013
189
76.2%
Tested
out 6
4.5%
Tested
out 1
1 %
Students lost 58
23%

3. BASIC TSI ASSESSMENT PLACEMENT ABE (Adult Basic Education
College
Ready P L A C E M N T
TSI
Developmental
Education
ABE (Adult Basic Education
Initial Placement
Row Labels # %
College Ready
115
46%
Developmental 65
26%
ABE 5-6 37
15%
ABE 1-4 33
13%
Results for 536 students after one semester 0100 instruction%
College Ready
63%

4. Enrollment in Developmental Reading and Writing

5. Developmental English and Reading Initiatives
Co-Requisite programs:
Directed Self Placement (DSP)
Puente Project
NCBR and NCBW
Other:
Contextualization (DEI)
From 3 to 2 levels
TSI re-testing at the end of the lowest developmental course
HB5 “Transitions” college success year

6. Directed Self-Placement (DSP) and NCBOs
For the Bubble(Almost College Ready) Students:
This initiative was designed to accelerate Developmental English students by allowing students at the high end of developmental placement to take Academic English with Web-based tutorial support. Served as a precursor to our NCBOs
DSP Data:
Pass rates of 57 to 71% in ENGL1301
NCBOs Data:
Of those who passed ENGL1301, 57% had also passed NCBO
46% of students passed English1301 and skipped Developmental class.
DSP+ helps us to rethink the purpose of assessment- tailored for specific student learning needs rather than placing students into a course sequence
Rethink cut scores on placement…we can stop the practice of assuming there is clear and meaningful difference between students who are “college ready” and those that are “developmental” that is easily discernible by what is often a one-point score distinction

7. Since Fall 2012 For Upper level Developmental English & Reading Students: The Puente Framework
Four essential components:
An accelerated integrated writing /reading course through which students progress in one year to transfer to English composition.
In-depth Advising of students in career and academic guidance throughout their enrollment at the college success course.
Mentoring by members of the professional community, who serve as role models
Professional Development for faculty is at the core of the model.
There are four essential components:
1. An accelerated writing course that incorporates Latino, Mexican/American, and other multicultural authors, experience and issues, through which students progress in one year to transfer level English composition.
2. In-depth Advising that provides students with sustained, in-depth, career and academic guidance throughout their enrollment at the community college
3. Mentoring by members of the professional community, who serve as role models and support for the students’ work and progress.
4. Professional Development is at the core of the model.
Data:
ENGL1301 passing rates 80%-90% (vs % in regular ENGL1301)

8. Until Spring 2013: ENGL0071/0081/0091 and READ 0070, 0080, 0090
Developmental English and Reading Initiative Reducing Development sequence from 3 to 2 levels
For all Developmental Students and ABE levels
This initiative started in Spring 2013 and provides students who place in the lowest developmental levels in Reading and English with the opportunity to complete the developmental cycle in two levels rather than three.
Until Spring 2013: ENGL0071/0081/0091 and READ 0070, 0080, 0090
Fall 2013: ENGL 0100 /200and READ0100/200
Fall 2015: INRW0304 and ENGL0100 and READ0100

9. From 3 levels to 2: Effect on pass rates

10. ABE LEVELS PASS RATES
There are 6 ABE Levels. Levels 3,4,5,6 are now considered “Developmental” by THECB.
Year
Total
Students
ABE
Level
Completed
0100
Spring
2014 31
1-4
65% (20) 68
5-6
68% (46)
Fall 84
67% (56)
244
66% (160)

11. Developmental English and Reading Initiatives
Strategies that worked:
Taking ENGL 1301 after the developmental classes
Taking the ENGL 1301 class with the same faculty
Combining levels
Re-testing at the end of lowest level developmental course
Lessons Learned
NCBOs participation in on-line support problematic
Intensive advising and monitoring of students is the key to success
Importance of TSI testing needs to be emphasized in High School and beyond
Explain:
Non-course based remediation should be made mandatory. Providing access to students to the web-system and allowing students to take the academic course with additional support system (tutoring, web system).
Proper advising of students of their choices and monitoring of students progress by faculty is the key to success

12. Future Strategies
Co-requisite classes in support of ENGL1301/INRW for bubble students, where regular ENGL1301 students share the learning experience with their developmental peers.
Continuing Education classes (10 weeks long) that offer an opportunity for ABE level students to raise scores with the help of My Foundation Lab
ESOL assessment and classes
Recommend and Increase use of My Foundation Lab
Explain:
Non-course based remediation should be made mandatory. Providing access to students to the web-system and allowing students to take the academic course with additional support system (tutoring, web system).
Proper advising of students of their choices and monitoring of students progress by faculty is the key to success
Connection
Entry
Progress
Completion
Career

13. Developmental Education Redesigned
Filling the Void:
Developmental Education Redesigned
Innovative Strategies in Developmental Mathematics
Orlando Peñuelas
QEP Coordinator
Office of Student Learning

14. Background of TSTC in Harlingen
Est. 1967
1 of 10 campuses
Over 50 combined Degrees and Certificates
5,155 SCH student enrollment (FA/2015)
498 (9.7%) enrolled in DMTH
238 (47.8%) First-Time-In-College
198 (39.8%) Direct H.S. to College

15. Passing Rates- Developmental Math
Fall 2013
Total Students Enrolled
# (%) Passing (Grade A-C)
# (%) Failing (Grade D-F)
# (%) Withdrawn
Developmental Math-0050
203
97 (48%)
69 (34%)
37 (18%)
Developmental Math- 0100
312
133 (43%)
129 (41%)
50 (16%)
Developmental Math- 0200
200
85 (43%)
79 (40%)
36 (17%)
Spring 2014
157
78 (50%)
50 (32%)
29 (18%)
160
70 (44%)
59 (37%)
31 (19%)
75 (48%)
46 (29%)
36 (23%)
Source: TSTC-Harlingen Office of Institutional Effectiveness & Research, 2014

16. Focus
To enhance student learning and success in developmental mathematics through programming that combines proven curricula and learning strategies with innovative enrichment activities to help TSTC Harlingen students succeed in Developmental Mathematics.

17. Strategy Areas Curriculum and Instruction
Academic Support and Student Support Services
Professional Development

18. Impact on Student Learning and Student Success

19. Summary of Progress

20. Summary of Progress

21. Summary of Progress

22. Questions?
Contact Information
Orlando Peñuelas
QEP Coordinator
Office W-101