Texas Success Initiative College Courses for Dual Credit

Texas Success Initiative College Courses for Dual Credit
ESC Region VII Stakeholder Meeting Texas Success Initiative College Courses for Dual Credit College Preparatory Courses 60 Semester Credit Hour Rule Reverse Transfer Rule Andrew Lofters, Ph.D. ESC Region VII Stakeholder Meetings February 11-12, 2014

Texas Success Initiative (TSI)
ESC Region VII Stakeholder Meeting Texas Success Initiative (TSI)

ESC Region VII Stakeholder Meeting
Developmental education students face serious barriers on their pathway to certificate and degree attainment Developmental Education Pipeline at Public Two-Year Colleges Fall 2007 Cohort Cohort total: 99,097 Of students below state standard* … 100 … 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 Why is there such a push for change. If looking at 100% of students that tested not college ready – only 71% actually enrolled in reading developmental education - only 58% actually achieved college readiness in a reading after a developmental course– only 52% actually attempted a college level reading course and only 38% were able to successfully completed their first college reading level course. Slide described why the college readiness test changed - because students were not successfully completing the developmental courses and not successfully completing college courses. Needed a more accurate measure of college readiness with a more detailed diagnostic output. *2007 entering cohort tracked two years for readiness measure and three years for college-level course.

Academic Course Guide Manual (ACGM)
ESC Region VII Stakeholder Meeting Academic Course Guide Manual (ACGM) Developmental Education Learning Outcomes (approved by ACGM Committee Oct. 19, 2012) Reading Writing Integrated Reading/Writing (IRW) Intermediate Algebra ESOL Writing for Non-Native Speakers Grammar for Non-Native Speakers ESOL Oral Communication ESOL Reading and Vocabulary DE Math Foundations (expected spring 2013) THECB created learning outcomes in these areas to ensure all community colleges understood the expectations for students.

TSI Assessment Mathematics and English (Reading and Writing)
ESC Region VII Stakeholder Meeting TSI Assessment Mathematics and English (Reading and Writing) Classifications College Ready (entry-level courses) Developmental Education National Reporting System – Educational Functioning Level Descriptors (NRS – EFLDs) Levels 5 and 6 Knowledge and Skills levels - 9 to 12 Adult Basic Education (ABE) Levels 1 to 4 Knowledge and Skills levels - 1 to 8.9 For new incoming students after Aug. 26, 2013 only. TSI gives 20 questions that direct the students to one of 3 areas: College ready –done and go on to college classes If the student is not successful on the first 20 questions the test leads the student to one of the two avenues. Developmental Education – diagnostic – levels 5 and 6 are skills for grades Adult Basic Education – there are 6 levels – levels 1 to 4 are grades 1 to 8.9 Adult Basic Education) is supposed to be up and running by Fall 2014 but maybe extended by another year because of the shock of the test (TSI Assessment). Adult Basic Education cannot get funding and grants. Developmental Edu can get funding.

This diagnostic results shows a student who may only need a little extra help to be successful in a credit bearing college math course. Based on holistic placement he can be placed in a regular class. It also provides information on specific areas the student needs interventions. First 20 questions determine your placement (CR, Dev. Ed., ABE) Diagnostic (Dev. Ed. or ABE) 40 questions-computer adaptive Above is an example of Dev. Ed. diagnostic read-out. In works. Based on 15 point scale.

New TSI Assessment AY 2013-2014 TRANSITION YEAR
ESC Region VII Stakeholder Meeting New TSI Assessment AY TRANSITION YEAR Identify and continue to serve students testing into ABE-levels with options currently available (including DE courses/interventions) GOAL: to develop an TSI (formerly ABE) Operational Plan with recommendations and guidelines for AY 2014 and beyond TEA, TWC, and THECB meet biweekly Research national and state programs that successfully address ABE-skill levels (e.g., I-Best, Contextualization, Workforce Solutions, Continuing Education and Certificate programs, etc.) Solicit feedback from institutions regarding issues and gaps Consider legislative agenda (policies, funding, etc.) For Board consideration in April 2014 Statewide Professional Development/Training Program

TSI Rules – approved amendment
ESC Region VII Stakeholder Meeting TSI Rules – approved amendment § Exemptions, Exceptions, and Waivers (c) ESOL Waiver--An institution may grant a temporary waiver from the assessment required under this title for students with demonstrated limited English proficiency in order to provide appropriate ESOL/ESL coursework and interventions. The waiver must be removed after the student attempts 15 credit hours of developmental ESOL coursework or prior to attempting entry-level freshman coursework, whichever comes first, at which time the student or would be administered the TSI Assessment. Funding limits as defined in Texas Education Code, Section (l)(1) and (2) for developmental education still apply. Maximum funded hours of Dev. Ed. 27-CC 18-Univ.

TSI Rules - Amendment § Exemptions, Exceptions, and Waivers (3) For a period of five (5) years from the date of testing, a student who is tested and performs at or above the following standards that cannot be raised by institutions: (A) TAKS (2200) (B) STAAR end-of-course (EOC) with a minimum score of Level 2 on the English III shall be exempt from the TSI Assessment required under this title for both reading and writing, and a minimum score of Level 2 on the Algebra II EOC shall be exempt from the TSI Assessment required under this title for the mathematics section. Those that have already taken Algebra II and English III can use their scores to be exempt from TSI. Since these two tests will not be given again until spring of 2016, THECB is looking at other combinations of EOC and course completion that could be used to show college readiness.

ESC Region VII Stakeholder Meeting TSI Rules – approved amendment §4.55 Assessment and Placement (c) For holistic placement of non-exempt students not meeting standards as defined in §4.57(a) and (b) of this title (relating to College Ready and Adult Basic Education (ABE) Standards), institutions shall use for determination of appropriate courses and/or interventions the TSI Assessment results and accompanying Diagnostic Profile, along with consideration of one or more of the following: (1) High school Grade Point Average/class ranking; (2) Prior academic coursework and/or workplace experiences; (3) Non-cognitive factors (e.g., motivation, self-efficacy); and (4) Family-life issues (e.g., job, childcare, transportation, finances). Community colleges are to provide Holistic Placement of non-exempt students not meeting standards for example they can look at students’ high school GPA/rank as well as other information. If a student need a only little extra help to be successful in a credit bearing college course, with interventions they can be placed in the course.

ESC Region VII Stakeholder Meeting TSI Rules – approved amendment §4.55 Assessment (b) Prior to the administration of an approved instrument in §4.56, an institution shall provide to the student a pre-assessment activity(ies) that addresses at a minimum the following components in an effective and efficient manner, such as through workshops, orientations, and/or online modules: (1) Importance of assessment in students’ academic career; (2) Assessment process and components, including practice with feedback of sample test questions in all disciplinary areas; (3) Developmental education options including course-pairing, non-course-based, modular, and other non-conventional interventions; (4) Institutional and/or community student resources (e.g. tutoring, transportation, childcare, financial aid); Effective November 28, 2012 TSI pre-assessment activity (PAA) must be provided to the students. Institutions of higher education tracks that this is done. The TSI test has several questions at the beginning to insure the student actually took the PAA. If the student does not confirm they have done the PAA, the test will not allow them to continue. The PAA can be given on the high school campus or at the college.

Pre-Assessment Activities (PAA)
ESC Region VII Stakeholder Meeting Pre-Assessment Activities (PAA) Required prior to administration of new TSI Assessment IHE determines tracking method for participants Institution may scale back PAA for retesting students TSI Assessment Background Questions 1) Were you provided with information and/or an activity to help you understand all of the following: (1) the importance of this assessment, (2) sample questions, (3) course options, and (4) resources for students? Yes (proceed to test) No (see advisor) Dual Credit Students: if ISD administers TSI Assessment IHE is responsible to ensure Rule 4.55 is addressed Rule does not specify which entity actually delivers the PAA MOU is recommended between IHE and ISDs to confirm responsibilities

Pre-Assessment Activities (PAA)
ESC Region VII Stakeholder Meeting Pre-Assessment Activities (PAA) Transfer Students Institution receiving TSI Assessment test results can assume PAA was delivered No further verification is required by receiving institution Out-of-State Students Receiving institution is responsible to ensure PAA was administered Receiving institution provides one-time, limited access for test proctor/center Test results are immediately accessible to receiving institution via usual reporting

ESC Region VII Stakeholder Meeting TSI Rules – approved amendment §4.58 Advisement and Plan for Academic Success (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) Course-based and/or non-course-based 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 point of contact (e.g., advisor, faculty member, peer and/or community mentor, etc.); (F) Registration for next semester/next steps; and (G) Differentiated placement. Effective November 28, 2012 For students who are not college ready they must be provided individualized help including the specific areas listed.

TSI Rules – clarification
ESC Region VII Stakeholder Meeting TSI Rules – clarification §4.59 Determination of Readiness to Perform Freshman-level Academic Coursework (a) An institution shall determine when a student is ready to perform freshman-level academic coursework using: (1) Developmental education coursework and/or intervention learning outcomes developed by the Board based on the Texas College and Career Readiness Standards and (2) Student performance on one or more appropriate assessments. (b) As indicators of readiness, institutions shall consider, as appropriate: (1) Performance in developmental education. (2) Performance in appropriate non-developmental coursework. Effective November 28, 2012 Once a student has completed a developmental course, it is up to the IHE to determine when they are ready to take credit bearing courses. They don’t have to take the TSI exam again.

TSI Rules- approved addition
ESC Region VII Stakeholder Meeting TSI Rules- approved addition §4.62 Required Components of Developmental Education Programs An institution of higher education must base developmental coursework on research-based best practices that include the following components: (1) assessment; (2) differentiated placement and instruction; (3) faculty development; (4) support services; (5) program evaluation; (6) integration of technology with an emphasis on instructional support programs; (7) non-course-based developmental education interventions; and (8) course pairing of developmental education courses with credit-bearing courses. Effective August 2012

Innovation AND acceleration
ESC Region VII Stakeholder Meeting Innovation AND acceleration Non-Course Competency-Based Options (NCBOs) New Mathways Project* (NMP) – UT Dana Center DE Acceleration + Student Support Three Math Paths depending on Major/Program of Study Statistics, Quantitative Literacy, College Algebra Texas Puente Program DE IRW + Student Support ENGL 1301 *piloting fall 2013 Mathways Project – used by community colleges and is designed to provide a developmental ed. course that starts the student off at a certain level of math depending on the student and their assessments. Mathways was developed by Dana Center. IRW integrated reading and writing must be in by 2015 Modular and emporium style – give the students just want they need so they can enroll in the first college class

Innovation AND acceleration
ESC Region VII Stakeholder Meeting Innovation AND acceleration Integrated Reading and Writing (IRW) Comprehensive Professional Development program Year 1: Jan. - Dec. 2013 Year 2: Feb. – Dec. 2014 All state funded upper/highest level* IRW sections—spring 2015 Course-Pairing (aka co-requisite, mainstreaming) Compressed Courses Modular/Emporium-style Integration of Technology *level closest to college-ready Required to be in place by spring 2015: Integrated Reading and Writing (IRW) Course-Pairing (aka co-requisite, mainstreaming)

College Courses for Dual Credit
ESC Region VII Stakeholder Meeting College Courses for Dual Credit

College Credit for Dual Credit Basics
ESC Region VII Stakeholder Meeting College Credit for Dual Credit Basics Definition: A process by which a high school student enrolls in a college course and receives simultaneous academic credit for the course from both the college and the high school. Any public institution of higher education may work with a high school (public or private) to form a college credit for dual credit partnership.

College Credit for Dual Credit (DC)
ESC Region VII Stakeholder Meeting College Credit for Dual Credit (DC) Laws & Rules Texas Education Code (TEC) Requires that each school district implement a program under which students may earn at least 12 semester credit hours of college credit in high school. HB 842 (83rd Legislative Session) added language requiring school districts to implement a program under which students are provided an opportunity to earn credit toward a industry recognized credential, certificate, or associate degree concurrently with the high school graduation plan. Texas Administrative Code TAC Ch. 4, Sub. D Sections 4.81 through 4.85 includes information about: (1) international baccalaureate, advanced placement, or dual credit courses; (2) articulated postsecondary courses provided for local credit or articulated postsecondary advanced technical credit courses provided for state credit; or (3) any combination of the courses described by Subdivisions (1) and (2). Excess Hour law/rule TEC In the formulas established under Section , the board may not include funding for semester credit hours earned by a resident undergraduate student who before the semester or other academic session begins has previously attempted a number of semester credit hours for courses taken at any institution of higher education while classified as a resident student for tuition purposes that exceeds by at least 30 hours the number of semester credit hours required for completion of the degree program or programs in which the student is enrolled, including minors and double majors, and for completion of any certificate or other special program in which the student is also enrolled, including a program with a study-abroad component. (b) For purposes of Subsection (a), an undergraduate student who is not enrolled in a degree program is considered to be enrolled in a degree program requiring a minimum of 120 semester credit hours. (c) For a student enrolled in a baccalaureate program under Section , semester credit hours earned by the student 10 or more years before the date the student begins the new degree program under Section are not counted for purposes of determining whether the student has previously earned the number of semester credit hours specified by Subsection (a). (d) The following are not counted for purposes of determining whether the student has previously earned the number of semester credit hours specified by Subsection (a): (1) semester credit hours earned by the student before receiving a baccalaureate degree that has previously been awarded to the student; (2) semester credit hours earned by the student by examination or under any other procedure by which credit is earned without registering for a course for which tuition is charged; (3) credit for a remedial education course, a technical course, a workforce education course funded according to contact hours, or another course that does not count toward a degree program at the institution; (4) semester credit hours earned by the student at a private institution or an out-of-state institution; and (5) semester credit hours earned by the student before graduating from high school and used to satisfy high school graduation requirements. PE statute

Dual Credit MOU A Memorandum Of Understanding (MOU) or other written agreement must be in place that covers all aspects of DC program. Eligible Courses Student Eligibility Location of Class Student Composition of Class Faculty Selection, Supervision, and Evaluation Course Curriculum, Instruction, and Grading Academic Policies and Student Support Services Transcription of Credit Funding Dual Credit MOU (Memorandum of Understanding) – every institution must have a MOU that has these elements written. MOU must contain items listed on the slide and that’s required by code. Requirements for Dual credit Students must demonstrate college readiness Only HS juniors & seniors are normally eligible Enrollment limit of two courses per term Faculty must be chosen & supervised by IHE Curriculum, instruction, & grading must be equivalent to that in other sections of course Grades must be transcripted upon completion of course DC courses must come from either ACGM or WECM Developmental courses can never be DC PE courses may not be claimed for DC funding DC course SCH’s do not count toward the “Excess Hour” rule

Rule Changes Due to HB 5 Chapter 4 Subchapter D 4.85(c)
ESC Region VII Stakeholder Meeting Rule Changes Due to HB 5 Chapter 4 Subchapter D 4.85(c) (1) A student may not enroll in more than three courses per academic year at a community college if the community college does not have a service area that includes the student’s high school, except to the extent approved by the Commissioner of Texas Education Agency. (2) This provision does not apply to students enrolled in approved early college high school programs.

Rule Changes Due to SB 31 ESC Region VII Stakeholder Meeting
Chapter 4, Subchapter D 4.85 (i) Funding. (1) The state funding for dual credit courses will be available to both public school districts and colleges based on the current funding rules of the State Board of Education and the Board. (2) The college may only claim funding for students getting college credit in core curriculum, career and technical education, and foreign language dual credit courses. (3) This provision does not apply to students enrolled in approved early college high school programs. A student may not enroll in more than 3 courses per academic year at a community college. Except to extent approved by the commissioner of Texas Education Agency. This does not apply to student enrolled in approved early college high school programs. Prior to this the ISD had control to who offered the dual credit to the students. ISD can still deal with other colleges but can only do 3 classes per year. Can get a waiver to allow them to take more but must go through TEA. Kelly Calloway takes care of the waivers. Need a letter from the district, the college must send a letter, must also get a release from the university/college the district was using. Question: what if want to do it based on cost; cheaper at one college than another that is outside the districts area. Response: can be done, end the kids there but without a waiver can only take 3 per academic year, or can go through TEA and get waiver. Question: Do you also need a MOU from the universities? Responses: Yes Question: Our district has a tech school 15 miles down the road the junior college is much farther. It does not have a service area so do they fall under this law? Response: TSTC rules are different they do not have to give the rules. TSTC and Lamar have a strange situation. If I don’t know it applies, will have to check. Question: We have been told we are not in anyone’s service area. Response: Every community college area except for TSTC and Lamar have a defined service area by law. For some strange reason some school districts are left out. Question: I’ve got schools I work with that don’t pay taxes for that community college. They are in the area and are being charged out of area Response: Yes they have to pay unless they have an agreement. If they are not defined then they do not have to follow the 3 courses rules.

Dual Credit Rule Changes
ESC Region VII Stakeholder Meeting Dual Credit Rule Changes Chapter 4, Subchapter D 4.85 (b) Student Eligibility. (2) An eleventh grade high school student is also eligible to enroll in dual credit courses under the following conditions; (A) a student achieves a minimum designated Level 2 final phase-in score on the Algebra II end-of-course assessment and/or the English II reading or English II writing end-of-course assessments, relevant to the courses to be attempted. An eligible high school student who has enrolled in dual credit courses in the eleventh grade under this provision shall not be required to demonstrate further evidence of eligibility to enroll in dual credit courses in the twelfth grade;

ESC Region VII Stakeholder Meeting Dual Credit Rule Changes Chapter 4, Subchapter D 4.85 (b) Student Eligibility. (3) A high school student is eligible to enroll in workforce education dual credit courses in the eleventh and/or twelfth grade if the student demonstrates that he or she has achieved the designated minimum final phase-in score on the Algebra I end-of-course assessment and/or the English II reading or English II writing end-of-course assessments relevant to the courses to be attempted. Student is eligible to enroll in workforce education dual credit course in the eleventh and or 12 grade if the student demonstrates that he or she has achieved the designative minimum final phase in score. On the Algebra 1 EOC and or ELA 2 reading/or ELA 2 writing. For Level 1 certification student are exempt for TSI eligibility.

ESC Region VII Stakeholder Meeting Dual Credit Rule Changes Chapter 4, Subchapter D 4.85 (b) Student Eligibility. (6) To be eligible for enrollment in a dual credit course offered by a public college, students must have at least junior year high school standing. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by achieving or exceeding the minimum TSI college readiness standards on PSAT/NMSQT, PLAN, SAT, ACT, or TSI Assessment) may be approved by the principal of the high school and the chief academic officer of the college. Students with less than junior year high school standing must demonstrate eligibility as outlined under paragraph (1) of this subsection.

ESC Region VII Stakeholder Meeting Dual Credit Rule Changes Chapter 4, Subchapter D 4.85 (b) Student Eligibility. (7) High school students shall not be enrolled in more than two dual credit courses per semester. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by grade-point average, ACT or SAT scores, or other assessment indicators) may be approved by the principal of the high school and the chief academic officer of the college to a maximum of 15 semester credit hours. Question: How do we advise a sophomore who wants to take college classes this summer? Are you saying they cannot use PSAT? Response: They can use PSAT. STAAR can be used for ELA. Possible the THECB may put in the another rule that if student meets final level 2 on Algebra 1 EOC and passes Algebra 2 course they are eligible to take dual credit course . it is not in the rule now but Dr. Lofters thinks it will be approved by this summer. ELA there is no score yet for the new combined ELA course for college readiness.

ESC Region VII Stakeholder Meeting Dual Credit Rule Changes Chapter 4, Subchapter D 4.85 (b) Student Eligibility. (7) Continued… (A) Institutions of higher education must have established, written policies in place prior to approving a student to enroll in more than two dual credit courses per semester. (B) A student enrolling in more than two dual credit courses in a semester must pass all courses during that semester with a grade of C or better to continue to enroll in more than two dual credit courses in following semesters. (C) This provision does not apply to students enrolled in approved early college high school programs.

HB 5

HB 5 The Legislature revised the high school curriculum to provide increased flexibility for school districts and students (HB 5) Requires a student to choose one or more of the five endorsements upon entering the 9th grade All endorsements require four math credits and four science credits Distinguished level of achievement requires an endorsement plus Algebra II (required for Top 10% automatic admission) Reduces the number of assessments from 15 to 5 High school counselors are critical to ensuring that students are provided meaningful information about the benefits of choosing certain graduation plans and endorsements. Brief information about HB 5 changes

College Preparatory Courses
ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (a) Each school district shall partner with at least one institution of higher education to develop and provide courses in college preparatory mathematics and English language arts. College Prep courses – ISD must partner with an institute of higher education to develop and provide courses of college prep math and ELA must be up and running by fall 2014. Courses must be designed for students at the 12th graded whose performance on EOC does not meet college readiness standards or whose course work does not show college readiness, or does not have a score on a college entrance exam or assessment instrument designated (TSI) showing college readiness. The key to this course is the partnership between the ISD and IHE and how the partners define the MOU and how they define completion and success. College readiness standards are correlated to Alg 2 and ELA 3. A student could pass the EOC but not be college ready because the phase in passing rate is not the same as college readiness. College readiness is final level 2. Question: How will this be funded? Response: The funding is by the ISD. The only way the college gets funding is if it is dual credit. THECB is in the process of developing guidelines for the course. The funding is what you must work out with the MOU. Question: if dual credit must come out of core or CTE where would these developmental classes fall? Response: It probably cannot fall under the dual credit. If it is something where the student has not shown they are college ready then it cannot be dual credit. If not college ready they cannot be dual credit classes. Question: what about the students who go through the remedial classes and are not college ready how will it make the students successful? Response: Because of the new learning outcomes given community colleges, remedial courses have gotten better.

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (a)(1)-(2) The courses must be designed: for students at the 12th grade level whose performance on: an end-of-course assessment instrument required under Section (c) does not meet college readiness standards; or coursework, a college entrance examination, or an assessment instrument designated under Section (c) indicates that the student is not ready to perform entry-level college coursework; and to prepare students for success in entry-level college courses.

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (b)(1)-(2) A course developed under this section must be provided: on the campus of the high school offering the course; or through distance learning or as an online course provided through an institution of higher education with which the school district partners as provided by Subsection (a).

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (c) Appropriate faculty of each high school offering courses under this section and appropriate faculty of each institution of higher education with which the school district partners shall meet regularly as necessary to ensure that each course is aligned with college readiness expectations. The commissioner of education, in coordination with the commissioner of higher education, may adopt rules to administer this subsection.

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (e) A student who successfully completes an English language arts or mathematics college preparatory course may use the credit earned in the course toward satisfying the advanced English language arts or mathematics curriculum requirement for the foundation high school program. The big key word is “successfully” must be defined and included in the MOU. There can be different level for successful for high school and a different one at the community college

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (f) and (h) A course provided under this section may be offered for dual credit at the discretion of the institution of higher education with which a school district partners under this section. A course developed under this section and the related instructional materials shall be made available to students not later than the school year. Hard to be dual credit – dual credit must be in the core list of courses for the college and this college prep is not there. However, there are ways to do this must work with the IHE partner.

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (a-1) A student enrolled in a college preparatory course under Section who satisfies the Texas Success Initiative (TSI) college readiness benchmarks prescribed by the Texas Higher Education Coordinating Board under Section (f) on an assessment instrument designated by the Texas Higher Education Coordinating Board under Section (c) administered at the end of the college preparatory course satisfies the requirements concerning an end-of-course assessment in an equivalent course as prescribed by Subsection (a). Question: PSAT as sophomore is now dual credit eligible, if they enroll in a dual credit course by their 11th grade year. If they don’t enroll in the 11th grade they will have to prove eligiablity in the 12th grade. PSAT is only good for one year. If the student takes dual credit class and successfully completes if is he now college ready and TSI exempt in that area? Response: Yes in that area. Question: What if the school we partner with will require the students to retest but another school is not? Response: Rule says you must partner with someone; there are no requirements as to whom.

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (b-2) If a school district determines that a student, on completion of grade 11, is unlikely to achieve the score requirement under Subsection (a) for one or more end-of-course assessment instruments administered to the student as provided by Subsection (a) for receiving a high school diploma, the district shall require the student to enroll in a corresponding content-area college preparatory course for which an end-of-course assessment instrument has been adopted, if available. A student who enrolls in a college preparatory course described by this subsection shall be administered an end-of-course assessment instrument for the course, with the end-of-course assessment instrument scored on a scale as determined by the commissioner. A student may use the student's score on the end-of-course assessment instrument for the college preparatory course towards satisfying the score requirement prescribed by Subsection (a). Question: Can this be counted as dual credit? Response: For funding have 2 rules 1. Has to be core curriculum, CTE or foreign language and whatever is in the dual credit must be in the ACGM

ESC Region VII Stakeholder Meeting College Preparatory Courses TEC (q-2) A student who successfully completes a college preparatory course under Section is exempt from the requirements of this section ( TSI) with respect to the content area of the course. The commissioner of higher education by rule shall establish the period for which an exemption under this subsection is valid. The exemption applies only at the institution of higher education that partners with the school district in which the student is enrolled to provide the course, except that the commissioner by rule may determine the manner in which the exemption may be applied to institutions of higher education other than the partnering institution.

SB 497 (60 SCH Rule)

SB 497 (60 SCH Rule) Chapter 9, Subchapter A
ESC Region VII Stakeholder Meeting SB 497 (60 SCH Rule) Chapter 9, Subchapter A 9.1 - Definitions (9) Compelling Academic Reason--A justification for an associate's degree program consisting of more than 60 semester credit hours. Acceptable justifications may include, but are not limited to, programmatic accreditation requirements, statutory requirements, and requirements for licensure/certification of graduates.

SB 497 (60 SCH Rule) ESC Region VII Stakeholder Meeting
Chapter 9, Subchapter E Presentation of Requests and Steps for Implementation of New Degree and Certificate Programs in Career Technical/Workforce Education (b)(3) If the minimum number of semester hours required to complete a proposed associate's program exceeds 60, the institution must provide detailed written documentation describing the compelling academic reason for the number of required hours, such as programmatic accreditation requirements, statutory requirements, or licensure/certification requirements that cannot be met without exceeding the 60-hour limit. The Coordinating Board will review the documentation provided and make a determination to approve or deny a request to exceed the 60-hour limit. Institutions of higher education must be in compliance with this paragraph on or before the 2015 fall semester.

SB 497 (60 SCH Rule) ESC Region VII Stakeholder Meeting
Chapter 9, Subchapter J Degree Titles, Program Length, and Program Content (c) If the minimum number of semester hours required to complete a proposed academic associate’s degree exceeds 60, the institution must provide detailed written documentation describing the compelling academic reason for the number of required hours, such as programmatic accreditation requirements, statutory requirements, or licensure/certification requirements that cannot be met without exceeding the 60-hour limit. The Coordinating Board will review the documentation provided and make a determination to approve or deny a request to exceed the 60-hour limit. Institutions of higher education must be in compliance with this subsection on or before the 2015 fall semester. Not posted yet.

SB 49 (Reverse Transfer)

SB 498 (Reverse Transfer) (b) This section applies to a student enrolled in a general academic teaching institution who: (1) transferred to the institution from or previously attended a lower-division institution of higher education; (2) earned at least 30 credit hours for course work successfully completed at the lower-division institution of higher education; and (3) has earned a cumulative total of at least 66 [90] credit hours for course work successfully completed. Not in rules.

THECB Contacts TSI Contacts: Dual Credit Contact: Suzanne Morales-Vale
Director, Developmental and Adult Education (512) Terri Daniels Assistant Director, Developmental Education (512) Alan Bugbee Director, TSI Assessment (512) Linda Muñoz Director, Adult Education (512) Dual Credit Contact: Andrew Lofters Program Director, Workforce, Academic Affairs and Research (512)

Texas Success Initiative College Courses for Dual Credit

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