UNDERSTANDING TSI T E X A S S U C C ES S I N I T I AT I V E

Prepared by Carmelino Castillo, Director of Student Success Center

Texas Success Initiative (TSI)Program

TSI Overview: Purpose TSI Exemptions

TSI-approved assessments State standards for college-readiness

TSI Placement TSI-approved assessments State standards for college-readiness LCC Test Interpretive Data and Placement Guides

TSI Exercise/Scenarios

Texas Success Initiative (TSI)Program

Purpose: The Texas Success Initiative (TSI) Program is a state-legislated

program designed and implemented to provide institutions of higher learning with guidelines to ensure all students have the academic skills or preparation necessary to succeed academically.

Two general components co-exits: Assessment of basic skills: Students’ basic skills in Reading,

Writing, and Math must be assessed to determine readiness to enroll in college-level courses

Developmental instruction: Institutions must develop and provide instruction to strengthen students’ basic skills if assessment results indicate improvements are needed.

Texas Success Initiative (TSI)Program

Following TSI guidelines, LCC considers two options to assess a student’s readiness for college-level courses:

Exemptions based on TSI-approved assessments and/or conditions Course placement based on TSI-approved assessments

TSI Rule (§4.54)--Exemptions

Exemptions: qualified student can enroll in entry-level credit bearing coursework without further testing or other demonstration of college-readiness.

(a) The following students shall be exempt from the requirements of this title: (1) 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:

(A) ACT: composite score of 23 with a minimum of 19 on the English test and/or the mathematics test shall be exempt for those corresponding sections; (B) SAT: a combined verbal and mathematics score of 1070 with a minimum of 500 on the verbal test and/or the mathematics test shall be exempt for those corresponding sections; or

(2) For a period of three (3) years from the date of testing, a student who is tested and performs on the Texas Assessment of Academic Skills (TAAS) with a minimum scale score of 1770 on the writing test, a Texas Learning Index (TLI) of 86 on the mathematics test and 89 on the reading test.

TSI Rule (§4.54)--Exemptions Exemptions: qualified student can enroll in entry-level credit bearing coursework without further testing or other demonstration of college-readiness

(a) The following students shall be exempt from the requirements of this title: (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) on the eleventh grade exit-level Texas Assessment of Knowledge and Skills (TAKS) with a minimum scale score of 2200 on the math section and/or a minimum scale score of 2200 on the English Language Arts section with a writing subsection score of at least 3, shall be exempt from the TSI Assessment required under this title for those corresponding sections; or

(B) STAAR End-of-Course (EOC) with a minimum score of Level 2 on the English III (score of 2000) 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 (score of 4000) EOC shall be exempt from the TSI Assessment required under this title for the mathematics section.

TSI Rule (§4.54)--Exemptions Exemptions: qualified student can enroll in entry-level credit bearing coursework without further testing or other demonstration of college-readiness

(4) A student who has graduated with an associate or baccalaureate degree from an institution of higher education. (5) A student who transfers to an institution from a private or independent institution of higher education or an accredited out-of-state institution of higher education and who has satisfactorily completed college-level coursework as determined by the receiving institution. (6) A student who has previously attended any institution and has been determined to have met readiness standards by that institution. (7) A student who is enrolled in a certificate program of one year or less (Level-One certificates, 42 or fewer semester credit hours or the equivalent) at a public junior college, a public technical institute, or a public state college.

TSI Rule (§4.54)--Exemptions

Exemptions: qualified student can enroll in entry-level credit bearing coursework without further testing or other demonstration of college-readiness

(8) A student who 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 a reserve component of the armed forces of the United States and has been serving for at least three years preceding enrollment. (9) A student who 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. (b) An institution may exempt a non-degree-seeking or non-certificate-seeking student.

TSI Rule (§4.54)--Exemptions Exemptions: qualified student can enroll in entry-level credit bearing coursework without further testing or other demonstration of college-readiness

(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 prior to the student attempting 15 credit hours of developmental ESOL coursework or attempting entry-level freshman coursework, whichever comes first, at which time the student would be administered the TSI Assessment. Funding limits as defined in Texas Education Code, §51.3062(l)(1) and (2) for developmental education still apply. (d) Any student who has been determined to be exempt in mathematics, reading, and/or writing under subsection (a) or (b) of this section shall not be required to enroll in developmental coursework and/or interventions in the corresponding area of exemption.

TSI Rule (§4.55)--Assessment

Students who do not meet standards for exemptions allowed under Texas law will be required to assess in all basic skills areas, Reading, Writing, and Math.

A new exam, TSI Assessment, has been created for the sole purpose of determining basic skills placement (developmental vs. college-level).

Beginning Fall 2013, the TSI Assessment is the only state-approved exam to be used for the purpose of evaluating students’ basic skills.

Students with academic history prior to Fall 2013 can use their existing THEA, TCOMP, Accuplacer, and/or Asset scores. (Note: At

LCC, only passing Accuplacer and Asset scores can be used for college-level placement.)

TSI Rule (§4.55)--Assessment

TSI Assessment: Is untimed; Is computer-based; Is computer-adaptive; Is used exclusively for placement purposes (developmental vs. college-ready); Consists of three multiple choice sections: Reading, Writing, Math; Includes one essay; Allows students 14 days for the completion of all multiple choice sections; Can be challenged as many times and as often as students request; Has immediate results/scores; Requires an assessment permit; Requires completion of a state-mandated Pre-Assessment Activity.

TSI Rule (§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 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)

LCC Pre-Assessment Activity - https://forms.laredo.edu/forms/tsiform/

Effective November 28, 2012

TSI “Phase-In” of Passing Scores

Phase 1: Applicable to freshmen entering higher education Fall 2013 (first class day) Mathematics--350 Reading--351 Writing--Essay Score of 5 OR Essay

Score of 4 with Multiple Choice of 363

Phase 2: Applicable to freshmen entering higher education Fall 2017 (first class day) Mathematics--356 Reading--355 Writing--Essay Score of 5 OR Essay

Score of 4 with Multiple Choice of 363

Phase 3 (Final): Applicable to freshmen entering higher education Fall 2019 (first class day) Mathematics--369 Reading--359 Writing--Essay Score of 5 OR Essay Score

of 4 with Multiple Choice of 363 No phase-in for developmental education

cut scores: Applicable to freshmen entering higher education Fall 2013 (first class day) Mathematics--336 Reading--342 Writing--350

TSI Assessment Score Sheet

TSI Assessment Score Sheet

BANNER – SOATEST Form

TSI Assessment Test Codes on SOATEST

TSIR—TSI Reading TSIW—TSI Writing TSIE—TSI Essay

(WritePlacer) TSIM—Math

BANNER - SOATEST

Documenting TSI Assessment Scores on SOATEST

TSIR--Reading TSIM--Math

TSIW--Writing TSIE--Essay Score and date are

indicated on TSI Assessment Score

Sheet.

All SSC staff required to select “SSC” on Source when inputting scores.

TSI Placement at LCC

LCC Test Interpretive Data and Placement Guides Campus-wide tool used to place students in Reading, Writing,

and/or Math developmental courses based on assessment scores.

Two versions are currently used: TSI Assessment Guide (Beginning Fall 2013)

For any student who has challenged the TSI Assessment

TASP/THEA/TCOMP Guide (Prior to Fall 2013) For any student who has valid TASP, THEA, and/or TCOMP scores based

on course history prior to Fall 2013 and who may or may not have challenged the TSI Assessment

A TSI Exercise

Based on information

reviewed, evaluate the following scenarios and determine the best advising course of action for each.

Scenario 1: Amy Amy is a FTIC student (no

academic history) and has the following test scores on SOATEST:

TAKM-2200, TAKE-2200, TAKW-2; TCRD-83, TCWR-62, TCWS-6. TCOMP scores are dated March

2013, and TAKS scores are dated April 2013. Student wants to pursue a Nursing (ADN) degree at LCC. What advising course of action is most appropriate as you service Amy?

Scenario 2: Joe

Joe is a FTIC student and

wants to pursue a Level I Certificate program (Welding). Joe states he has not challenged the TSI Assessment yet. What advising course of action is most appropriate as you service Joe?

Scenario 3: Sandy

Sandy is a FTIC student (no course history) and has the following TSI Assessment scores on SOATEST:

TSIR-349, TSIW-320, TSIE-6, TSIM-390. Sandy is undecided about her

major but is certain to transfer to TAMIU after completing the LCC Core Curriculum. What advising course of action is most appropriate as you service Sandy?

Scenario 4: Sara

Sara is a returning student and has only THEA scores on SOATEST. She is CR in Math, and her academic history includes two developmental courses (COMM 0373 and 0374) completed in summer 2012. Sara is pursuing the Associate of Arts (AA) degree at LCC. What advising course of action is most appropriate as you service Sara?

Scenario 5: Sam

Sam is a U. S. veteran and a FTIC student. She is pursuing the Associate of Applied Science (AAS) in Criminal Justice. She requests to register for English 1301, and you notice she has not been assessed in any basic skills areas. What advising course of action is most appropriate as you service Sam?

Scenario 6: Alex

Alex is a FTIC student who wants to pursue the Associate of Applied Science in Paramedic but must start with the EMT Basic Certificate. He has TCOMP scores on SOATEST and no course history. What advising course of action is most appropriate when servicing Alex?

Scenario 7: Mary Mary is a FTIC student who

was admitted at LCC for the Fall 2013 semester but opted to defer registration until Spring 2014. Mary has TCOMP scores on SOATEST and PREQ codes for all areas. Mary has no academic history at LCC or at any other institution. Mary states she wants to pursue a degree in education. What advising course of action is most appropriate as you service Mary?

Scenario 8: Andy

Andy is a FTIC student who registered for the Fall 2013 term but withdrew prior to the census date. He decides to defer registration until the Spring 2014 semester. Initially, he had registered for college-level courses based on passing THEA scores. What advising course of action is most appropriate as you service Andy?

Questions, Comments, Concerns?