CBM 002 AND CBM 00 S MANUAL CHANGES

CBM 002 AND CBM 00 S MANUAL CHANGES FOR FALL 2014 Webinar, September 25, 2014 Julie Eklund, Ph. D Deputy Assistant Commissioner Planning and Accountability julie. eklund@thecb. state. tx. us Jana Cossairt Program Director Planning and Accountability jana. cossairt@thecb. state. tx. us

AGENDA • CBM 002 and 00 S Reporting Changes • • TSIA Diagnostic Levels TSIA Writing Scores (clarification) Interventions/NCBOs Reported on the CBM 002 (clarification) Interventions Completed Prior to Census Date (clarification) Math Readiness College Prep Courses Dev Ed Type • Other • TSI and Students in Level One Certification Programs • Misc Reporting Issues THECB 9 -25 -14 2

EXPECTED TIMELINE FOR INSTITUTIONS • Reporting Changes • • TSIA Diagnostic Levels Math Readiness College Prep Courses Dev Ed Type • Clarification—No Change Required • TSIA Writing Scores • Interventions/NCBOs Reported on the CBM 002 • Interventions completed prior to census date THECB 9 -25 -14 3

TSI ASSESSMENT ABE DIAGNOSTIC LEVELS Three New Items for TSIA ABE Diagnostic Levels CBM 002, New Items #80, #81, #82 --TSIA ABE Diagnostic Level Score in math/reading/writing (report 0 for all students who did not take the ABE diagnostic portion of the TSI Assessment for initial placement purposes). 0 Not applicable 1 Level One 2 Level Two 3 Level Three 4 Level Four 5 Level Five 6 Level Six THECB 9 -25 -14 4

TSIA WRITING SCORES (CLARIFICATION) • For the writing portion of the TSIA • To meet TSI, the student must make 1) a 5 on the essay or 2) a 4 on the essay AND a 363 or higher on the multiple choice • Students can complete the multiple choice and essay portion of the TSIA writing test on separate days • TSIA essay and multiple choice writing scores from different sittings can be used to meet TSI • Institutions should report the scores used at the time of placement when the student initially entered the institution before any instruction. If scores from different sittings were used for placement, then these scores should be reported. • TSIA essay and multiple choice writing scores from different sittings can be used to meet TSI from the point that the TSIA was first implemented. TSIA writing scores may not be combined with scores from earlier assessments to meet TSI. THECB 9 -25 -14 5

REPORTING INTERVENTIONS ON THE CBM 002 (CLARIFICATION) CBM 002, Item #23 Participation in Alternative/Non-course-based Method for Developmental Education Math this Reporting Period. • 0 Not applicable (did not participate) • 1 Yes, participated and satisfied TSI obligation for math in the semester being reported • 2 Yes, participated but did not satisfy TSI obligation for math in the semester being reported • Institutions may report interventions that they also reported on the CBM 00 S • Institutions are only required to report interventions that are NOT reported on the CBM 00 S THECB 9 -25 -14 6

REPORTING INTERVENTIONS COMPLETED PRIOR TO CENSUS DATE ON THE CBM 002 (CLARIFICATION) When institutions provide FTIC students with developmental education interventions that are completed prior to the census date… • Students should be reported not satisfied as of census date – 0 on the CBMO 02 Item #20/#40/#60 • Students should be reported as having met at the institution during the semester – 1 or 3 on CBMO 02 Item #24 or a 1 on Item #44 or #64 THECB 9 -25 -14 7

NEW RULES APPROVED RELATED TO MATH READINESS § 4. 59 Determination of Readiness to Perform Entry-Level Freshman Coursework (a) – (c) No Change (d) An institution shall, as soon as practicable and feasible, indicate a student's readiness in reading, mathematics, and writing on the transcript of each student. (1) Student readiness in mathematics is indicated as either: (A) ready for any entry-level freshman mathematics coursework, or (B) ready only for non-Algebra intensive courses, including MATH 1332/1342/1442 (or their local equivalent) THECB 9 -25 -14 8

NEW RULES APPROVED RELATED TO MATH READINESS (CONT. ) § 4. 58 Advisement and Plan for Academic Success (a) – (c) No Change (d) Students enrolled in a mathematics pathway model (e. g. , New Mathways Project, modular/Emporium models, etc. ) must be clearly informed of the consequences of successful completion of this model which will result in meeting the mathematics college readiness standard only for specific college credit courses and that changing degree plans may require additional developmental education coursework/interventions. THECB 9 -25 -14 9

NEW RULES APPROVED RELATED TO MATH READINESS (CONT. ) • § 4. 54 Exemptions, Exceptions, and Waivers • (a)(1) – (5) No Change (6) A student who has previously attended any institution and has been determined to have met readiness standards by that institution. For students meeting non-Algebra intensive readiness standards in mathematics as defined in § 4. 59 (d)(1)(B), institutions may choose to require additional preparatory coursework/interventions for Algebra intensive courses, including MATH 1314/1324/1414 (or their local equivalent). It is the institution’s responsibility to ensure that students are clearly informed of the consequences of successful completion of a mathematics pathways model which results in meeting the mathematics college readiness standard only for specific courses. THECB 9 -25 -14 10

REPORTING MATH READINESS Algebra-intensive and non-algebra-intensive math pathways CBM 002, Item #20 --Math TSI Obligation Determined To Be Satisfied Based on the State Standard Met by Census Date or Determined To Be Exempted. 0 No, not satisfied or obligation is waived (includes college prep course waiver) 1 Yes, at my institution for all freshman-level math courses 2 Yes, at another Texas public institution for all freshman-level math courses 3 Yes, at my institution for non-algebra intensive math courses (see introduction) 4 Yes, at another Texas public institution for non-algebra intensive math courses (see introduction) THECB 9 -25 -14 11

REPORTING MATH READINESS Algebra-intensive and non-algebra-intensive math pathways CBM 002, Item #24 -- Math TSI Obligation Satisfied Based on the State Standard by the End of the Semester/Reporting Period. 0 No, not satisfied or obligation is waived (includes college prep course waiver) 1 Yes, at my institution this semester or determined to be satisfied by my institution this semester for all Freshman-level math courses 2 Already satisfied (or exempted) by census date for all freshman-level math courses 3 Yes, at my institution this semester or determined to be satisfied by my institution this semester for non-algebra intensive math courses (see introduction) 4 Already satisfied (or exempted) by census date for non-algebra intensive math courses (see introduction) THECB 9 -25 -14 12

REPORTING MATH READINESS • Readiness for non-algebra-intensive math pathways relates ONLY to preparation through developmental education courses and interventions; the status can ONLY apply to students who were NOT college ready in math at entry • In most cases, students who opt for a non-algebra-intensive math pathway will take both dev ed and college math at the same institution • If a student completes dev ed for non-algebra-intensive math courses but then wants to take an algebra-intensive college math course, the institution may require the student to take additional dev ed THECB 9 -25 -14 13

REPORTING MATH READINESS • Students who are reported as ready for non-algebra intensive college math courses are considered TSI met and are considered to be prepared for non-algebraic pathways. – Institutions should not change the met status for these students unless it is determined that the student is prepared for algebraic pathways. • Success points for readiness will be awarded for students who meet TSI as reported with a 1, 2, 3, or 4 on Item #20 or Item #24 • Success point for first CL course completion will be awarded for students who complete any freshman level math course your institution designates as a first CL math course (see first CL course guidelines) THECB 9 -25 -14 14

REPORTING MATH READINESS Expected Timeline • Institutions offering non-algebra-intensive math pathways – Can first report for students as ready for non-algebra-intensive math pathways on the CBM 002 for fall 2014 (submitted February 2015) – For fall 2014, institutions may opt to report fall 2014 students on spring 2015 CBM 002 and the CB will calculate • Institutions NOT offering non-algebra-intensive math pathways – We do not expect students to transfer in with TSI status of met for non-algebra -intensive math pathways before spring 2015 THECB 9 -25 -14 15

NEW RULES FOR COLLEGE PREP COURSES 9. 147 College Preparatory Courses for High School Students (a) College Preparatory Courses, as outlined in TEC, § 28. 014, are not developmental education courses contained in the Lower Division Academic Course Guide Manual (ACGM). (b) College Preparatory Courses are locally developed through a memorandum of understanding created between school districts and public two-year colleges. (c) College Preparatory Courses are not eligible for state appropriations through two year college formula funding. THECB 9 -25 -14 16

NEW RULES FOR COLLEGE PREP COURSES (CONT. ) § 4. 54 Exemptions, Exceptions, and Waivers (a)(1) – (9) No change (10) A student who successfully completes a college preparatory course under Section 28. 014 of the Texas Education Code is exempt for a period of twelve (12) months from the date of high school graduation with respect to the content area of the course. This 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. Additionally, an institution of higher education may enter into a Memorandum of Understanding with a partnering institution of higher education to accept the exemption for the college preparatory course. THECB 9 -25 -14 17

REPORTING WAIVERS FOR COLLEGE PREP COURSES College Prep Courses CBM 002, Item #21 A--Math TSI Obligation Waived or Satisfied through Exemption. The same options are included on Items #41 A for Reading and #61 A for Writing 0 Previously reported or not applicable 1 No, no exemption or waiver granted 2 Exemption based on ACT Test 3 Exemption based on SAT Test 4 Exemption based on TAKS Exit Level Math Test 5 Exemption/met obligation based on determination by receiving institution that student has satisfactorily completed college-level coursework (for example transfers from Texas private and out-of-state institutions, IB scores, AP scores, dual credit grades) 6 Waiver to take math-related dual credit (coded ‘ 2’ in Item #10) 7 Waiver for student status coded ‘ 1’ in item #10 or for active military coded ‘ 3’ in item #10 8 Exemption based on the STAAR Algebra II EOC Test A Waiver for college prep course developed by my institution with local ISD(s) B Waiver for college prep course developed by another Texas public institution and local ISD(s) (course accepted via MOU) THECB 9 -25 -14 18

REPORTING WAIVERS FOR COLLEGE PREP COURSES College Prep Courses CBM 002, Item #20 --Math TSI Obligation Determined To Be Satisfied Based on the State Standard Met by Census Date or Determined To Be Exempted. The same options are included on Items #40 for Reading and #60 for Writing 0 No, not satisfied or obligation is waived (includes college prep course waiver) 1 Yes, at my institution for all freshman-level math courses 2 Yes, at another Texas public institution for all freshman-level math courses 3 Yes, at my institution for non-algebra intensive math courses (see introduction) 4 Yes, at another Texas public institution for non-algebra intensive math courses (see introduction) THECB 9 -25 -14 19

REPORTING WAIVERS FOR COLLEGE PREP COURSES College Prep Courses CBM 002, Item #24 --Math TSI Obligation Satisfied Based on the State Standard by the End of the Semester/Reporting Period. The same options are included on Items #44 for Reading and #64 for Writing 0 No, not satisfied or obligation is waived (includes college prep course waiver) 1 Yes, at my institution this semester or determined to be satisfied by my institution this semester for all Freshman-level math courses 2 Already satisfied (or exempted) by census date for all freshman-level math courses 3 Yes, at my institution this semester or determined to be satisfied by my institution this semester for non-algebra intensive math courses (see introduction) 4 Already satisfied (or exempted) by census date for non-algebra intensive math courses (see introduction) THECB 9 -25 -14 20

REPORTING WAIVERS FOR COLLEGE PREP COURSES Expected Timeline • Waiver is available as of fall 2014; however, we are not aware of any institutions implementing a college prep course prior to fall 2014, so we do not expect institutions to need to report the waiver for fall 2014 THECB 9 -25 -14 21

DEVELOPMENTAL EDUCATION TYPE Prior to Fall 2014 CBM 00 S, Item #22 (CTC)/#19 (Univ)--Developmental Education Course/Intervention Type and Level. 0 Not a developmental course/intervention 1 Highest level developmental course 2 Medium level developmental course 3 Lowest level developmental course 4 Highest level developmental intervention 5 Medium level developmental intervention 6 Lowest level developmental intervention THECB 9 -25 -14 22

DEVELOPMENTAL EDUCATION TYPE Spring 2015 CBM 00 S, Item #22 (CTC)/#19 (Univ)--Developmental Education Course/Intervention Type. 0 Not a developmental course/intervention 1 Developmental course 4 Developmental intervention, including NCBOs (not self-paced or co-requisite model) 7 Self-paced course or intervention (for example, emporium or module-based) 8 Co-requisite or paired course or intervention (use this option for both sections of the co-requisite course. Do NOT report students under this option unless concurrently enrolled in both DE and college-level as part of a co-requisite model in the same semester/reporting period) THECB 9 -25 -14 23

DEVELOPMENTAL EDUCATION TYPE Fall 2014—Institutions may report as they always have OR as they will in spring 2015 CBM 00 S, Item #22 (CTC)/#19 (Univ)--Developmental Education Course/Intervention Type and Level. 0 Not a developmental course/intervention 1 Highest level developmental course 2 Medium level developmental course 3 Lowest level developmental course 4 Highest level developmental intervention 5 Medium level developmental intervention 6 Lowest level developmental intervention 7 Self-paced course or intervention (for example, emporium or module-based) 8 Co-requisite or paired course or intervention (use this option for both sections of the co-requisite course. Do NOT report students under this option unless concurrently enrolled in both DE and college-level as part of a co-requisite model in the same semester/reporting period) THECB 9 -25 -14 24

DEVELOPMENTAL EDUCATION TYPE • The Texas Legislature and the CB have supported major initiatives designed to improve the success of developmental education, many focusing on non-traditional, innovative approaches • The change to the CBM 00 S Item #22 (CTC)/#19 (Univ) is to provide information related to these initiatives for reporting – Focus is on providing high level information on the type of dev ed, not a detailed classification THECB 9 -25 -14 25

DEVELOPMENTAL EDUCATION TYPE • A particular dev ed implementation may fit multiple categories, so institutions should use the following prioritization 8 - Co-requisite or paired course or intervention (first priority) 7 - Self-paced course or intervention 4 - Developmental intervention, including NCBOs 1 - Developmental course • Co-requisite or paired course – Dev ed and college course taken concurrently THECB 9 -25 -14 26

TSI AND STUDENTS IN LEVEL ONE CERT PROGRAMS • Level One Certificate students are exempt from TSI requirements • Workforce, Academic Affairs and Research working on possible updates to Guidelines for Instructional Programs in Workforce Education (GIPWE) THECB 9 -25 -14 27

HOLISTIC ADVISING • Institutions cannot place students who have not met TSI directly into college courses without DE support based on holistic advising. • Support can be NCBO reported only on the CBM 002 or Funded NCBO reported on the 002, 00 S, 001, 0 E 1, & 004. • Support can take many forms, for example, it can be as minimal as a 4 contact hour intervention or as much as a full 3 SCH course depending on the holistic review. THECB 9 -25 -14 28

ESOL WAIVER English as a Second Language (ESL)/English for Speakers of Other Languages (ESOL) Waiver: An institution of higher education may grant a temporary waiver from the TSI assessment for students with demonstrated limited English proficiency in order to provide appropriate ESOL/ESL coursework. 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 or must be administered the TSI Assessment. This waiver is for students with minimal English Language Skills THECB 9 -25 -14 29

REPORTING TSI ASSESSMENT (TSIA) • For first-time-in-college students who have NOT met exemption standards: – Beginning spring 2014 the only assessment allowed for initial TSI testing is the TSI Assessment (TSIA) – Do NOT report any other assessment than the TSIA for firsttime undergraduate enrollees who are not exempt because other assessments are not allowed for this population THECB 9 -25 -14 30

OTHER REPORTING ISSUES • FLEX students are reported in Accountability System for CTCs and will be for universities. Fall flex will is now included in counts for CTG participation goal and selected targets • Reporting Competency-Based Education – Contact THECB if you need information • First College-Level Course Guidelines are Located in CBM Manual, Appendix Q available at: http: //www. txhighereddata. org/Reporting. Manuals THECB 9 -25 -14 31

Questions? THECB 9 -25 -14 32

CONTACT Julie Eklund Deputy Assistant Commissioner Planning and Accountability Julie. Eklund@thecb. state. tx. us (512) 427 -6546 Jana Cossairt Program Director, Planning and Accountability Jana. Cossairt@thecb. state. tx. us (512) 427 -6546 THECB 9 -25 -14 33