TSI Pathway Homework 1:
Developmental Education Course Inventory Data
Review
Instructions
 Provide data for fall 2013 and spring 2014 for all developmental education mathematics, reading,
writing, and integrated reading/writing courses/interventions. The data for this template may be
found in the institution’s schedule of courses for the appropriate semester.
 The person that completes this document (finds and reports data) should record any notes (caveats,
etc.) to inform the team member of irregularities in the data.
 Save completed DE Course Inventory Data as ‘CollegeName_DECID’ and return to tsc@tacc.org by
Friday, September 5, 2014.
Types of Course/Intervention Models
 Traditional Course – a course delivered in a semester-length timeframe whereby all enrolled
students address the same learning outcomes, generally defined in the course syllabus, with the
same assessments and course requirements, regardless of the student’s demonstrated
mastery/strengths of those learning outcomes(s).
 Non-traditional Inventions: Non-Course Competency-Based Options (NCBO) – standalone;
Mainstreaming with NCBO; Co-Requisite; or Other.
 NCBO only: An instructional strategy whereby students are enrolled in the developmental
intervention only. Interventions are designed to address a student's identified weaknesses and
effectively and efficiently prepare the student for college-level work. These interventions must
be overseen by an instructor of record, must not fit traditional course frameworks, and cannot
include advising or learning support activities already connected to a traditional course;
interventions may include, but are not limited to, tutoring, supplemental instruction, or labs.
 Mainstream with NCBO: An instructional strategy whereby students are enrolled
simultaneously in an entry-level freshman course and a developmental intervention of the same
subject matter within the same semester. Interventions are designed to address a student's
identified weaknesses and effectively and efficiently prepare the student for college-level work.
 Co-requisite: An instructional strategy whereby students are enrolled simultaneously in a
developmental education course and the entry-level freshman course of the same subject matter
within the same semester. The developmental course can either be a traditional 16-week course
or a compressed course that has the same number of contact hours and addresses the same
learning outcomes as a traditional course but meets in a shortened overall time period.
 Other: Please describe.
Institution Name: ____________________________________
MATHEMATICS
Mathematics Fall 2013
Type of Intervention
Mathematics Spring 2014
Type of Intervention
Total Enrollment in Factors considered to
Course/Intervention place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Total Enrollment in
Course/Intervention
Notes
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Institution Name: ____________________________________
READING
Reading Fall 2013
Type of Intervention
Reading Spring 2014
Type of Intervention
Total Enrollment in
Course/Intervention
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Total Enrollment in
Course/Intervention
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Institution Name: ____________________________________
WRITING
Writing Fall 2013
Type of Intervention
Writing Spring 2014
Type of Intervention
Total Enrollment in
Course/Intervention
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Total Enrollment in
Course/Intervention
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Institution Name: ____________________________________
INTEGRATED READING/WRITING
Integrated Reading/Writing Fall 2013
Type of Intervention
Total Enrollment in
Course/Intervention
Integrated Reading/Writing Spring 2014
Type of Intervention
Total Enrollment in
Course/Intervention
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Factors considered to
place students into
courses (Factors may
include cut scores, prior
coursework, diagnostic
assessment, holistic
advising, etc.)
Notes
Institution Name: ____________________________________