South Plains College
Institutional Developmental
Education Plan
South Plains College establishes this plan for the implementation of the Texas
Success Initiative, to include the assessment and placement of undergraduate students
entering the institution and the provision of developmental education to students who do
not have college-level skills in reading, writing, and mathematics. Elements of the South
Plains College local plan are also included in this document.
Mission Statement for Developmental Education
The mission of the South Plains College developmental program is to add educational
value to each individual and prepare students for the successful completion of collegelevel work and the attainment of a degree or certificate from South Plains College.
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Goals
 To assess students’ academic strengths and weaknesses;
 To provide placement in courses which will lead to academic success;
 To provide advisement outlining a plan whereby students can achieve their
educational goals at South Plains College;
 To provide high-quality, appropriate developmental coursework aligned with the
requirements for success in college-level courses;
 To support the core curriculum;
 To monitor student progress in developmental courses;
 To evaluate student outcomes; and
 To use evaluation results to improve programs and courses and enhance student
success.
Mission Statement for Advising
The advising system at South Plains College is a continuous process designed to foster
the development of the student’s successful educational plan compatible with the
unique life goals of the individual student. By practicing a holistic, proactive approach,
South Plains College advising creates a student centered environment from which
students emerge as independent life long learners.
Goals
 To guide in the selection of courses and preparation of an individualized success
plan, including degree worksheets and TSI information that correlates with life
goals.
 To increase awareness of institutional resources and make referrals to
appropriate support services.
 To clarify the student’s responsibility in their academic success, including
academic regulations, institutional procedures, and policies.
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To encourage educational and career exploration and goal-setting.
To create an environment that is caring, supportive and accessible.
To assist students in exploration, clarification, communication and
implementation of realistic choices.
To offer ongoing training and professional development activities for all involved
in advising.
To provide regular, formal evaluation of advising practices and make adjustments
based on evaluation recommendations.
Eligibility and Exemptions/Exceptions
Each undergraduate student, unless exempt, who enters the institution must be tested
for reading, writing, and mathematics skills prior to enrolling in collegiate-level
coursework. A student who has not been tested may enroll in coursework only under
the special circumstances provided below. A student who fails to test during the
designated semester will not be permitted to enroll or re-enroll in any courses other than
developmental education courses until tested.
Exceptional circumstances under which a student who has not been tested may
enroll in college-level courses include but are not limited to: having a documented
illness, injury or bona fide emergency; having a professionally diagnosed and
documented disability for which reasonable and appropriate accommodations could not
be provided in a timely manner; and applying for admissions after all reasonable testing
opportunities have passed.
Exemptions/Exceptions for a student are as follows:
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performs at levels that the THECB defines for an exemption on the SAT,
the ACT, or the TAAS or TAKS and enrolls within the time limits defined in
the THECB rule;1
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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) Scholastic Assessment Test (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.
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.
(3) For a period of three (3) years from the date of testing, a student who is tested and performs
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.
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is eligible for college credit due to scores on one of the approved
examinations, such as CLEP, AP, IB, and DANTES;;
has graduated with an associate or baccalaureate degree from an
institution of higher education;
transfers with acceptable college-level hours from a private or
independent institution of higher education or an accredited out-of-state
institution of higher education;
has been determined college-ready by an institution previously attended;
is enrolled in a Level-One certificate (42 or fewer semester hours);
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 the reserve
component of the armed forces of the United States and has been serving
at least three years preceding enrollment;
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.
is not seeking a degree or certificate (casual student).
Local Plan
Students who transfer from a private or independent institution of higher
education or an accredited out-of-state institution of higher education with C or better
grades in courses equivalent to those approved to satisfy competency requirements in
reading, writing and/or math will be exempt from local testing; students who fail to
meet this criteria will be required to take and pass the relevant portions of an approved
test before enrolling in any restricted courses.
Casual students are those students not seeking a Level-Two certificate or
associate degree. These students must take a local placement test prior to enrolling in
any restricted courses. Casual students are allowed to enroll in restricted classes only if
the appropriate portion of the placement test has been passed. If testing indicates a
need for developmental classes, these classes can be deferred until such time as the
student ceases to be a casual student and begins to be a degree seeker. In general, a
casual student may keep that designation until the semester in which the 15 th collegelevel hour is accumulated or the student self-declares that he/she is a degree-seeking
student, whichever occurs first. Exceptions to the 15 hour rule may be made by the
Dean of Admissions and Records, the Director of Guidance and Counseling, Dean of
the Reese Center, the Dean of Instruction, the Vice President for Academic Affairs, the
Vice President for Student Affairs or the Dean of Technical Education. Generally such
exceptions are allowed based on the classes the student has taken and the pattern of
courses taken indicating that the student is not working toward a degree or certificate
[Available at:
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=
&p_ploc=&pg=1&p_tac=&ti=19&pt=1&ch=4&rl=54]
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but is simply taking classes for personal enrichment, personal health, or job skill
upgrade.
Level-One certificate students who have not tested and are not exempt may
not enroll in restricted courses.
Approved Tests
The tests approved by THECB are the Texas Higher Education Assessment (THEA),
ASSET, COMPASS, and ACCUPLACER. Passing standards are set by the institution
under the local authority policy of the Texas Success Initiative.
High School Students
High school students who are not exempt and who seek to enroll must take a test for
Texas Success Initiative (TSI) purposes prior to enrolling. High school students who fail
to achieve the minimum passing standard set by the THECB may not take collegiate
level classes related to portions of the test not passed. High school students are not
required to enroll in developmental education.
Graduation and Certificate Requirements
A student who is not exempt may not graduate or receive a Level-Two certificate
(more than 43 hours) unless the student passes all sections of the placement test or
otherwise demonstrates college-readiness as specified in this plan.
Remediation is continuously required for enrolled students who fail one or more
sections of the placement test until all TSI requirements are met.
Advising and College-Readiness Plan
All students at South Plains College are provided with academic advisement
services. All counselors and advisors use the following college readiness plan as they
provide academic advising each semester.
COURSE
New TSI
below 351
READ 0301 plus EDUC 1100
No Restrictions – except:
Registration in ENGL-1301,requires students to pass Reading & Writing
Sections of the placement test.
All students not meeting the college readiness standard in reading only will enroll
in READ 0301. Some students may need to enroll in READ 0301 more than once.
351 and
above
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COLLEGE-LEVEL COURSE RESTRICTIONS: GOVT 2301 & 2302, HIST 1301, 1302, & HIST
2301, PSYC 2301, All College Level English Courses, All College Level Biology Courses, all
college-level EMSP courses, and MUSC-1427.
Plus, Internet Sections of: ANTH-2346, 2351, BCIS 1405, PSYC-2306, 2314, SOCI-1301, 1306,
2301, and 2306
INTEGRATED READING/WRITING COURSE OPTION
ALL CRITERIA MUST BE MET.
NEW TSI
COURSE
Between 345-350 in reading and 358 -362 in writing
READ
essay score of 4
0420
ALL CRITERIA MUST BE MET. This is ONLY for students who
narrowly missed meeting both the placement standard for
college-level courses in English and reading-intensive courses
in the core curriculum.
WRITING COURSE PLACEMENT
New TSI
Below 350
350-362
COURSE
ENGL0301
ENGL 0302
358-362 and 345 -350
in reading
363 and above essay
4 OR
Essay 5
READ 0420
Engl 1301
to register for ENGL-1301, students must pass Reading &
Writing Sections of placement test.
RESTRICTIONS: All college level English courses, and all online sections of
GOVT and HIST.
Sequence of developmental courses:
ENGL-0301 – Pass with a C or better, proceed to ENGL-0302
ENGL-0302 – Pass with a B or better, proceed to College Level (with passing
Reading score)
MATH COURSE PLACEMENT
NEW COURSE
TSI
below MATH 0310
336
This class is for students who lack basic math skills working with positive
and negative numbers, fractions, decimals, and percentages. SOME
STUDENTS WHO SCORE AT THIS LEVEL COULD BE PLACED IN MATH
0315. VISIT WITH OR REFER THE STUDENT TO A MATH INSTRUCTOR OR
THE DEPARTMENTAL CHAIR IF YOU HAVE QUESTIONS.
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336MATH 0315
342
343MATH 0320
349
350
MATH 1314 or Math 1324
and
above
RESTRICTIONS: All college level math courses, and MUSC-1325
Sequence of developmental courses:
MATH-0310 – Pass with a C or better, proceed to MATH-0315
MATH-0315 – Pass with a C or better, proceed to MATH-0320
MATH-0320 – Pass with a C or better, proceed to MATH-1314 or 1324
Students are given a written plan indicating their first semester curriculum and providing
a suggested a course of action (additional coursework) which will empower them to
reach their academic goals.
In all developmental areas the Deans of Instruction with the approval from the
Vice President for Academic Affairs, or the Dean of the Reese Center can, upon
receipt of proper documentation of extenuating circumstances, give approval for
students to take restricted classes.
Support Programs and Services
The Teaching and Learning Center is an academic support activity providing
reading and learning strategies developmental courses, collegiate instruction in reading
and human development, peer-tutoring, computer-aided-instruction, independent-study
opportunities, workshops and seminars, and a variety of learning assessments for
students and prospective students of South Plains College in Levelland.
Academic support services enhance all students’ chances of success in
collegiate courses and provide students with opportunities to improve specific skills
before enrolling in college-level courses. The mission of the Teaching and Learning
Center is to assist students in developing the skills, strategies, and knowledge to
perform as confident, independent and active learners, prepared for a lifetime of
learning. With its motto, Working for you, The Teaching and Learning Center typifies
the South Plains College commitment to improving each student’s life.
Since its inception in the fall of 1980, the purpose of The Teaching and Learning
Center has been to provide assistance to those students who seek specialized services
to ensure their success in college, services which exceed those traditionally available
on college campuses. These services are consistent with the National Association of
Developmental Education’s definition of developmental education as “a field of practice
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and research within higher education with a theoretical foundation in developmental
psychology and learning theory. It promotes the cognitive and affective growth of all
postsecondary learners, at all levels of the learning continuum.”
The Student Services Building on the college's Levelland Campus is a
comprehensive student facility providing specialized assistance to all students of South
Plains College. Located adjacent to the Administration Building, the Student Services
Building houses the Guidance and Counseling Office, the Career Center, Testing
Office, Special Services Office, Financial Aid Office, Admissions and Records,
Housing Office and administrative offices for the Student Affairs Division.
The SPC Reese Center offers a variety of student services in SPC Building 8. The
Admissions and Records Office, Counseling Center, Placement Center, Career
Lab, Special Services Office, Financial Aid Office and Business Office, Bookstore
and Library are located in this facility along with The Testing and Learning Center
which provides free academic tutoring and assistance in basic use of computers.
Quality and Accountability
The purpose of the South Plains College developmental program is to prepare students
for college-level work. The percentage of students who pass the placement tests, who
earn satisfactory grades in related college courses, and who make progress towards
their educational goals, provide measures of the quality and accountability of the
developmental educational plan.
Program Evaluation
Each academic unit at South Plains College prepares an Strategic Planning Report,
with course outcomes and student performance data. These data are used to analyze
course content and pedagogy and to initiate changes in the process and curriculum
which will support student achievement.
Withdrawing from Developmental Education
Students must attend required developmental courses. Failure to attend required
developmental courses or withdrawal from all required developmental courses could
result in administrative withdrawal from all coursework at South Plains College.
Advisors working with students who have multiple attempts and failures on any
portion of the placement test after having successfully completed the developmental
course sequence should consider referring those students to the Counseling Center or
Teaching and Learning Center for individualized assessment and assistance.
Revised February 10, 2014
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