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.
 To encourage educational and career exploration and goal-setting.
 To create an environment that is caring, supportive and accessible.
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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.
Testing Exemptions/Exceptions for a student are as follows:
The following students shall be exempt from the requirements of this title, whereby
exempt students shall not be required to provide any additional demonstration of college
readiness and shall be allowed to enroll in any entry-level freshman course as defined
in §4.53(12) of this title (relating to Definitions):
(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 that cannot be raised by institutions:
(A) ACT: composite score of 23 with a minimum of 19 on the English test shall be
exempt for both the reading and writing sections of the TSI Assessment, and/or 19 on
the mathematics test shall be exempt for the mathematics section of the TSI
Assessment;
(B) SAT: a combined critical reading (formerly "verbal") and mathematics score of
1070 with a minimum of 500 on the critical reading test shall be exempt for both reading
and writing sections of the TSI Assessment, and/or 500 on the mathematics test shall
be exempt for the mathematics section of the TSI Assessment; 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.
(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
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.
(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.
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(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.
(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.
(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 enrolling in 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.
Approved Tests
The test approved by THECB is the Texas Success Initiative Assessment (TSIA).
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 may be required for students who fail one or more sections of the
placement test until TSI requirements are met.
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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. Other factors (often referred to as
noncognitive factors) may also be considered as students are provided differentiated
placement. These factors may include high school grades and course load, high school
rank, work experiences and obligations, financial responsibilities and other such
demands on students’ time and resources.
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.
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
351 and
above
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
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New TSI
Below 350
350-362
COURSE
ENGL0301
ENGL 0302
358-362 and 345 -350
READ 0420
in reading
363 and above essay
Engl 1301
to register for ENGL-1301, students must pass Reading &
4 OR
Writing Sections of placement test.
Essay 5
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.
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.
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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
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
Library, and Testing Center are located in this building. The Tutor Center is located
in building 4.
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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 April 1, 2014
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