Office of General Counsel Policies & Guidelines
Office of General Counsel Policies & Guidelines
The purpose of this guideline is to establish the process and procedures for student Learning Support by institutions governed by the Tennessee Board of Regents.
|Writing||18||77||43||Critical Reading - 450|
|Reading||19||83||43||Critical Reading - 460|
|Mathematics||19||38||39||Math - 460|
*Beginning fall 2012, in response to the TN diploma project and Complete College TN Act, TN college readiness benchmark scores will be reviewed biennially. TBR institutions should anticipate revision of assessment scores to parallel ACT recommended college readiness scores. Students will be assessed diagnostically to determine appropriate learning support when assessment scores fall below the ACT or concorded SAT, COMPASS, or ASSET college readiness scores. (2010 ACT College Readiness scores: Writing--18; Reading--21; Mathematics-22)
The president of each institution will submit to the TBR vice chancellor for academic affairs the institution’s plan.
This plan should include the proposed redesign that will demonstrate compliance with this guideline and the transition of current students to that redesign.
A timeframe will be determined by the vice chancellor for academic affairs in consultation with the institution’s president.
Subsequent annual reports and/or modifications to the institution’s plan will be submitted on a timeline to be established by the vice chancellor.
The president of each institution will determine the organizational structure and coordination of learning support services for the institution.
Each institution will establish criteria for the selection of learning support faculty consistent with professional disciplinary standards and SACS accreditation.
Institutional policies will apply to faculty and staff whose primary role is learning support.
Institutions will develop procedures to transition students to the redesign.
Only learning support at the high school level as defined by Tennessee Department of Education qualifies for federal financial aid. (Federal Student Aid Handbook, Volume 1 – Student Eligibility 2009-2010)
If a student matriculates, the institution’s plan must include strategies to address learning support for those students with ACT subject scores 12 or below (or concorded SAT/COMPASS/ASSET scores).
The plan will focus on adequate preparation to enable successful completion of entry-level college courses.
Faculty who teach the college-level courses for which the learning support exists must be involved in the development of the plan and are encouraged to be actively involved in the delivery of learning support.
The learning support must reflect and not exceed learning outcomes and competencies determined to be appropriate for college readiness.
Students must attain the appropriate mastery level of learning competencies during their initial semesters of enrollment.
Students are expected to enroll in the appropriate college-level course immediately upon completion of the learning support or in the next term to enroll.
The delivery of learning support must be based on proven methods of integrating technology and learner-centered pedagogy and must address the desired learning competencies.
The plan must include provision for students to be able to move progressively and consistently through the learning support interventions without having to repeat interventions related to competencies for which mastery learning has been demonstrated.
Four year institutions will not offer credit that is less than college level for learning support.
The mathematics learning support curriculum will have a single exit point into entry- college level mathematics courses.
Academic programs or certificates that do not require a college level math course may prescribe mathematics learning support competencies as pre-requisites/co-requisites specific to the degree program or certificate.
The institution will design Learning Support so that full-time students should be able to satisfy pre-college level requirements in one semester. Credit hours assigned to pre-college level Learning Support should be kept to a minimum, not to exceed 15 credit hours.
If a student attempts the same less than college level learning support requirements twice and does not demonstrate appropriate mastery learning, the student will be placed on a learning support alert. (“Attempt” is defined as being enrolled after the 14th day count as defined in lottery scholarship rules.)
The institution will determine a procedure to work with these students.
“Learning Strategies” will not be offered as a required Learning Support course for less than college level credit. Institutions will determine the delivery of appropriate “learning strategies” at their individual institutions.
With regard to students receiving VA benefits, each institution will ensure that Learning Support is provided in compliance with the eligibility provisions of the rules and regulations of the U.S. Department of Veterans Affairs (38 CFR Ch. 1 s 21.4200 et seq.), including requirements for class attendance.
Students will demonstrate mastery with a grade of C or higher.
Successful completion of a student’s learning support competencies will be recorded on the student’s academic record with or without the assignment of standard grades.
Students may not audit any portion of their learning support plans.
Student progress and completion of learning support competencies will be notated in Banner and posted to the academic record.
Student learning support information will be provided upon request. When a transcript is requested, the institution must send placement and enrollment status reports for transferring students that includes student record of progress and completion of learning support competencies.
Regardless of the strategies and activities used to provide learning support, once mastery learning has been documented by the institution, all TBR institutions must accept that documentation.
If mastery learning for required competencies has not been documented as satisfied, the receiving institution will have an established plan to reassess, if necessary, in order to provide for the continuation of appropriate academic support.
Evaluation of the learning support services must be a continuous process.
As a component of the approved plan, the institution will establish benchmarks and subsequent annual performance indicators to demonstrate progress of students who are placed in learning support.
Measures of Success
Success will be measured by student completion of learning support, enrollment and success in college entry-level courses for which students have received learning support, fall to fall retention, and graduation rates.
Additional data measures may be established and reported by the institution to document and evaluate efforts to increase student success.
Appropriate data tracking must be established to track the progress of any student with an ACT subject score 12 or below who is enrolled at the institution.
The institution will submit an annual report of progress to the TBR vice chancellor of academic affairs.
All TBR institutions will form partnerships with the high school districts’ Local Educational Agency (LEA) in order to develop early intervention systems to provide learning support for at-risk students identified through the EXPLORE, PLAN, and ACT assessments taken prior to the senior year of high school.
Approved at Presidents Meeting August 17, 2010 (Revised former guideline A-100, Basic/Developmental Studies Program (DSP) Operational Guidelines); Presidents meeting February 14, 2012.