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Developmental Plan

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 college-level work and the attainment of a degree or certificate from South Plains College.



  • 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. 



  • 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.
  • 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.

  (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.


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.





below 351

READ 0301 plus EDUC 1100

351 and above

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









Between 345-350 in reading and 358 -362 in writing

essay score of 4

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.

READ 0420







Below 350



ENGL 0302

358-362 and 345 -350 in reading

READ 0420

363 and above essay  4 OR

Essay 5

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)





below 336

MATH 0310

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.


MATH 0315


MATH 0320

350 and above

MATH 1314 or Math 1324


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 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.


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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