(a) For each undergraduate student as defined in §4.53(23) of this subchapter (relating to Definitions) who fails to meet the minimum passing standards described in §4.57 of this subchapter (relating to Texas Success Initiative Assessment College Readiness Standards), an institution shall:
  (1) Establish a program to advise the student regarding developmental education support necessary to ensure the readiness of that student in performing freshman-level academic coursework.
  (2) Determine a plan, working with the student, for the student's academic success, which shall include developmental education and may include provisions for enrollment in appropriate non-developmental coursework. Institutions must ensure developmental education courses and interventions meet at minimum the criteria set forth in the Lower Division Academic Course Guide Manual (ACGM).
(b) Each plan for academic success shall:
  (1) Be designed on an individual basis to provide the best opportunity for each student to succeed in obtaining his or her career and/or academic goals. At a minimum, the individual plan shall address:
    (A) Career advising;
    (B) Recommended Developmental Education options;
    (C) Campus and/or community student support services/resources;
    (D) Degree plan or plan of study;
    (E) Regular interactions between student and designated points of contact (e.g., advisor, faculty member, peer or community mentor, etc.);
    (F) Registration for next semester/next steps; and
    (G) Differentiated placement.
  (2) Promote the most efficient and cost-effective developmental education options to increase the likelihood of the student's success in college level courses and programs; institutions are strongly encouraged to assign students to Non-Course-Based options where feasible.
  (3) Provide to the student a description of the developmental education options and other resources and interventions recommended to increase the likelihood the student will succeed in entry-level and subsequent academic coursework and complete their selected program.
  (4) Provide to the student an appropriate measure for determining readiness to perform freshman-level academic coursework, as described in §4.59 of this subchapter (relating to Determination of Readiness to Enroll and Succeed in Entry-Level Academic Coursework).
(c) Each institution shall apply all state and federal laws pertaining to individuals with disabilities when assessing and advising such students.
(d) An institution must advise any student who is exempt from the TSI assessment as outlined in §4.54 of this subchapter (relating to Exemption) who earns less than a 'C' in the student's first college-level course in the exempted content area of Developmental Education Interventions available to the student to increase the likelihood that the student will succeed in subsequent college courses and complete their selected program, especially through Non-Course-Based options.
(e) For undergraduate students enrolled in a corequisite model as defined in §4.53(7) who fail to satisfactorily complete the freshman-level course, the institution of higher education must:
  (1) review the plan developed for the student under this section and, if necessary, work with the student to revise the plan; and
  (2) offer to the student a range of resources including Non-Course Based Options to assist the student in becoming ready to perform freshman-level academic coursework in the applicable subject area(s).

Source Note: The provisions of this §4.58 adopted to be effective May 16, 2024, 49 TexReg 3243