Adapted from Texas Education Agency 2015.

PBM ProductDate of 2014 release Projected date of 2015 release PBMAS (Unmasked reports) LEA reports posted on TEASE ACCT 08/13/14 LEA reports posted on TEASE ACCT 08/07/15 PBMAS (Masked reports) LEA reports posted on TEA web site 09/17/14 LEA reports posted on TEA web site 09/18/15 Adapted from Texas Education Agency Note: PBM products always use the most current data available.

 The development of the 2015 PBMAS is currently underway.  There are important changes proposed for Adapted from Texas Education Agency

 2015 PBMAS Manual rule adoption is underway. TEA is in the process of preparing the rule packet for adoption. ◦ Proposed Amendment to 19 TAC Chapter 97, Planning and Accountability, Subchapter AA, Accountability and Performance Monitoring, § , Performance-Based Monitoring Analysis System ◦ Summary: The proposed amendment would adopt the Performance-Based Monitoring Analysis System 2015 Manual. Adapted from Texas Education Agency

◦ 30-Day Public Comment Period: TEA Anticipated Dates May 8, 2015 – June 8, ◦ Note: Not yet posted (as of 5/19/2015 a.m.)  The rule will likely be effective in mid July.  For current information on the rule adoption process: ◦ Visit ioner_Rules_(TAC)/Commissioner_of_Education_Rules_- _Texas_Administrative_Code/ and/or ioner_Rules_(TAC)/Commissioner_of_Education_Rules_- _Texas_Administrative_Code/ ◦ Subscribe to the Rules Listserv at /new /new Adapted from Texas Education Agency

 Once the rule becomes effective, the Manual will be posted on the TEA web site, followed by a listserv notification of the posting.  At that time, hard-copy versions will also be available from TEA’s Publications Office (see order form at the back of the posted Manual). Adapted from Texas Education Agency

 Reminder on Acronyms ◦ PL Performance Level ◦ RI Required Improvement ◦ SA Special Analysis ◦ PJSA Professional Judgment Special Analysis* ◦ YAE Year-After-Exit ◦ MSR Minimum Size Requirements * Note: PJSA will no longer be available beginning with the 2015 PBMAS. Copyright © Texas Education Agency All rights reserved. 7

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #1(i-v)SPED STAAR 3-8 Passing Rate (M, R, S, SS, W)  PLs were assigned based on Phase-In 1 Level II performance.  Added RI.  No SA or PJSA.  Two years of data available for analysis (except social studies).  Social studies PL assignment was reinstated.  Add STAAR A and STAAR Alternate 2 results.  Assign math PL based on the performance standards from the previous STAAR math assessments.  One year of data.  No RI or SA. Copyright © Texas Education Agency All rights reserved. 8

Mathematics2014 = 70%-100% 2015 = 70%-100% Reading2014 = 70%-100% 2015 = 70%-100% Science2014 = 65%-100% 2015 = 65%-100% Social Studies2014 = 65%-100% 2015 = 65%-100% Writing2014 = 70%-100% 2015 = 70%-100% Copyright © Texas Education Agency All rights reserved. 9

Program AreaDescription2014 PBMAS2015 PBMAS Other System Components PL 1, PL 2, and PL 3 cut points for STAAR 3-8 Performance Indicators  No changes.  For SPED Indicator #1(i-v):  Lower the PL 1, PL 2, and PL 3 cut point ranges for all subject areas.  Add a PL 4.  Implement a targeted hold harmless provision.  See next slide for details. Copyright © Texas Education Agency All rights reserved. 10

11 Adapted from Texas Education Agency SPED Indicator PL 0PL 1PL 2PL 3PL 4 1(i):Mathematics 70.0% - 100%55.0% %40.0% % 25.0% % 0% % 1(ii):Reading 70.0% - 100%55.0% %40.0% % 25.0% % 0% % 1(iii):Science 65.0% - 100%50.0% %40.0% % 25.0% % 0% % 1(iv):Social Studies 65.0% - 100%50.0% %40.0% % 25.0% % 0% % 1(v): Writing 70.0% - 100%55.0% %40.0% % 25.0% % 0% %

 Stipulates that any district that received a PL 0 or 0 RI on the SPED STAAR Modified Participation Rate indicator in the 2014 PBMAS that would otherwise receive a PL 3 or PL 4 on SPED Indicator #1(i-v) in the 2015 PBMAS will receive a PL 3 HH or PL 4 HH, as applicable for that subject area(s).  For 2015 PBMAS interventions purposes, the count of PL 3 HH or PL 4 HH under SPED Indicator #1(i-v) will not be considered in a district’s total PL 3 or PL 4 count in the special education program area. 12 Adapted from Texas Education Agency 2015.

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #2(i-v)SPED YAE STAAR 3-8 Passing Rate (M, R, S, SS, W)  PLs were assigned based on Phase-In 1 Level II performance.  No RI, SA, or PJSA.  Two years of data available for analysis (except social studies).  Social studies PL assignment was reinstated.  Two years of data available for social studies; three years of data available for reading, science, and writing; and one year of data available for math.  Assign math PL based on the performance standards from the previous STAAR math assessments.  No RI or SA. Copyright © Texas Education Agency All rights reserved. 13

BE/ESL, NCLB, and SPED YAE Indicators PL 0PL 1PL 2PL 3 Mathematics 70.0% - 100%60.0% %50.0% %0% % Reading 70.0% - 100%60.0% %50.0% %0% % Science 65.0% - 100%55.0% %45.0% %0% % Social Studies 65.0% - 100%55.0% %45.0% %0% % Writing 70.0% - 100%60.0% %50.0% %0% % 14 Copyright © Texas Education Agency All rights reserved.

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #3(i-iv)SPED STAAR EOC Passing Rate (M, S, SS, ELA)  PLs were assigned based on Phase-In 1 Level II performance for math (A1) and science (BI).  A new combined reading/writing indicator (E1 and E2) and a new social studies indicator (US) were added as RO.  One year of data.  No RI, SA, or PJSA.  Add STAAR A and STAAR Alternate 2 results.  Change PL cut- point ranges for math and science.  Add PL assignment for U.S. History and align PL cut-point ranges with math and science.  Continue ELA indicator as RO.  One year of data.  No RI or SA. Copyright © Texas Education Agency All rights reserved. 15

All EOC Indicators, Except SPED #3 and CTE #4 PL 0PL 1PL 2PL 3 Mathematics60.0% - 100%50.0% %40.0% %0% % Science60.0% - 100%50.0% %40.0% %0% % Social Studies60.0% - 100%50.0% %40.0% %0% % ELAReport Only 16 Copyright © Texas Education Agency All rights reserved. SPED #3 & CTE #4 PL 0PL 1PL 2PL 3PL 4 Mathematics60.0% - 100%50.0% %40.0% %30.0% %0% % Science60.0% - 100%50.0% %40.0% %30.0% %0% % Social Studies60.0% - 100%50.0% %40.0% %30.0% %0% % ELAReport Only

Mathematics2014 = 50%-100% 2015 = 60%-100% Science2014 = 50%-100% 2015 = 60%-100% Social Studies2014 = Report Only 2015 = 60%-100% English Language Arts2014 = Report Only 2015 = Report Only Copyright © Texas Education Agency All rights reserved. 17

Program AreaDescription2014 PBMAS2015 PBMAS Other System Components PL 1, PL 2, and PL 3 cut points for STAAR EOC Performance Indicators  PL 4 was discontinued.  For SPED Indicator #3(i-iv) and CTE Indicator #4(i-iv):  Implement PL 1 and PL 2 cut points that are aligned with other EOC indicators.  Add a PL 4.  Implement a targeted hold harmless provision.  For all other EOC indicators, implement PL cut points as shown on next slide. Copyright © Texas Education Agency All rights reserved. 18

 What is the targeted hold harmless provision for SPED Indicator #3(i-iv) and CTE Indicator #4(i-iv)? ◦ It stipulates that any district that received a PL 0 or 0 RI on the SPED STAAR Modified Participation Rate indicator in the 2014 PBMAS that would otherwise receive a PL 3 or PL 4 on SPED Indicator #3(i-iv) or CTE Indicator #4(i-iv) in the 2015 PBMAS will receive a PL 3 HH or PL 4 HH, as applicable for that subject area(s). ◦ For 2015 PBMAS interventions purposes, the count of PL 3 HH or PL 4 HH under SPED Indicator #3(i-iv) or CTE Indicator #4(i-iv) will not be considered in a district’s total PL 3 or PL 4 count in the special education or career and technical education program area. 19 Copyright © Texas Education Agency All rights reserved.

2014 PBMAS2015 PBMAS  Results from the summer 2013, fall 2013, and spring 2014 administrations were included, except the new ELA indicator only included results from the spring 2014 administration.  Results from the summer 2014, fall 2014, and spring 2015 administrations will be included, including for the ELA indicator. Adapted from Texas Education Agency

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #4SPED STAAR Participation Rate  PLs were assigned based on two years of data.  Added RI.  No SA or PJSA.  Methodology revisions were incorporated to reflect the changes HB 5 made to the EOC assessments.  Discontinue this indicator. Copyright © Texas Education Agency All rights reserved. 21

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #5SPED STAAR Modified Participation Rate  PLs were assigned based on two years of data.  Added RI.  No SA or PJSA.  Methodology revisions were incorporated to reflect the changes HB 5 made to the EOC assessments.  Discontinue this indicator. Copyright © Texas Education Agency All rights reserved. 22

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #6SPED STAAR Alternate Participation Rate  PLs were assigned based on two years of data.  Added RI.  No SA or PJSA.  AR (Agency Review) PL assignment was replaced with new PL 1 – PL 3 cut points.  Rename the indicator STAAR Alternate 2 Participation Rate.  Three years of data available for analysis.  Students qualifying for a Medical Exception or a No Authentic Academic Response designation are not included in the calculation.  No SA or PJSA. Copyright © Texas Education Agency All rights reserved. 23

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #7SPED Regular Early Childhood Program Rate (Ages 3-5)  Implemented as a new Report Only indicator.  Assign performance levels: PL 0 = 30.0% to 100% PL 1 = 20.0% to 29.9% PL 2 = 10.1% to 19.9% PL 3 = 0% to 10.0% (2014 State Rate = 25.4%)  No RI or SA.  One year of data. Copyright © Texas Education Agency All rights reserved. 24

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #8SPED Placements in Instructional Settings 40/41 Rate (Ages 3-5)  PLs were assigned with RI and SA.  Discontinue this indicator. Copyright © Texas Education Agency All rights reserved. 25

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #9SPED Regular Class ≥80% Rate (Ages 6-11)  PLs were assigned.  No RI, SA, or PJSA.  One year of data.  Two years of data available for analysis.  Add RI.  No SA. Copyright © Texas Education Agency All rights reserved. 26

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #10SPED Regular Class <40% Rate (Ages 6-11)  PLs were assigned.  No RI, SA, or PJSA.  One year of data.  Two years of data available for analysis.  Add RI.  No SA. Copyright © Texas Education Agency All rights reserved. 27

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #11SPED Regular Class ≥80% Rate (Ages 12-21)  PLs were assigned.  No RI, SA, or PJSA.  One year of data.  Two years of data available for analysis.  Add RI.  No SA. Copyright © Texas Education Agency All rights reserved. 28

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #12SPED Regular Class <40% Rate (Ages 12-21)  PLs were assigned.  No RI, SA, or PJSA.  One year of data  Two years of data available for analysis.  Add RI.  No SA. Copyright © Texas Education Agency All rights reserved. 29

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #13SPED Annual Dropout Rate (Grades 7-12)  PLs were assigned with RI and SA.  New PL 0 – PL 3 cut points were implemented.  No changes. Copyright © Texas Education Agency All rights reserved. 30

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #14SPED RHSP/DAP Diploma Rate  PLs were assigned with RI and SA.  Add new RHSP/DAP Grad Types (31 and 32) to numerator. SPED #15SPED Graduation Rate  PLs were assigned with RI but no SA or PJSA.  Implement new PL 1 – PL 3 cut points: PL 0 = 75.0% to 100% PL 1 = 70.0% to 74.9% PL 2 = 50.0% to 69.9% PL 3 = 0% to 49.9% (2014 State Rate = 77.8%) Copyright © Texas Education Agency All rights reserved. 31

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #16SPED Representation  PLs were assigned with RI but no SA or PJSA.  No changes. SPED #17SPED African American (Not Hispanic/Latino) Representation  PLs were assigned with RI and SA.  No changes. Copyright © Texas Education Agency All rights reserved. 32

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #18SPED Hispanic Representation  PLs were assigned with RI and SA.  No changes. SPED #19SPED LEP Representation  PLs were assigned with RI and SA.  No changes. Copyright © Texas Education Agency All rights reserved. 33

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #20SPED Discretionary DAEP Placements  PLs were assigned with RI, SA, and PJSA.  Reason Codes 22, 51, and 52 were deleted.  Reason Code 02, if reported with Behavior Location Code 04 or 05, was added.  Begin transition to a new PL structure by reporting disproportionality rates (as Report Only) in addition to percentage point differences. Copyright © Texas Education Agency All rights reserved. 34

Program Area and Indicator Number Indicator Name2014 PBMAS2015 PBMAS SPED #21SPED Discretionary ISS Placements  PLs were assigned with RI, SA, and PJSA.  Begin transition to a new PL structure by reporting disproportionality rates (as Report Only) in addition to percentage point differences. SPED #22SPED Discretionary OSS Placements  PLs were assigned with RI, SA, and PJSA.  Begin transition to a new PL structure by reporting disproportionality rates (as Report Only) in addition to percentage point differences. Copyright © Texas Education Agency All rights reserved. 35

 Why are we transitioning to a new PL structure for the discipline indicators? ◦ The original expectation was that focusing on percentage point differences (DIFF) would encourage districts, regardless of PL assignment, to address issues of disproportionality, but this has not typically been the case. ◦ Focusing on percentage point differences may have given some districts the impression they do not have disproportionate discipline placements, when they actually do. 36 Copyright © Texas Education Agency All rights reserved.

 Unlike other PBMAS indicators, the rate of progress for the three discipline indicators has been slower than expected considering the indicators have been in place for more than a decade.  Percentage point differences can mask very high rates of disproportionality.  Focusing on districts’ rate of disproportionality is a more meaningful and reliable way to evaluate disproportionality.  Unlike percentage point differences, disproportionality rates will enable us to implement more consistent PL cut points across all three discipline indicators. 37 Copyright © Texas Education Agency All rights reserved.

 Disproportionality rates are much easier to understand and will provide more transparent information.  Disproportionality rates are not a significantly different methodology from what’s currently used; they basically take the current calculations one step further and tell us how much higher the special education rate is compared to the all students rate, e.g., 50% higher, 10% higher, 200% higher. 38 Copyright © Texas Education Agency All rights reserved.

 This will, however, be a significant change for some districts who may not have undertaken a detailed enough data analysis to understand what their percentage point differences were actually telling them about the extent of disproportionality in their discipline placements.  The new PL structure is scheduled to be implemented with the 2017 PBMAS. 39 Adapted from Texas Education Agency All rights reserved.

40 Copyright © Texas Education Agency All rights reserved. SPED Discretionary OSS Placements (DIFF) 6.2SPED OSSSPED Students SPED OSS Placements ,388 OSSAll Students All OSS Placements ,224 = 103%

41 Copyright © Texas Education Agency All rights reserved. SPED Discretionary OSS Placements (DIFF) 8.0SPED OSSSPED Students SPED OSS Placements ,531 OSSAll Students All OSS Placements 12.85,12940,165 = 63%

Adapted from Texas Education Agency