1. An Overview 2015 PBMAS and Intervention Activities

2. PBMAS Acronyms PL Performance Level RI Required Improvement
SA Special Analysis
PJSA Professional Judgment Special Analysis
YAE Year After Exit
MSR Minimum size Requirement

3. PBMAS
A district-level accountability system that reviews the effectiveness of the following federal and state program areas:
Bilingual Education/English as a Second Language
Career and Technical Education
No Child Left Behind
Special Education
Micki

4. PBMAS Districts receive Performance Levels (PLs) in each area
TEA stages districts for interventions based on performance level cut points
Specific to each program
Differs from year-to-year
Micki

5. Calendar/ Communication Plan
micki

6. Targeted TAAs sent out last week for 5th, 4th, 3rd, 2nd, and 1st year IR; FIR letter coming soon!
--PMI TETN
--PSPs and DCSIs named in ISAM (1st Year IR)
TTC team meeting (ESC 13)
TTC team meeting (ESC 13)
2nd yr IR+ targeted IPs
PBMAS state & region reports
ACET
ACET
ISAM - PBMAS
Micki
TEA/ESC Coordinated Meeting
Data validation leaver reports

7. Micki PMI TETN --1st yr IR targeted IPs --District targeted IPs
--PSP progress report (Aug Sept Oct)
AIE Conference
AIE Conference
AIE Conference
Data validation discipline reports
Micki

8. How does State Accountability and PBMAS correlate?
Let’s Take a Look
Cindy
How does State Accountability and PBMAS correlate?

9. Cindy T.

10. Accountability and 2014 PBMAS Indicator Correlations
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11. Cindy T.

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14. Staging
Micki
How Did We Get Here?

15. Staging Process Each program staged separately.
Special Education staging incorporated 4 federal requirements with PBMAS indicators to make staging determinations.
Rank districts by the number of PL 4s, 3s, and 2s.
Determine where natural cut points come for the different stages.
Micki

16. So What is a PL?
A performance level (PL) is the result that occurs when a standard is applied to a district’s performance on an indicator. The performance levels available for indicators in the 2015 PBMAS include Not Assigned (NA) (including Not Assigned through SA or DI), 0, 0 SA, 0 RI, 1, 1 SA, 2, 2 SA, 3, and 3 SA. SA refers to special analysis, which is described in the Minimum Size Requirements and Special Analysis section. RI refers to Required Improvement, which is also described in a separate section. DI refers to data integrity and is used in combination with the NA performance level to address situations where compromised data render any other performance level impossible to determine.
PBMAS indicators all include a range of PLs, and each PL range has an established set of cut points. Throughout the PBMAS indicators, the higher the PL is, the lower the district’s performance is.
Micki

17. Staging Process
Micki

18. Micki

19. Criteria for Selection of Districts for 2015-2016 On-site Reviews
Districts with one or more program areas staged at a level 4
Districts meeting the above criteria but also having received an-site review in are exempted for an additional review this year, and will instead be provided post-visit interventions (PCVI)
41 districts with at least one stage four
12 of these districts were visited last year and will be PVI
29 on-site reviews
micki

20. PBM Guidance Document
Micki

21. Micki

22. micki

23. District’s determination status
Another Reminder
The staging for special education of a district =
District’s determination status
micki

24. Mayberry ISD Performance-Based Monitoring (PBM) Micki Events Contacts
Region 30
Performance-Based Monitoring (PBM)
Events
Contacts
Escalations
Noncompliance
Communication Log
Bilingual Education/English as a Second Language (BE/ESL) Stage 2
No Child Left Behind (NCLB) Stage 1
SPED Determination Status: Needs Interventions Stage 3
Micki

25. TEC §39.306
(a)Each board of trustees shall publish an annual report describing the educational performance of the district and of each campus in the district that includes uniform student performance and descriptive information as determined under rules adopted by the commissioner. The annual report must also include: (3) The district’s current special education compliance status with the agency.
Micki
AEIS
TAPR

26. 2014-2015 Texas Academic Performance Report
Previous Reporting
201
Texas Academic Performance Report
District Name: Mayberry ISD
District Number:
2015 Accountability Rating: Met Standard
PBM Special Education Monitoring Results Status:
Completed: Noncompliance Follow-up
micki

27. 2014-2015 Texas Academic Performance Report
Beginning this year
201
Texas Academic Performance Report
District Name: Mayberry ISD
District Number:
2015 Accountability Rating: Met Standard
Special Education Determination Status:
Needs Substantial Interventions
micki

28. Special Education Compliance Reviews
For districts that receive a stage 3 or 4, the district is required to conduct a compliance review. New templates to conduct this compliance review can be in the used by districts to conduct the review. New chart indicates which templates to use for the review depending on the indicators in which a district has received a performance level of 2, 3, or 4. A new reporting template to report what the district identified during the compliance review.
Cindy M

29. Cindy M

30. Special Education Compliance Templates
Properly constituted ARD committee(includes questions about surrogate/foster parents
IEP Development/Implementation
Commensurate School Day
Participation in State Assessments
LRE
Current Evaluation
Certified/qualified staff
Behavior/discipline
Transition
Cindy M

31. Cindy M

32. Cindy M

33. Special Education
Cindy M

34. Special Education Additional Indicators
STAAR Alt 2 Participation
SPED Regular Class >= 80%
SPED Regular Class < 40%
SPED Representation (Student Groups)
SPED DAEP, ISS, OSS
Cindy M. Do you want to talk about the Federal indicators too? I don’t understand what that is. Do you want me to add a snip of the Federal sheet with the 4 indicators on it?

35. BE/ESL
Cindy Teichman

36. BE / ESL Additional Indicators
TELPAS Reading Proficiency
TELPAS Composite
Cindy T

37. CTE
Michael Chapman

38. CTE Additional Indicators
Nontraditional Males
Nontraditional Females
Michael

39. NCLB
Tracy

40. Interventions
Micki
So Now What?

41. ISAM
Identify district staff member with ISAM (Intervention Stage and Activity Manager) access
If no staff member has access, request access IMMEDIATELY!
Micki

42. We Are in Stage 1or 2…Why Do We Need Access to ISAM?
Assign program contacts in case you are selected for random validation
Assign DCSI
Click on “Summary”
micki

43. We Are in Stage 1or 2…Why Do We Need Access to ISAM?
Make sure the correct year is selected
All contact information can be entered from this link
Click on “Contacts”
micki

44. We Are in Stage 1or 2…Why Do We Need Access to ISAM?
Complete all contact information
Add multiple programs, as necessary
Micki

45. Performance-Based Monitoring
All interventions will occur through the TAIS process
Multiple events have integrated interventions
micki

46. District Leadership Team (DLT)
Core Analysis Team is now the DLT
Must include a District Coordinator of School Improvement (DCSI)
Composed of key district personnel and stakeholders determined by the district
Should include:
representatives from program(s) staged for intervention
District staff responsible for school improvement
Curriculum and instruction staff representative
Other programs impacting student performance/program effectiveness
Micki

47. District Leadership Team (DLT)
Districts should also consider selecting participants from the list on pp. 4-5 of the “Changes in PBM Guidance Document”
DLT list does not have to be submitted, unless requested
Micki

48. DLT Meeting In preparation for this meeting:
Identify appropriate data to review and templates to complete (district decision)
Notify team members in advance to bring additional data to the meeting, as needed
Create an agenda with date of meeting and sign-in section
Micki

49. Templates Optional Format
Improvement Plan template available on the PMI website at:
Micki

50. Team Meetings Conduct team meeting
Briefly review PBMAS and the area/indicators in which your district was flagged
Discuss the intervention process
Share locally-determined templates (FDA, etc.)
Gather information from the team, and complete templates
Complete Targeted Improvement Plan
Complete Corrective Action Plan, IF NECESSARY
Micki

51. Finalizing Documents Polish documents created by the team
Schedule and conduct follow-up team meetings, as necessary
If appropriate, have sub-committee meet to work on documents
micki

52. Submitting Documents
If submissions are required, have district ISAM user upload documents, as necessary
Micki

53. Submitting Documents If submissions are NOT required:
File electronic copies of the completed templates and meeting agendas/sign-ins with at least two district employees who can readily access and provide the documents should your district be selected for random validation
File hard copies of the completed templates and meeting agendas/sign-ins in a location where at least two district employees can readily access the documents should the need arise to provide the documents to TEA
micki

54. TAIS Intervention Process
Micki
What Interventions Are Required?

55. Roundtable Discussion from Program Areas Q and A TAIS Training
BE/ESL
CTE
NCLB
Special Education RF
Q and A
TAIS Training
Work session with program areas
Micki