1. Addressing Federal Program Stages in PBM OCTOBER 27, 2015

2. Agenda  Performance Based Monitoring Review  PBMAS Staging  TAIS Process  ISAM Reminders  Important Dates  Resources

3. Performance Based Monitoring Review

5. Caution - State Accountability Index Reports and System Safeguards (August) Do not include math data Do not include STAAR A data Do not include STAAR Alt 2 data PBMAS Reports Do include math data Do include STAAR A data Do include STAAR Alt 2 data A bridge study was used to include math data in 2015 PBMAS There is not as strong a correlation between Indexes and PBMAS indicators in 2015 due to the differences in the data sets. A stronger correlation will be available between federal system safeguards and the PBMAS indicators for this year.

6. PBM Federal Program Accountability

7. PBMAS Staging

8. Staging Process Each program staged separately. Rank districts by the number of PL 4s, 3s, and 2s. Determine where natural cut points come for the different stages.

9. Cut points change based on results of PLs. Districts should be more concerned with the state standards.

10. 2015-2016 How Was My District Selected for Bilingual Education/ English as a Second Language Interventions? Stage 4 Ten or more individual BE/ESL PBMAS indicators = 3 Stage 3 Nine individual BE/ESL PBMAS indicators = 3 and any number of individual BE/ESL PBMAS indicators =2 up to Five to nine individual BE/ESL PBMAS indicators =3 and zero or more individual BE/ESL PBMAS indicators = 2 Stage 2 Five individual BE/ESL PBMAS indicators = 3, and no individual BE/ESL PBMAS indicator = 2 up to Three or four individual BE/ESL PBMAS indicators = 3, and zero to six individual BE/ESL PBMAS indicator = 2 Stage 1 Two individual BE/ESL PBMAS indicators = 3 and zero to six individual BE/ESL PBMAS indicators = 2 up to One individual BE/ESL PBMAS indicator = 3 and zero to six individual BE/ESL PBMAS indicators = 2

11. 2015-2016 How Was My District Selected for Career and Technical Education Interventions? Stage 4 Two individual CTE PBMAS indicators = 4 up to One individual CTE PBMAS indicator = 4, no individual CTE PBMAS indicator = 3, and three individual CTE PBMAS indicators = 2 Stage 3 One individual CTE PBMAS indicator = 4, no individual CTE PBMAS indicator = 3, and one individual CTE PBMAS indicator = 2 up to No individual CTE PBMAS indicator = 4, two to four individual CTE PBMAS indicators = 3, and any number of individual CTE PBMAS indicators = 2 Stage 2 No individual CTE PBMAS indicator = 4, one individual CTE PBMAS indicator = 3, and one individual CTE PBMAS indicator = 2 Stage 1 No individual CTE PBMAS indicator = 4, one individual CTE PBMAS indicator = 3, and no individual CTE PBMAS indicator = 2

12. 2015-2016 How Was My District Selected for No Child Left Behind Interventions? Stage 4 Seven individual NCLB PBMAS indicators = 3 and no individual NCLB PBMAS indicator = 2 up to Four individual NCLB PBMAS indicators = 3 and four individual NCLB PBMAS indicators = 2 Stage 3 Four individual NCLB PBMAS indicators = 3 and two individual NCLB PBMAS indicators = 2 up to Two individual NCLB PBMAS indicators = 3 and three individual NCLB PBMAS indicators = 2 Stage 2 Two individual NCLB PBMAS indicators = 3 and two individual NCLB PBMAS indicators = 2 up to Two individual NCLB PBMAS indicators = 3 and zero to two individual NCLB PBMAS indicators = 2 Stage 1 One individual NCLB PBMAS indicator = 3 and any number of individual NCLB PBMAS indicators = 2 up to No individual NCLB PBMAS indicator = 3 and six individual NCLB PBMAS indicators = 2 and/or Initial Compliance Review (ICR) indicators that indicate high or moderate risk

13. 2015-2016 How Was My Local Education Agency (LEA) Selected for Special Education Interventions? Stage 4 Six individual SPED PBMAS indicators = 4 and any number of individual SPED PBMAS and/or federal indicators = 3 up to Three individual SPED PBMAS indicators = 4 and six or more individual SPED PBMAS and/or federal indicators = 3 Stage 3 Three individual SPED PBMAS indicators = 4 and zero to five individual SPED PBMAS and/or federal indicators = 3 up to One individual SPED PBMAS indicator = 4 and five or more individual SPED PBMAS and/or federal indicators = 3 Stage 2 One individual SPED PBMAS indicator = 4, three or four individual SPED PBMAS and/or federal indicators = 3, and any number of individual SPED PBMAS and/or federal indicators = 2 up to No individual SPED PBMAS indicator =4, two or more individual SPED PBMAS and/or federal indicators = 3, and five or more individual SPED PBMAS and/or federal indicators = 2 Stage 1 No individual SPED PBMAS indicator = 4, one or two individual SPED PBMAS and/or federal indicators = 3, and zero to four individual SPED PBMAS and/or federal indicators = 2 up to No individual SPED PBMAS and/or federal indicator = 3 or 4 and five or more individual SPED PBMAS and/or federal indicators = 2

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

16. 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 on-site review in 2014-2015 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

17. PBM Guidance Document

20. TAIS Process

21. Common Language and Understanding TEA specialists will be using this lens to conduct their reviews. Feedback will be structured around some of these key issues.

22. Two Important Points to Follow Use the TAIS Process Use the District Leadership Team

23. District Leadership Team DCSI, Federal Program Personnel for applicable program, District Staff and Campus Leadership

24. Remember these? Problem Statement

25. ISAM Reminders

26. 26 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 Performance-Based Monitoring (PBM) Mayberry ISD Region 30

27. District Data Analysis Summary

28. Section I

29. Section III – PBMAS Questions

30. Section IV – RF Questions

31. Section V – Support Systems

32. Section V - Critical Success Factors

33. Section VI – Identification of Problem Statements

34. 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. 34

35. Special Education Compliance Templates 9 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

38. Compliance Review Summary Findings from the templates will be summarized on the summary. Summary will be submitted along with the targeted improvement plan with all noncompliance addressed in the corrective action plan. Compliance Review Summary

39. Important Dates

40. DISTRICT TARGETED IMPROVEMENT PLAN INITIAL SUBMISSION DATES

41. More important dates Special Education Intervention Clarification Districts that are staged either a 3 or 4 in special education must complete a compliance review and submit a Summary of Compliance Review Findings. The summary is a new template and will be available in ISAM when staging is released. If noncompliance is identified, then districts must report that and create a corrective action plan to address the noncompliance in the CAP tab of the targeted improvement plan template. The compliance review summary and corrective action plan for any identified noncompliance is due to the agency by December 15. Residential Facilities Interventions Districts that are staged in special education for PBMAS and have a residential facility (or facilities) have additional responsibilities to conduct student level review and focus data analysis related to designated investigatory topics outlined in PBMAS guidance. Based on this analysis, identified issues should be addressed in the targeted improvement plan by February 10. Any identified noncompliance should be addressed through a corrective action plan in the CAP tab of the targeted improvement plan template.

42. Resources and Guidance

43. Materials stored here

44. Region 3 Resources: http://www.esc3.net/Page/170 http://www.esc3.net/Page/170

45. Region 3 Contacts BE/ESL Lisa Hernandez lhernandez@esc3.netlhernandez@esc3.net CTECheryl Shamburger cshamburger@esc3.netcshamburger@esc3.net NCLBNez Paniaqua npaniqua@esc3.netnpaniqua@esc3.net Sp EdKenda Matson kmatson@esc3.netkmatson@esc3.net Brenda O’Bannion bobannion@esc3.netbobannion@esc3.net