PBMAS

An Overview 2015 PBMAS and Intervention Activities

PBMAS Acronyms

PL Performance Level RI Required Improvement SA Special Analysis PJSA Professional Judgment Special

Analysis YAE Year After Exit MSRMinimum size Requirement

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

PBMAS

Districts receive Performance Levels (PLs) in each area

TEA stages districts for interventions based on performance level cut pointsSpecific to each programDiffers from year-to-year

Calendar/Communication Plan

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

2015

28 September 29 30 1 October 2 3/4

5 6 7 8 9 10/11

12 13 14 15 16 17/18

19 20 21 22 23 24/25

26 27 28 29 30 31/1 November

2 3 4 5 6 7/8

october

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

2015

26 October 27 28 29 30 31/1 November

2 3 4 5 6 7/8

9 10 11 12 13 14/15

16 17 18 19 20 21/22

23 24 25 26 27 28/29

november

30 1 December 2 3 4 5/6

Let’s Take a Look

How does State Accountability and PBMAS correlate?

Accountability and 2014 PBMAS Indicator Correlations

Staging

How Did We Get Here?

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.

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.

Staging Process

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 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

PBM Guidance Document

Another Reminder

The staging for special education of a district =

District’s determination status

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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 ISDRegion 30

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.

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TAPRAEIS

26

201

2014-2015 Texas Academic Performance Report

District Name: Mayberry ISD

District Number: 709543

2015 Accountability Rating: Met Standard

PBM Special Education Monitoring Results Status: Completed: Noncompliance Follow-up

Previous

Reporting

27

201

2014-2015 Texas Academic Performance Report

District Name: Mayberry ISD

District Number: 709543

2015 Accountability Rating: Met Standard

Special Education Determination Status: Needs Substantial Interventions

Beginning this year

Special Education Compliance ReviewsFor 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.

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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

Special Education

Special Education Additional Indicators STAAR Alt 2 Participation SPED Regular Class >= 80% SPED Regular Class < 40% SPED Representation (Student Groups) SPED DAEP, ISS, OSS

BE/ESL

BE / ESL Additional Indicators

TELPAS Reading Proficiency TELPAS Composite

CTE

CTE Additional Indicators

Nontraditional Males Nontraditional Females

NCLB

Interventions

So Now What?

ISAM

Identify district staff member with ISAM (Intervention Stage and Activity Manager) access If no staff member has access, request

access IMMEDIATELY!

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”

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”

We Are in Stage 1or 2…Why Do We Need Access to ISAM?

Complete all contact information

Add multiple programs, as necessary

Performance-Based Monitoring All interventions will occur through the TAIS

process Multiple events have integrated interventions

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

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

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 neededCreate an agenda with date of meeting and

sign-in section

Templates

Optional Format Improvement Plan template available

on the PMI website at:http://www.tea.state.tx.us/index2.aspx?id=2147495557&menu_id=2147483703

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

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

Submitting Documents

If submissions are required, have district ISAM user upload documents, as necessary

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

TAIS Intervention Process

What Interventions Are Required?

Roundtable Discussion from Program Areas

BE/ESLCTENCLBSpecial Education

RF

Q and A TAIS Training Work session with program areas