Performance Based Monitoring 2014

• PBMAS Staging • Onsite Visits• Intervention

Activities• PBMAS Changed

Roles• Support

Partners/Resources

• TCDSS Updates• Submission

Calendar• Improvement Plan• ISAM Updates• PMI Contacts• Q&A• Wrap-Up

Overview

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Norms

• Start and end on time

• Take care of yourself • Help each other • Actively participate • Avoid using

technology as a distraction

• Ask questions • Learn together • Honor perspectives • Honor confidentiality • Share what you have

learned with others • Actively listen to the

what people say

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PBMAS

Analysis and Intervention Systems

• PBMAS / PBMI Interventions (BE/ESL, CTE, NCLB, Special Education)

• ESEA/NCLB Flexibility Waiver: Title I (Priority/Focus/Reward) Schools

• State Accountability / Accountability interventions

http://www.tea.state.tx.us/index2.aspx?id=3846&menu_id=2147483683

PBM/RFMStaging

A To the Administrator Addressed letter was posted to the TEA website on Monday, October 6 informing LEAs of staging for PBM interventions, posted criteria, and pending ISAM posting.

PBMAS and Staging

• Each program area is staged separately.• Cut points are determined for each individual stage

within a program area.

LEA # of PL 3s # of PL 2s Stage of Intervention

Mayberry ISD 12 3 4

Bedrock ISD 9 5 4

Whoville ISD 4 2 3

Rocketville ISD 3 9 3

Big City Charter School 3 0 3

Bluesville ISD 2 5 2

Dillion ISD 1 8 2

PBMAS and Staging

LEA # of PL 3s # of PL 2s Stage of Intervention

Mayberry ISD 12 3 4Bedrock ISD 9 5 4Whoville ISD 4 2 3Rocketville ISD 3 9 3Big City Charter School

3 0 3

Bluesville ISD 2 5 2Dillion ISD 1 8 2

PBMAS and Staging

PBMAS and Staging

* An LEA in other stages of intervention that fails to meet two or more ICR indicators also will be required to engage in compliance-related intervention activities.

PBMAS and Staging

PBMAS and Staging

Calculations from RF TrackerLeast Restrictive Environment

% of RF students in instructional arrangements of 86, 96, 01, 02, 30, 43, 44, 84, 85, 94, 95

% of RF students receiving a full school day

% of RF students receiving less than half of the full school day

RF Staging

Percentages for full school Day are converted

to a value. ( 1-10)

If % is:• greater than 99 = 10 points• greater than greater than 89, but less than 99 = 9• greater than 79, but less than 89 = 8• greater than 69, but less than 79 = 7• greater than 59, but less than 69 =6• greater than 49, but less than 59 =5• greater than 39, but less than 49 = 4• greater than 29, but less than 39 = 3• greater than 19, but less than 29 = 2• greater than 9, but less than 19 = 1• less than 9 = 0

RF Staging

Percentages for LRE and less than half a school day are converted to a value. If % is:

• greater than 99 = 0 points• greater than greater than 89, but less than 99 = 1• greater than 79, but less than 89 = 2• greater than 69, but less than 79 = 3• greater than 59, but less than 69 =4• greater than 49, but less than 59 =5• greater than 39, but less than 49 = 6• greater than 29, but less than 39 = 7• greater than 19, but less than 29 = 8• greater than 9, but less than 19 = 9• less than 9 = 10

RF Staging

If LEA completed end-of-year RF Tracker data entry by closing date and did not have to re-enter RFT to make corrections, district will receive 5 points.

Data Integrity Indicator

%

% of RF Value Points Earned:LRE + Full School Day + Less Than ½ School Day + Data Integrity

35 possible points

RF Staging

Students who reside in a facility where they cannot leave due to detention, corrections or security personnel and mechanical barriers such as cells, secured windows and doors, and/locked fences are not counted in the LRE calculation.

For LEAs that have only facility where students are prevented from leaving, they will be monitored on a cyclical basis.

RF Staging

PBM On-Site Visits

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Role of ESCs in On-site Visits

• Assist district to properly prepare

• Participate as requested To be in a position to advise TEA

team of training/support available to provide solutions, and to be fully prepared to provide assistance to the District

Strategies employed can be used with other districts

PBM On-Site Visits

On-Site Visits

Criteria for Selection for On-Site Visits• Risk points of 9-15• Risk points of 8 and at least one

program staged at 4• Any RF stage 4

Risk Analysis for Onsite

Intervention Activities

Handout

Texas Accountability

Intervention System (TAIS)

Handout

All stages engage in the TAIS process:Analyzing dataAssessing needsDeveloping targeted planImplementing and monitoring plan

SPED Stage 3 and 4 must also complete the compliance review.RF interventions as stated in RF Manual will be conducted and data analyzed with all other program areas and incorporated into the targeted improvement plan

Intervention ActivitiesIntervention Activities

• In reviewing the summary page of the PBMAS report, what patterns and trends across program areas did the data reveal?

• What campus/es is/are contributing to each indicator with a PL of 2 or 3?

• How does each indicator rated PL 2 or 3 impact student performance?

• What other insights did the LEA identify related to student performance for PL 2s or 3s?

• How do the indicators rated PL 1, 0RI, or NA impact student performance?

• What does longitudinal PBMAS data from past 2 years reveal when compared to current year’s report?

Data Analysis Summary PBM Questions

• What patterns and trends do the data reveal regarding the performance of RF students?

• How do the trends identified impact the performance of RF students?

• Based on the data, what are the strengths or weaknesses of the district’s support for RF students?

Data Analysis Summary RF Questions

PBMAS Changed Roles

• It is about continuous program evaluation and support of program improvement strategies.

• It is about supporting programs in the creation of data systems that allow continuous program monitoring.

• It is about the ongoing use of data to make informed decisions about the effectiveness of programs.

• It is about proactive technical assistance/support.

PBMAS Changed Roles

• It is about support of positive instructional strategies that impact student results.

• It is about ongoing interactions with LEAs.• It is about program expertise and

leadership.• It’s not about mock monitoring or preparing

districts for visits from the agency.• It is about partnership and shared

responsibility based on a collaborative focus on what matters most.

PBMAS Changed Roles

Support Partners and Resources

• LEAs• TEA• TCDSS• ESCs• PSPs• DCSI

SupportPartners

www.tcdss.net

TCDSS Homepage

www.taisresources.net

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DEMO

39

TCDSS

www.taisresources.net

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Content aligned to the TAIS Framework:

• Expert videos• “From the Field” videos• Critical Success Factor (CSF) Planning Resources• Extended Learning Guides• Guided Practice

TCDSS

Submission Calendar

LEAs who are only staged at 1 and/or 2—retain all documents, submitting only if requested

LEAs who have any program staged at 3 or 4 will submit the targeted improvement on or before November 21

Submissions

Improvement Plan

Targeted Improvement Plan- Instructions Tab

• Enter in all fields applicable• Helpful tools/Reminders are available • FAQ document will be available to assist

LEAs/campuses

Targeted Improvement Plan- Instructions Tab

• Improvement Plan tips are included on the instructions tab• Explanation and Screenshots are also included on the

instructions tab• List of Acronyms are included on the instructions tab

Targeted Improvement Plan- Instructions Tab

• LEAs/Campuses must complete a separate Targeted Improvement Plan

• Formulas carry over from the Data Analysis tab to the Needs Assessment Summary and IP

• Reconstitution tab is to be completed by campuses who are 2nd year Improvement Required

• CAP tab must be completed by LEAs who have identified noncompliance

Targeted Improvement Plan- Data Analysis Tab

• Remember to complete the appropriate Data Analysis depending on LEA/campus• Please read the instructions, definition/purpose• General Questions section is different depending on LEA/campus

Targeted Improvement Plan- Reminders/Help indicators

• Red font indicates helpful information• Black font indicates Reminders• Select boxes allows more than one selection choice if applicable• Additional text boxes for explanations as needed

Targeted Improvement Plan- Reminders/Help indicators

• Additional Help information is available, please look for the circle with Red question mark

• Hover over the question mark to see the text available

• To view all comments at once, select the Review tab and then select “Show All Comments”

Targeted Improvement Plan- Problem Statements and Root Causes

• Problem Statements are carried over from Section V of the Campus Data Analysis or Section VI of the District Data Analysis tab.

Targeted Improvement Plan- Needs Assessment and IP

• Contact the support specialist assigned to the review if more than 10 Root Causes are needed

• Support Specialist will contact a member of the team if additional Root Causes are needed

• Please remember to complete the Attestation Statement

ISAM- Updates

ISAM- Resources Page

• Resources are displayed based on level of intervention• Resources can be downloaded all at once or individuallyNote: Ex of 1st Year resources, FIR and 2nd Year resources vary

ISAM- Review Summary Page

• All reviews default to Awaiting Review• Submission Due Date 11/21/2014 PBM• 10/31/2014 State Accountability is a roll-up date• Submission Status is Pending until a submission is received• TEA/TCDSS Contact(s) are listed in the Review Contacts box

ISAM- Review Contacts

• Review contacts are displayed on the right-hand side of the Review Summary Page

• Review contacts information (phone and e-mail) is displayed once a person “clicks” on the link

ISAM- Submissions Page

• Required Submissions are marked with an orange asterisk• Submission Status defaults to Pending until a submission is received• DCSI Qualifications (if applicable) due 10/10/2014• Targeted Improvement Plan due 10/31/2014 IR 11/21/2014 PBM Note: Ex of 1st Year Submissions, FIR and 2nd Year submissions vary

ISAM- Indicators Page

• Indicators page shows a copy of the LEA/campus Accountability Report

• Click the link under available reports to view

Note: This is the masked report on the public Accountability site

ISAM- Feedback/Follow-Ups Page

• Feedback/Follow-Ups for all submissions are new for 2014-2015• There is a 1:1 Ratio between submissions to the feedback/follow-ups• Status will default to “Not Started” until a support specialist enters data• Click “View” to read all entered dataNote: Ex of 1st Year Feedback/Follow-Ups, FIR and 2nd Year Feedback/Follow-Ups vary

At least one contact must be assigned for each review before submissions are accepted by the system.

If no contact is assigned, an error indicating that “no contact is assigned” will appear on the page.

One program contact must be identified before documents may be submitted to the ISAM system.

Assigning Program Contacts

Current Contacts are listed on the Events Summary Page on the right-hand side of the webpage under “Program Contacts: 2014-2015.”

To add a contact from the Events Summary page, select “Contacts” to view a current contact or add a new contact.

Assigning Program Contacts

Enter all new contacts at the LEA level, then assign the contact to specific campus(es) and specific LEA program(s).

All contacts that are expected to receive automated emails must have a profile setup in ISAM.

Select “Create New” on the “Contacts” page to add a new contact. The page will refresh to a form to be completed.

Assigning Program Contacts

Enter all contact information for the new program contact and click “Save.” Select the organization(s) associated with the contact. Select the appropriate position(s). Select the current to present year. Select the program area(s) assigned to the contact.

Assigning Program Contacts

For previously-added contacts: Assign the contact to the review (“Review Contacts”

link). Two-step process for new contacts:

Add the contact to the list (“Contacts” link located on the Events Summary Page).

Assign the contact to a review (“Review Contacts” link).

Assigning Program Contacts

Assigning Program Contacts

While viewing an LEA or campus review, “select ‘Review Contacts” from the left-hand navigation bar

Then, click “Edit” to add an individual as a contact.

It is important that information in the “Review Contacts” box is correct in order to receive automated emails

Automated emails are sent to contacts once changes are made within ISAM.

Contacts assigned to specific program areas will receive automated emails regarding only those program(s).

Updating Contact Information

Updating Contact Information

From the Events Summary page, select the Contacts link.

Select the View link of the profile being edited.

Additional Resources

Helpful links are posted in the “Intervention Links” section on the Event Summary page. See the step-by step guide in ISAM. Links

For TEASE Access

http://www.tea.state.tx.us/index2.aspx?id=2728

For TEAL Access

https://pryor.tea.state.tx.us/TSP/TEASecurePortal/Access/LogonServlet

• Questions/Feedback related to ISAM

isam@tea.state.tx.us

• Questions/Feedback related to documents

pmidivision@tea.state.tx.us

• Questions/Feedback related to TEASE/TEAL

computer.access@tea.state.tx.us

ISAM

PBMI Contacts

Region One ESC Integrated Support Team

Omar Chavez, NCLB, Migrant, ochavez@esc1.net

Ed Garcia, CTE, edgarcia@esc1.net

Belinda Gorena, School Improvement, bgorena@esc1.net

Virginia Champion, Bil/ESL, Title III, vchampion@esc1.net

Margaret Barrera Special Ed., mabarrera@esc1.net

Dr. Tina McIntyre, AdministratorEdinburg ESC956 984-6027

tmcintyre@esc1.net

Carmen Garcia, Director Brownsville Area 956 984- 6191

cagarcia@esc1.net

Dr. Sylvia Rios, Director Laredo Area

956 795-0000srios@esc1.net

Questions?

ContactsDivision of Instructional Support

Office of School Improvement, Accountability and Compliance

Dr. Tina McIntyre, Administrator956 984-6027

tmcintyre@esc1.net

Margie Barrera, Special Education Program, Director956 984-6180

mabarrera@esc1.net

Ruth Solis, Special Education Program, Coordinatorrsolis@esc1.net

Dr. Omar Chavez, Migrant Education Program, Coordinator956 984-6240

ochavez@esc1.net

Virginia Champion, Bilingual/ESL/Title III, Part A Program, Director956 984-

vchampion@esc1.net

Eduardo Garcia, Career Technology, Specialist956 984-6243

edgarcia@esc1.net