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Performance Based Monitoring 2014

Performance Based Monitoring 2014. Overview. 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. Norms. Start and end on time

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Performance Based Monitoring 2014

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  1. Performance Based Monitoring 2014

  2. Overview • 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

  3. 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

  4. 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

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

  6. PBM/RFM Staging

  7. PBMAS and Staging 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.

  8. PBMAS and Staging • Each program area is staged separately. • Cut points are determined for each individual stage within a program area.

  9. PBMAS and Staging

  10. PBMAS and Staging

  11. 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.

  12. PBMAS and Staging

  13. RF Staging Calculations from RF Tracker • Least 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

  14. 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

  15. 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

  16. Data Integrity Indicator 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.

  17. RF Staging % of RF Value Points Earned: LRE + Full School Day + Less Than ½ School Day + Data Integrity 35 possible points %

  18. 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.

  19. PBM On-Site Visits

  20. PBM On-Site Visits 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

  21. On-Site Visits

  22. Risk Analysis for Onsite 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

  23. Intervention Activities

  24. Handout

  25. Texas Accountability Intervention System (TAIS)

  26. Handout

  27. Intervention Activities Intervention Activities All stages engage in the TAIS process: Analyzing data Assessing needs Developing targeted plan Implementing 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

  28. Data Analysis Summary PBM Questions • 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?

  29. Data Analysis Summary RF 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?

  30. PBMAS Changed Roles

  31. 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.

  32. 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 notabout 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.

  33. Support Partners and Resources

  34. TCDSS Homepage www.tcdss.net

  35. www.taisresources.net DEMO

  36. TCDSS

  37. TCDSS www.taisresources.net • Content aligned to the TAIS Framework: • Expert videos • “From the Field” videos • Critical Success Factor (CSF) Planning Resources • Extended Learning Guides • Guided Practice

  38. Submission Calendar

  39. Submissions 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

  40. Improvement Plan

  41. Targeted Improvement Plan- Instructions Tab • Enter in all fields applicable • Helpful tools/Reminders are available • FAQ document will be available to assist LEAs/campuses

  42. 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

  43. 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

  44. 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

  45. 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

  46. 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”

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