PBM Staging Power Point

Report
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
• 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
3
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
4
http://www.tea.state.tx.us/index2.aspx?id=3846&menu_id=2147483683
PBM/RFM
Staging
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.
PBMAS and Staging
• Each program area is staged separately.
• Cut points are determined for each individual stage
within a program area.
# 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
LEA
PBMAS and Staging
LEA
Mayberry ISD
Bedrock ISD
Whoville ISD
Rocketville ISD
Big City Charter
School
Bluesville ISD
Dillion ISD
# of PL 3s
# of PL 2s
Stage of
Intervention
12
9
4
3
3
3
5
2
9
0
4
4
3
3
3
2
1
5
8
2
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
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
RF Staging
If % is:
•
•
•
•
•
•
•
•
•
•
•
Percentages for full school
Day are converted
to a value.
( 1-10)
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
Data Integrity Indicator
If LEA completed end-of-year RF Tracker data
entry by closing date and did not have to reenter RFT to make corrections, district will
receive 5 points.
RF Staging
% 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.
PBM On-Site Visits
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
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
Intervention Activities
Handout
Texas Accountability
Intervention System (TAIS)
Handout
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
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?
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?
PBMAS
Changed Roles
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.
Support Partners and Resources
Support
Partners
•LEAs
•TEA
•TCDSS
•ESCs
•PSPs
•DCSI
TCDSS Homepage
www.tcdss.net
www.taisresources.net
DEMO
38
TCDSS
39
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
40
Submission Calendar
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
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 individually
Note: 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 data
Note: Ex of 1st Year Feedback/Follow-Ups, FIR and 2nd Year Feedback/FollowUps vary
Assigning Program Contacts
 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
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.
Updating Contact Information
 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
From the Events
Summary page,
select the
Contacts link.
Select the View
link of the profile
being edited.
ISAM
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
[email protected]
•
Questions/Feedback related to documents
[email protected]
•
Questions/Feedback related to TEASE/TEAL
[email protected]
PBMI Contacts
Region One ESC
Integrated Support Team
Omar Chavez, NCLB, Migrant, [email protected]
Ed Garcia, CTE, [email protected]
Belinda Gorena, School Improvement, [email protected]
Virginia Champion, Bil/ESL, Title III, [email protected]
Margaret Barrera Special Ed., [email protected]
Carmen Garcia, Director
Brownsville Area
956 984- 6191
[email protected]
Dr. Tina McIntyre, Administrator
Edinburg ESC
956 984-6027
[email protected]
Dr. Sylvia Rios, Director
Laredo Area
956 795-0000
[email protected]
Questions?
Contacts
Division of Instructional Support
Office of School Improvement, Accountability and Compliance
Dr. Tina McIntyre, Administrator
956 984-6027
[email protected]
Margie Barrera, Special Education Program, Director
956 984-6180
[email protected]
Ruth Solis, Special Education Program, Coordinator
[email protected]
Dr. Omar Chavez, Migrant Education Program, Coordinator
956 984-6240
[email protected]
Virginia Champion, Bilingual/ESL/Title III, Part A Program, Director
956 [email protected]
Eduardo Garcia, Career Technology, Specialist
956 984-6243
[email protected]

similar documents