1. Welcome to Texas As seen through Region 1 Eyes

2. Geographically

3. Demographically © 2015 Division of Instructional, School Improvement, & College Readiness Support Interventions Background and History 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 © 2015 Division of Instructional, School Improvement, & College Readiness Support PBM Guiding Principles © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 1.Positive Results for Students: The PBMAS is intended to assist school districts in achieving positive results for students by providing districts with performance and program effectiveness information at the district, region, and state level that they can use toidentify areas of strength as well as areas in need ofimprovement.2.Annual Evaluation: Every district is monitored everyyear.3.Maximum Inclusion: The PBMAS includes specialtypes of analyses to ensure districts with small numbers of students are included in the system. © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 4.Indicator-Level Accountability: The PBMAS is structured to ensure low performance on one indicator cannot be offset by high performance on other indicators sinceeachindicator is assigned a unique result specific to that indicator.5.High Standards: The PBMAS promotes highstandards forallstudents.6.Indicator Design: The PBMAS indicators reflectcritical areas of student performance andprogram effectiveness.7.Statutory Requirements: The PBMAS is designed to meet statutory requirements. © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 8.Public Input and Accessibility: The PBMAS is continually informed by public input. The performance and program effectiveness information PBMAS generates is available to the public.9.System Evolution: The PBMAS is a dynamicsystem that evolves over time to meet newrequirements or changes that occur outside thesystem.10.Coordination: PBMAS is part of a coordinatedTEA approach to evaluating districts and ensuring positive results for students. © 2015 Division of Instructional, School Improvement, & College Readiness Support Putting it All Together © 2015 Division of Instructional, School Improvement, & College Readiness Support Data Sources for PBMAS Student assessment data Dropout and Graduation Data PEIMSCalculations are based on the mostcurrent data available. © 2015 Division of Instructional, School Improvement, & College Readiness Support © 2015 Division of Instructional, School Improvement, & College Readiness Support Title I Bil-ESL Special ED CTE 108124 113116354 23165014492 9407 191 Bil-ESL & CTE 292 201 3379 4055 4584 191Bil-ESL & CTE 1236 9667Title I & Special Ed9667Title I & Special Ed 2015 STAAR Administration: by Program Participation (Unduplicated Count) © 2015 Division of Instructional, School Improvement, & College Readiness Support Region One 2015 STAAR Administration: by Program Participation (Unduplicated Count) © 2015 Division of Instructional, School Improvement, & College Readiness Support Interventions Background and History 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 © 2015 Division of Instructional, School Improvement, & College Readiness Support PBM Guiding Principles © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 1.Positive Results for Students: The PBMAS is intended to assist school districts in achieving positive results for students by providing districts with performance and program effectiveness information at the district, region, and state level that they can use toidentify areas of strength as well as areas in need ofimprovement.2.Annual Evaluation: Every district is monitored everyyear.3.Maximum Inclusion: The PBMAS includes specialtypes of analyses to ensure districts with small numbers of students are included in the system. © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 4.Indicator-Level Accountability: The PBMAS is structured to ensure low performance on one indicator cannot be offset by high performance on other indicators sinceeachindicator is assigned a unique result specific to that indicator.5.High Standards: The PBMAS promotes highstandards forallstudents.6.Indicator Design: The PBMAS indicators reflectcritical areas of student performance andprogram effectiveness.7.Statutory Requirements: The PBMAS is designed to meet statutory requirements. © 2015 Division of Instructional, School Improvement, & College Readiness Support PBMAS Guiding Principles 8.Public Input and Accessibility: The PBMAS is continually informed by public input. The performance and program effectiveness information PBMAS generates is available to the public.9.System Evolution: The PBMAS is a dynamicsystem that evolves over time to meet newrequirements or changes that occur outside thesystem.10.Coordination: PBMAS is part of a coordinatedTEA approach to evaluating districts and ensuring positive results for students. © 2015 Division of Instructional, School Improvement, & College Readiness Support Putting it All Together © 2015 Division of Instructional, School Improvement, & College Readiness Support Data Sources for PBMAS Student assessment data Dropout and Graduation Data PEIMSCalculations are based on the mostcurrent data available. © 2015 Division of Instructional, School Improvement, & College Readiness Support © 2015 Division of Instructional, School Improvement, & College Readiness Support Title I Bil-ESL Special ED CTE 108124 113116354 23165014492 9407 191 Bil-ESL & CTE 292 201 3379 4055 4584 191Bil-ESL & CTE 1236 9667Title I & Special Ed9667Title I & Special Ed 2015 STAAR Administration: by Program Participation (Unduplicated Count) © 2015 Division of Instructional, School Improvement, & College Readiness Support Region One 2015 STAAR Administration: by Program Participation (Unduplicated Count)

4. VI, AI and Deaf/Blind Counts in Region 1  Auditory Impairments 398  Visual Impairments 276  Deaf/Blind 3

5. All Students with Disability Counts in Region 1 RegionDisability# 01AI487 AU3,207 DB3 ED1,596 IntD3,073 LD12,857 MD320 NEC330 OHI4,634 OI337 SI4,148 TBI54 VI276 Total for 0131,322 Grand Total31,322

6. Services Provided by Region 1  Direct VI  Direct O & M  Teacher Training:  Sensory Learning  Symbols and Meaning  Calendar Systems  Assistive Technology for students with visual impairments  Braille and transition to Unified English Braille Code

7. Services (Cont.)  Low Vison Clinic  Facilitate Annual VI registration and Deafblind Census  Customized Employment – Developing a process for employment for students with significant disabilities and/or visual impairments prior to graduation  Support/Collaborate with Division for Blind Services  White Cane Day  Beep Easter  Careers exploration  Collaborate with Special Olympics

8. Services (Cont.)  Support candidates in university programs for VI certification and Orientation and Mobility Certification  Other projects:  Braille Challenge  Transition Conference for Students with Visual Impairments  Collaborate with Student by Student Technology Conference

9. Challenges  Time!  Materials-Equipment needs vary from district to district  Different Levels of Expertise of teachers  Student Mobility  Influx of non-resident students

10. Parental Involvement Negative  Parents not comfortable in school environment  Parents may not be of legal status  Parents not familiar with educational terms Positive  Translators are provided  Equipment can be signed out to the home

11. Bilingual Challenges  Students low in native language  Focus is Spanish dialect spoken in Mexico  Teacher certification: Bilingual/ESL or Special Education (rarely both)  Formal Paperwork translation-Spanish, English, Braille, ESL

12. Contact Information Margaret “Margie” Barrera Director Special Education Programs Region One Educational Service Center 1900 West Schunior Edinburg, Texas 78539 Phone: (956)984-6180 Cell: (956) 655-7286