1. Career Technology Education Performance-Based Monitoring Summer 2016 - Overview
Ed Garcia, CTE Specialist
Region One Education Service Center
(956) or

2. Performance-Based Monitoring Purpose
To target performance and program effectiveness as reflected in current and/or longitudinal LEA data and to ensure the LEAs comply with program access requirements for students served in CTE programs.
© Division of Instructional, School Improvement, and College Readiness Support

3. 2016 PBMAS The development of the 2016 PBMAS is currently underway.
DISCLAIMER
The development of the 2016 PBMAS is currently underway.
There are important changes for this year. We will cover those in detail this afternoon.
2016 preview information is provided to give CTE Staff contacts a general sense of what the PBMAS will look like in order to facilitate district planning or training that may be appropriate in the upcoming months.
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4. 2016 PBMAS
DISCLAIMER
At this time, we cannot guarantee the preview information is final. There could be factors that may necessitate a change to what is being shared this early in the process.
As we’ve done in the past your ESC CTE Specialists, we will always provide an update to any preview information that undergoes a change.
Copyright © Texas Education Agency All rights reserved.

5. Performance Based Monitoring Analysis System
Special Education
Bilingual ESL
CTE
NCLB Title I Part C Migrant
NCLB Title I Part A At Risk
Program Performance
&
Program Effectiveness

7. PBM Resources

8. Why Change EVERY Year
Are you are
punishing
Us?

9. Tentative PBM
Timeline
2016 PBMAS
The manual is available on the TEA web site July-August
Districts’ PBMAS reports usually posted to the TEASE Accountability application early August
PBM Reports TEA Public on middle September
Cut points released on early October
Staging TENTATIVELY posted on ISAM late October
Interventions (Stage 3 and 4) Due November
On-site visits scheduled November to March

10. What Does Your Data Say?

11. Review of Common Systemic Areas from recent on-site visits
Evidence of Processes and Systems
Communication and Common Language
Curriculum Alignment
Evaluating the effectiveness of district programs/interventions
Transitions of students from year to year
Placements in programs
Progress monitoring of individual students
Evidence of implementation and fidelity
Evidence of compliance with program requirements
Improvements in longitudinal data (Discipline, Dropout, Leaver, Etc.)
Personal Graduation Plans/4 year Graduation Plans
Kelly’s
What have been some of the issues identified over the last visits?
Curriculum alignment – pace aligned to instruction and needs, comparison of teacher evaluation to student performance, no quality monitoring of instruction,
Transitions – feeder patterns and are transitions simply cosmetic like simply delivering folders or a process specific to student issues
Fidelity or inconsistency of implementation of district procedures

12. PBM 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.
© Division of Instructional, School Improvement, and College Readiness Support

13. Criteria for Selection of Districts for 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 previous year are exempted for an additional review this year, and will instead be provided post-visit interventions (PVI)

14. Two individual CTE PBMAS indicators = 4
How Was My District
Selected for Career and Technical Education Interventions?
Stage 4
Two individual CTE PBMAS indicators = 4
up to
One individual CTE PBMAS indicator = 4, no individual CTE PBMAS indicator = 3, and three individual CTE PBMAS indicators = 2
Stage 3
One individual CTE PBMAS indicator = 4, no individual CTE PBMAS indicator = 3, and one individual CTE PBMAS indicator = 2
No individual CTE PBMAS indicator = 4, two to four individual CTE PBMAS indicators = 3, and any number of individual CTE PBMAS indicators = 2
Stage 2
No individual CTE PBMAS indicator = 4, one individual CTE PBMAS indicator = 3, and one individual CTE PBMAS indicator = 2
No individual CTE PBMAS indicator = 4, one individual CTE PBMAS indicator =3, and one individual CTE PBMAS indicator = 2
Stage 1
No individual CTE PBMAS indicator = 4, one individual CTE PBMAS indicator = 3, and no individual CTE PBMAS indicator = 2
An on-site review also may occur, including a methods of administration review, regardless of an otherwise established stage of intervention, when other substantial, imminent, or ongoing risks related to noncompliance identified in substantiated complaints, adverse due process hearing decisions, previously determined areas of noncompliance, testing irregularities, performance or effectiveness concerns, and/or other documented risks are identified.
© Division of Instructional, School Improvement, and College Readiness Support

15. CTE: PEIMS Coding 0: Not enrolled in CTE Course
1: enrolled in a CTE Course and the student’s 4-year plan of study does not outline a coherent sequence of courses in CTE.
2: CTE coherent sequence taker. The student must have a 4-year plan of study to take 2 or more CTE courses for 3 or more credits
3: Tech Prep program participant. The student must have a 4-year plan of study to take 2 or more CTE courses for 3 or more credits. Code 3’s are being done away with.

16. Career Technology Education (CTE) (PBMAS - Indicators 1-9)
Students being served by Career and Technical Education (CTE) are advancing academically and performing satisfactorily on state assessments and other areas:
1. All CTE Students EOC Passing Rate
2. CTE LEP STAAR EOC Passing Rate
3. CTE Economically Disadvantaged EOC Passing rate
4. CTE SPED EOC Passing Rate
5. CTE Annual Dropout Rate
6. CTE RHSP/DAP Diploma Rate (DISCONTINUED)
7. CTE Graduation Rate
8. CTE Nontraditional Course Completion Rate – Males
9. CTE Nontraditional Course Completion Rate – Females

17. 2016 PBMAS Indicator Preview
Reminder on Acronyms
PL Performance Level
RI Required Improvement
SA Special Analysis
YAE Year-After-Exit
MSR Minimum Size Requirements
New:
SD Significant Disproportionality
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18. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #1(i-iv)
Additional provisions pertaining to this indicator will be covered in the 2016 PBMAS Other System Components preview.
CTE STAAR EOC Passing Rate
(M, S, SS, ELA)
PLs were assigned based on Phase-In 1 Level II performance for math (A1), science (BI), and social studies (US).
Changes to the cut points were implemented.
ELA indicator (E1 and E2) continued as RO.
STAAR A and STAAR Alternate 2 results were included.
No RI or SA
One year of data available for analysis
Assign PLs based on student’s phase-in performance standard.
Implement changes to the PL 0 – PL 3 cut points.
Add PL assignments for ELA.
Add RI (except ELA).
No SA
Two years of data available for analysis (except ELA)
Copyright © Texas Education Agency All rights reserved.

19. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #2(i-iv)
Additional provisions pertaining to this indicator will be covered in the 2016 PBMAS Other System Components preview.
CTE LEP STAAR EOC Passing Rate
(M, S, SS, ELA)
PLs were assigned based on Phase-In I Level II performance for math (A1), science (BI), and social studies (US).
Changes to the cut points were implemented.
ELA indicator (E1 and E2) continued as RO.
STAAR A and STAAR Alternate 2 results were included.
No RI or SA
One year of data available for analysis
Assign PLs based on student’s phase-in performance standard.
Implement changes to the PL 0 – PL 3 cut points.
Add PL assignments for ELA.
Add RI (except ELA).
No SA
Two years of data available for analysis (except ELA)
Copyright © Texas Education Agency All rights reserved.

20. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #3(i-iv)
Additional provisions pertaining to this indicator will be covered in the 2016 PBMAS Other System Components preview.
CTE Economically Disadvantaged STAAR EOC Passing Rate
(M, S, SS, ELA)
PLs were assigned based on Phase-In 1 Level II performance for math (A1), science (BI), and social studies (US).
Changes to the cut points were implemented.
ELA indicator (E1 and E2) continued as RO.
STAAR A and STAAR Alternate 2 results were included.
No RI or SA
One year of data available for analysis
Assign PLs based on student’s phase-in performance standard.
Implement changes to the PL 0 – PL 3 cut points.
Add PL assignments for ELA.
Add RI (except ELA).
No SA
Two years of data available for analysis (except ELA)
Copyright © Texas Education Agency All rights reserved.

21. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #4(i-iv)
Additional provisions pertaining to this indicator will be covered in the 2016 PBMAS Other System Components preview.
CTE SPED STAAR EOC Passing Rate
(M, S, SS, ELA)
PLs were assigned based on Phase-In 1 Level II performance for math (A1), science (BI), and social studies (US).
Changes to the cut points were implemented.
PL 4 and a targeted hold harmless provision were added.
ELA indicator (E1 and E2) continued as RO.
STAAR A and STAAR Alternate 2 results were included.
No RI or SA
One year of data available for analysis
Assign PLs based on student’s phase-in performance standard.
Implement changes to the PL 0 – PL 3 cut points.
Discontinue PL 4 and the targeted hold harmless provision.
Add PL assignments for ELA.
Add RI (except ELA).
No SA
Two years of data available for analysis (except ELA)
Copyright © Texas Education Agency All rights reserved.

22. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #5
CTE Annual Dropout Rate (Grades 9-12)
PLs were assigned with RI and SA.
Implement changes to the PL 1 – PL 3 cut points:
PL 0 = 0% to 2.8% (no change)
PL 1 = 2.9% to 4.3%
PL 2 = 4.4% to 6.3%
PL 3 = 6.4% to 100%
(2015 State Rate = 1.1%)
CTE #6
CTE RHSP/DAP Diploma Rate
Grad Types 31 and 32 were added.
Discontinue this indicator.
Copyright © Texas Education Agency All rights reserved.

23. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #7
CTE Graduation Rate
PLs were assigned with RI but no SA.
Changes to the PL 1 – PL 3 cut points were implemented.
Implement new PL 0 – PL 3 cut points:
PL 0 = 80.0% to 100%
PL 1 = 70.0% to 79.9%
PL 2 = 55.0% to 69.9%
PL 3 = 0% to 54.9%
(2015 State Rate = 95.2%)
Copyright © Texas Education Agency All rights reserved.

24. 2016 PBMAS Indicator Preview: CTE
Program Area and Indicator Number
Indicator Name
2015 PBMAS
2016 PBMAS
CTE #8
CTE Nontraditional Course Completion Rate-Males
PLs were assigned with RI.
SA was added.
Three years of data available for analysis
No changes
CTE #9
CTE Nontraditional Course Completion Rate-Females
Copyright © Texas Education Agency All rights reserved.

25. LEA Pre-Visit Activities
Review the CTE Program Access Review Reference Guide and gather evidence.
Core Analysis Team – possible staff member and facility review participants.
Prepare and submit resource materials for the TEA team – information related to campus locations, campus maps, and facility construction dates.
Meet with stakeholders often which includes members of Core Analysis Team.
Consult your CTE ESC Specialist
© Division of Instructional, School Improvement, and College Readiness Support

26. Presenter Ed Garcia CTE Specialist Region One Education Service Center
(956)
© Division of Instructional, School Improvement, and College Readiness Support