2017 Performance Based Monitoring Analysis System PBMAS 101. 2018 PBMAS... · Monitoring (PBM)...

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2018 Performance Based Monitoring Analysis System

PBMAS 101


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Agenda• Welcome

• Introduction, Timeline, and Guiding Principles

• Staging Framework: Coming Soon!

• Background, General Changes and Updates per program area

• Engaging in the Continuous

Improvement Process


Introduction and Guiding Principles


PBMAS Introduction

Program Performance

&Program

Effectiveness

Performance-Based Monitoring Analysis System (PBMAS) is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas.

Bilingual/ESL

CTE

Career technical Education

Special Education

ESSA

Every Student Succeeds Act


Guiding Principles

Performance Based Monitoring Analysis System


Guiding Principles


Components of the 2018 PBMAS


Components of the 2018 PBMAS



Components

•Data Sources•Student Assessment

•Research and Analysis Division (dropout and longitudinal rates)

•PEIMS

• Data Exclusions for annual dropout rates •Texas Education Code §39.053(g-3)

•(g-3) In the computation of dropout and completion rates such as high school graduation rates under Subsection (c)(1)(B)(ix), a student who is released from a juvenile pre-adjudication secure detention facility or juvenile post-adjudication secure correctional facility and fails to enroll in school or a student who leaves a residential treatment center after receiving treatment for fewer than 85 days and fails to enroll in school may not be considered to have dropped out from the school district or campus serving the facility or center unless that district or campus is the one to which the student is regularly assigned. The agency may not limit an appeal relating to dropout computations under this subsection


• No Data Available for an Indicator•Receives a designation of No Data, cannot be evaluated

•Districts with one or more Performance Level (PL) of No Datashould examine local data collection and submission procedures

•Data validation analysis and reviews are conducted by the agency as part of PBM activities.

• Accountability Subset (AS)• Student enrolled in a district on Fall Snapshot date (October 27, 2017) and test in the same district in the Fall of 2017 or Spring of 2018.

• Summer 2017 is based on 2016 fall snapshot date

• Whether AS is used in an indicator is noted in the description of the indicator.

Components continued



• Rounding•All rates are rounded to the first decimal place

•79.877% is rounded to 79.9

•Intermediate results for al PBMAS significant disproportionality ratios are not rounded.

• Masking •District data released to district as allowed by FERPA

•Public release are masked to protect student confidentiality

• Performance Level (PL)• result that occurs when a standard is applied to a district’s performance on an indicator


•PL’s continued • A PL is the result that occurs when a standard is applied to a district’s performance on an indicator.

•The PLs available for indicators in the 2018 PBMAS include Not Assigned (NA) (including Not Assigned through SA), 0, 0 SA, 0 RI, 1, 1 SA, 2, 2 SA, 3, 3 SA, 4, 4 SA, and SD.

•SA refers to Special Analysis, Minimum Size Requirement (MSR) and Special Analysis (SA).

•RI refers to Required Improvement

•SD refers to Significant Disproportionality and is used to meet federal requirements under 34 Code of Federal Regulations (CFR) §300.647.



•Considerations for changes to PBMAS Cut Points• whether a state or federal goal has been identified for the

indicator

• performance of the state on each indicator at the time cut points are set

• expected and actual improvement on the indicator over time

• amount of improvement reasonable for the indicator

• overall impact on the PBMAS of adjustments to cut points

• the PBMAS system’s guiding principles

• other considerations that could affect performance on particular indicators

• appropriate cut points across similar indicators

• internal and external input.



Components continued •Report Only Indicators

• Reported for district information and planning purposes

• Overall rate for indicator reported

• After a year or two PLs are assigned to Report Only indicators and district performance on these indicators will be evaluated

• Provides districts with an opportunity to review current performance and plan ahead

• Minimum Size Requirements (MSR)• Incorporated into all indicators assigned a PL

• Generally, districts must have at least 30 students in the denominator and at least 5 or 10 in the numerator

• Noted in the description of each indicator


Regional PBM DataStudents Served

Coming Soon!


• Intervention Process Overview

• Intervention Type• District Leadership

Team (DLT) & District Coordinator of School Improvement (DCSI)

• Engaging in the Continuous Improvement Process


2018 PBMAS Staging Framework

Coming Soon!




2018 Staging Framework

What continues to be the same?

• Districts with one or more indicators with a performance level (PL) 3 or higher are staged for interventions; and

• Interventions for those districts are differentiated across four stages to ensure that TEA’s engagement and support are focused on the districts with the most significant student performance and program effectiveness concerns.

*In the special education program, this includes the federally required elements (FREs). The FREs are: State Performance Plan compliance indicators 9, 10, 11, 12 and 13; data integrity; uncorrected noncompliance; and audit findings.


• PBMAS manual posted on the TEA website on September 2018• Districts’ PBMAS reports were posted to the TEASE Accountability application September 2018 • Updated Intervention Staging levels on TEASE end of October 2018• Resources and required intervention activities available on ISAM end of October 2018• Targeted Improvement Plan for Stages 3 and 4 due November 2018

2018 PBMAS Timeline


PBMAS 2018Special Education


What

is

PBMAS?

PBMAS

MANUAL

CONTENTS

Guiding

PrinciplesChanges Review of

IndicatorsStaging


What

is

PBMAS?


The PBMAS is a district-level, data-driven monitoring system developed and implemented annually by Performance-Based Monitoring (PBM) staff in coordination with other Texas Education Agency (TEA) divisions and departments.

The 2018 PBMAS

Manual is intended to

serve as a

comprehensive

technical resource for

the PBMAS, which is

used by TEA as one

part of its annual

evaluation of school

districts’1 performance

and program

effectiveness.

What is PBMAS?


PBMAS

MANUAL

CONTENTS


PBMAS Manual Contents

I. Introduction

II. Components

III. Performance Indicators I. Bilingual Education (BE)(1-9)

II. Career & Technical Education (CTE) (1-8)

III. Every Student Succeeds Act (ESSA) (1-8)

IV. Special Education (SPED) (1-16) Page 51

IV.Appendices


Guiding

Principles


Public Input and Accessibility. The

design, development, and implementation of

the PBMAS are informed by public input

received through stakeholder meetings, the

public comment period included in the annual

rule adoption of PBMAS manuals, and

ongoing Texas Education Telecommunications

Network (TETN) sessions. The performance

information PBMAS generates is available to

the public.

School District Effectiveness. PBMAS is

intended to assist school districts in their efforts

to improve local performance.

Statutory Requirements. PBMAS is designed to

meet statutory requirements.

Indicator Design. PBMAS indicators reflect

critical areas of student performance, program

effectiveness, and data integrity.

Maximum Inclusion. PBMAS evaluates a maximum

number of school districts by using appropriate

alternatives to analyze the performance of districts with

small numbers of students.

Individual Program Accountability. PBMAS is

structured to ensure low performance in one program area

cannot be offset by high performance in other program areas

or lead to interventions in program areas where performance

is high.

High Expectations. PBMAS promotes high

expectations for all students in all school districts.

PBMAS cut points will be adjusted over time to

ensure continued student achievement and

progress.

Annual Statewide Evaluation. PBMAS ensures

the annual evaluation of all school districts in the

state.

System Evolution. PBMAS is a dynamic

system in which indicators are added,

revised, or deleted in response to changes and

developments that occur outside of the

system, including new legislation and the

development of new assessments.

Coordination. PBMAS is part of an overall agency

coordination strategy for the performance-based

evaluation of school districts.


Changes


➢ 3-Significant Disproportionality (SD) indicators were implemented and reported based on federal regulations requirements under 34 Code of Federal Regulations (CFR) Part 300

1. SPED Representation (Ages 3-21),

2. SPED Regular Class <40% Rate (Ages 6-21), and

3. SPED Separate Settings Rate (Ages 6-21)

➢ 5-Discipline indicators were implemented based on the federal

regulations 34 CFR Part 300 and previewed in the 2018 Discipline

Data Validation system

1. SPED OSS and Expulsion <10 Days Rate (Ages 3-21),

2. SPED OSS and Expulsion >10 Days Rate (Ages 3-21),

3. SPED ISS <10 Days Rate (Ages 3-21),

4. SPED ISS >10 Days Rate (Ages 3-21), and

5. SPED Total Disciplinary Removals Rate (Ages 3-21),

in

❑ These five discipline SD indicators have been added as SPED Indicators #12 - #16 in the 2018 PBMAS Manual0

❑ All SD indicators will be implemented continually based

on 34 CFR Part 300. Districts designated as SD (Year 1) or

SD (Year 2) will be reported in the 2018 PBMAS. SD

(Year 1) reflects a district which first received an SD

designation in 2018 and not in the previous year. SD

(Year 2) reflects a district which received an SD

designation for both 2018 and the previous year. ❑ For all SPED SD Indicators #9 - #16, districts

designated as SD (Year 1) or SD (Year 2) in the 2018

PBMAS report are only for information and planning

purposes❑ The order of the following indicators have been

changed:

SPED Annual Dropout Rate (Grades 7-12) was # 9 now is # 5

SPED Graduation Rate was # 10 now is # 6

SPED Regular Early Childhood Program Rate (Ages 3-5) was # 5 now

is # 7

SPED Regular Class ≥80% (Ages 6-21) was # 6 now is # 8

SPED Regular Class <40% (Ages 6-21) was # 7 now is # 9

SPED Separate Settings Rate (Ages 6-21) was # 8 now is # 10


Recap--Discipline Indicators

PBMAS has historically included three discipline indicators that evaluate the placement of students with disabilities compared

to the placement of all students in:

•Disciplinary Alternative Education Programs (DAEP)

•In-School Suspension (ISS)

•Out of School Suspension (OSS)

They are back in PBMAS for 2018 as:

•SPED OSS and Expulsion < 10 Days Rate (Ages 3-21)

•SPED OSS and Expulsion > 10 Days Rate (Ages 3-21)

•SPED ISS < 10 Days Rate (Ages 3-21)

•SPED ISS > 10 Days Rate (Ages 3-21)

•SPED Total Disciplinary Removals Rate (Ages 3-21)


OVERVIEW OF CHANGES FOR 2018 SPED PBMAS

2017 2018


Review of

Indicators



Program Area

and Indicator

Number

Indicator Name 2017 PBMAS 2018 PBMAS Individual

Indicator

Summary

on Page

SPED #1(i-v) SPED STAAR 3-8 Passing Rate

(M, R, S, SS, W)

Add SA.

Three years of data available for analysis

No changes Page 53

2018 PBMAS Indicator: SPED


SPED Indicator Number: #1 (i-v) SPED STAAR 3-8 Passing Rate

Description Measures the % of students served in special education who met the

minimum level of satisfactory performance of higher

Calculation Formula

Data Sources TSDS PEIMS 401 10 Sub-Category (SPED Indicator code)

Overall Processing Criteria MSR: Denominator > 30

RI: Yes

SA: Yes

Year(s) of Data Available for Analysis: 3

Accountability Subset: Yes

Test Administrations: Spring 2018 and May 2018 SSI Retest

Applicable TSDS PEIMS Collections: Fall 2018

Section II of this manual includes detailed information on these

and other PBMAS components

PL Assignment

Notes • SPED STAAR 3-8 base don STAAR, STAAR Spanish,

STAAR Alternate 2 results from the following grade-level

assessments…

• Students assessed with STAAR Alternate 2 are included in

numerator if they achieved a Level II performance or higher

Sample

number of SPED STAAR 3-8 [subject (i-v)] passers

number of SPED STAAR 3-8 [subject (i-v)] takers

2018 Performance-Based Monitoring Analysis System Manual 53


Program Area

and Indicator

Number

Indicator Name 2017 PBMAS 2018 PBMAS Individual

Indicator

Summary

on Page

SPED #1(i-v) SPED STAAR 3-8 Passing Rate

(M, R, S, SS, W)

Add SA.


No changes Page 53

SPED #2(i-v) SPED YAE STAAR 3-8 Passing

Rate

(M, R, S, SS, W)

Add SA.


No changes Page 54

SPED #3(i-iv) SPED STAAR EOC Passing Rate

(M, S, SS, ELA)

Add RI for ELA.

Add SA (except ELA)


(two years for ELA)

No changes Page 55

SPED #4 SPED STAAR Alternate 2

Participation Rate

No changes No changes Page 56

SPED # 5 SPED Annual Dropout Rate

(Grades 7-12)

No changes New indicator number Page 57

SPED # 6 SPED Graduation Rate No changes New indicator number Page 58

2018 PBMAS Indicator: SPED


2018 PBMAS Indicator: SPED ContinuedProgram

Area and

Indicator

Number

Indicator Name 2017 PBMAS 2018 PBMAS Individual Indicator

Summary

on Page

SPED # 7 SPED Regular Early

Childhood Program Rate

(Ages 3-5)

• Three years of data available for analysis New indicator

number

Page 59

SPED # 8 SPED Regular Class ≥80%

Rate

(Ages 6-21)

• Add RI.

• Discontinue SD RO by race/ethnicity.

• Two years of data available for analysis

New indicator

number

Page 60

SPED # 9 SPED Regular Class <40%

Rate

(Ages 6-21)

• Revise the indicator based on final federal regulations

under 34 CFR Part 300, issued by USDE on December

19, 2018.

• Assign SD Year 1 PLs based on race/ethnicity.

• Add RI to overall component, where two years of data are

available.

New indicator

number

Pages 61-62

SPED # 10 SPED Separate Settings Rate

(Ages 6-21)

• New indicator required by final federal regulations under

34 CFR Part 300, issued by USDE on December 19, 2018.

• Assign SD Year 1 PLs based on race/ethnicity.

• Overall component is Report Only

New indicator

number

Pages 63-64

SPED # 11 SPED Representation • One integrated indicator based on final federal regulations

under 34 CFR Part 300, issued by USDE on December

19, 2018.

• Assign SD Year 1 PLs based on race/ethnicity and

disability category

No changes Pages 65-66


2018 PBMAS Indicator: SPED ContinuedProgram Area

and Indicator

Number

Indicator Name 2017 PBMAS 2018 PBMAS Individual Indicator

Summary

on Page

SPED # 12 SPED OSS and Expulsion < 10

Days Rate

(Ages 3-21)

• Discontinue the indicator.

• New SPED discipline indicators based on final

federal regulations under 34 CFR Part 300,

issued by USDE on December 19, 2018, will be

previewed in the 2018 PBM Discipline Data

Validation System

New indicator Pages 67-68

SPED # 13 SPED OSS and Expulsion > 10

Days Rate

(Ages 3-21)


SPED # 14 SPED ISS < 10 Days Rate

(Ages 3-21)






Validation System


SPED # 15 SPED ISS >10 Days Rate

(Ages 3-21)New indicator Pages 73-74

SPED # 16 SPED Total Disciplinary

Removals Rate (Ages 3-21)






Validation System

New Indicator Pages 75-76



Stated Purpose of USDE’s Regulatory Action

Promote equity in IDEA.Promote

Help states meaningfully identify districts with significant disproportionality.Help

Ensure children with disabilities are properly identified for services.Ensure

Address the well-documented and detrimental over-identification of certain students for special education services.

• Source: Federal Register/Vol. 81, No. 243/December 19, 2018, p. 92376.

Address


Summary of Major Changes to Representation Indicators

These different measures will identify districts that exceed the

threshold for a “disproportionate” level of

students of a particular race/ethnicity or disability category served in special

education.

States need to set thresholds for what is considered

significantly disproportionate and designate any district that

exceeds that threshold as having significant disproportionality.

The threshold has been set at 2.5.


Analysis Categories

Identification

Age Range• Children ages 6-21

• Must also include children ages 3-5 by July 1, 2020

Categories• All Disabilities

• Intellectual Disabilities

• Specific Learning Disabilities

• Emotional Disturbance

• Speech or Language Impairments

• Other Health Impairments

• Autism


Analysis Categories

Placement


Categories

• Inside a regular class for less than 40 percent of the day

• Inside separate schools and residential facilities (not including homebound or hospital settings, correctional facilities, or private schools)


Analysis Categories

Discipline


Categories

• Out-of-school suspensions and expulsions of 10 days or fewer

• Out-of-school suspensions and expulsions of more than 10 days

• In-school suspensions of 10 days or fewer

• In-school suspensions of more than 10 days

• Disciplinary removals in total


Copyright © Texas Education Agency 2009. All rights reserved.

Federal Regulations require 98

separate indicators to evaluate

districts’ data regarding:

(a) special education representation

[49 indicators];

(b) disciplinary removals

[35 indicators]; and

(c) educational placements

[14 indicators].

(d) These indicators will be used to

assign PLs of significant

disproportionality based on seven

racial/ethnic groups and six

disability categories, as required.


Methodology – Risk Ratio

As compared to the risk for all other children?

Risk Ratio: What is a specific racial/ethnic group’s risk of

Receiving special education and related services for a

particular disability

Being placed in a particular educational environment

Experiencing a particular disciplinary removal

Must calculate a risk ratio for each LEA for each of the racial/ethnic groups for each analysis category (i.e., identification, placement, discipline)


Methodology – Risk Ratio

Identification:

Number of children from racial/ethnic group in disability category

Number of enrolled children from racial/ethnic group

÷

Number of all other children in disability category

Number of all other enrolled children


Methodology – Risk RatioPlacement:

Number of children from racial/ethnic group in placement category

Number of children with disabilities from racial/ethnic group

÷

Number of all other children in placement category

Number of all other children with disabilities

Discipline:

Number of children from racial/ethnic group in discipline category

Number of children with disabilities from racial/ethnic group

÷

Number of all other children in discipline category

Number of all other children with disabilities


• States can choose to identify an LEA as having significant disproportionality only after an LEA exceeds the risk ratio threshold for up to three prior consecutiveyears, including the current reporting year

Consecutive Years

• A state need not identify an LEA with significant disproportionality if the LEA is making “reasonable progress” in lowering the risk ratios, where reasonable progress is determined by the state

Reasonable Progress


PBMAS SPED Representation Rate

NUMERATORS DENOMINATORS

SPED Students All Students

SD Year 1

Sample District’s Data 340 3,456

District Rate Asian SPED Asian Students

SPED

Asian25.3 240 950

Other SPED Other Students

Other Students 4.0 100 2,506

Risk Ratio 6.3

Step 1: 25.3/4.0 = 6.3

The district’s Asian students are 6.3 times as likely as other students to be enrolled

in SPED.


PBMAS SPED Regular Class <40% Rate

NUMERATORS DENOMINATORS

District

RateSetting <40% SPED Students

SD Year 1

Sample

District’s Data14.9 321 2,154

Asian 37.8 31 82

Other <40% Other SPED

Other Students 14.0 290 2,072

Risk Ratio 2.7

Step 1: 37.8/14.0 = 2.7

The district’s Asian students are 2.7 times as likely as other students to be in the

Regular Class <40%.


Reasonable Progress

§300.647(d)(2): A State is not required to identify a district for

significant disproportionality until…the district has exceeded the risk ratio threshold and has

failed to demonstrate reasonable progress.

Reasonable Progress is lowering the risk ratio in each of

two consecutive prior years.


Reasonable Progress

Example SD Year 1 SD Year 2 SD Year 3 RP?

District A 4.9 4.3 3.6 Yes

District B 4.9 3.6 4.3 No

• In this example, the risk ratio threshold is >3.0.

• Both districts started at the same place two years ago (SD Year 1).

• Both districts exceed the threshold in the current year (SD Year 3).

• Both districts reduced their risk ratio between SD Year 1 and SD Year 3.

State threshold is 2.5


Reasonable Progress

Example SD Year 1 SD Year 2 SD Year 3 RP?

District A 4.9 4.3 3.6 Yes

District B 4.9 3.6 4.3 No

• However, per federal regulations, District B does not get RP because

its ratio increased from 3.6 to 4.3 between SD Years 2 and 3.


Staging


2017-2018 Staging Framework

Stage BE/ESL CTE ESSA SPED

1 1.1 – 1.2 0.2 – 0.8 0.2 – 0.9 0.1 – 1.3

2 1.3 – 1.7 0.9 – 1.3 1.0 – 1.5 1.4 – 1.5

3 1.8 – 2.0 1.4 – 1.5 1.6 – 2.2 1.6 – 1.8

4 2.1 – 3.2 1.6 – 2.4 2.3 – 3.0 1.9 – 2.2

Mean Ranges by Program Area for a 90%/10% Distribution

S

T

A

G

E

S

4 PBMAS PROGRAMS

0.2 -1.2


Ongoing implementation of the PBMAS will include the addition of new indicators, revision of

current indicators, and deletion of indicators that are no longer necessary. Factors independent

from the PBMAS itself are also likely to have an impact on the future versions of PBMAS. These

factors include the following:

• legislatively required changes to the statewide assessment program, STAAR;

• changes resulting from reauthorizations of federal statutes, including the Elementary and

Secondary Education Act;

• results of any state or federal reviews, guidance, and regulations;

• changes to data collection definitions and processes; and

• legislation from a regular or special legislative session


PBMAS 2018Bilingual/ESL


Bilingual Education/English as a Second LanguageBE/ESL (Indicators 1-9)

• ELs are advancing academically and performing satisfactorily on state assessments

• ELs Not Served in BE or ESL are advancing academically and performing satisfactorily on state assessments

• ELs are graduating and not dropping out of school

• ELs grades 2-12 are not scoring beginning proficiency level for two consecutive years on TELPAS Reading

• ELs grades 5-12, 5 + years demonstrate progress on TELPAS Composite rating and are not continuing to be rated B or I


REPORT

ONLY


Bilingual/ESL BE/ESL Indicators #1 (BE) - #2 (ESL)

1. Students (LEP Code 0 or 1) participating in Bilingual (#1) or

ESL (#2) programs (Program Type Code 2, 3, 4, 5)

2. STAAR, STAAR Spanish and STAAR Alternate 2

3. Mathematics (3-8), Reading (3-8), Science (5, 8), Social

Studies (8), and Writing (4,7).

4. Students assessed with STAAR Alternate 2 are included in

the numerator if they achieve Level II performance or

higher.


Bilingual/ESL BE/ESL Indicator #3 (Denials)

1. EL students (LEP Code 1) NOT participating in Bilingual or

ESL programs (Parental Permission Code C and Program

Type Code 0).

2. STAAR, STAAR Spanish and STAAR Alternate 2

3. Mathematics (3-8), Reading (3-8), Science (5,8), Social




higher.


Bilingual/ESL BE/ESL Indicator #4 (Year After Exit)

1. Monitored Year 1 students (LEP Code F).

2. STAAR and STAAR Alternate 2.

3. Mathematics (3-8), Reading (3-8), Science (5, 8), Social




higher.


Bilingual/ESLBE/ESL Indicator #5: EOC

1. Current EL students taking EOCs (LEP Code 1).

2. The LEP STAAR EOC passing rate is based on STAAR and

STAAR Alternate 2 results from the following EOC

assessments, as applicable: Mathematics (Algebra I), Science

(Biology), Social Studies (U.S. History), and English Language

Arts (English I and II).

3. Students assessed with STAAR Alternate 2 EOC are included

in the numerator if they achieve Level II performance or

higher.


Bilingual/ESL BE/ESL Indicator #6: LEP Drop-Out

Dropout data are for the 2016-2017 school year and are the

most current data available for use in the 2018 PBMAS.

PL 0 = 0% - 1.8%

PL 1 = 1.9% - 3.3%

PL 2 = 3.4% - 5.3%

PL 3 = 5.4% - 100%


Bilingual/ESL BE/ESL Indicator #7: LEP Graduation

Graduation data are for the class of 2017 and are the most current data

available for use in the 2018 PBMAS.

This indicator is based on students reported in PEIMS as LEP at any time

while attending Grades 9-12 in a Texas Public School.

PL 0 = 80% - 100%

PL 1 = 70% - 79.9%

PL 2 = 55% - 69.9%

PL 3 = 0% - 54.9%


Bilingual/ESL BE/ESL Indicator #8: TELPAS Reading

Number of ELs in Grades 2-12 who scored BEG on TELPAS Reading in 2018

Number of ELs in Grades 2-12 who tested on TELPAS Reading in 2018 & 2017

PL 0 = 0% -7.5%

PL 1 = 7.6% - 10.5%

PL 2 = 10.6% - 14.4%

PL 3 = 14.5% - 100%


Bilingual/ESL BE/ESL Indicator #9: TELPAS Composite

Number of ELs in Grades 5-12 (5+ Yrs) with TELPAS Composite BEG or INT

(who did not meet STAAR/EOC English satisfactory academic performance)

Number of ELs in Grades 5-12 (5+ Yrs) with a TELPAS Composite rating

PL 0 = 0% -7.5%

PL 1 = 7.6% - 10.5%

PL 2 = 10.6% - 14.4%

PL 3 = 14.5% - 100%



• 0 - Not enrolled in a CTE Course

• 1 - CTE Participant. 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 (or a high school personal graduation plan TEC 28.02121) to take 2 or more CTE courses for 3 or more credits

CTE - PEIMS CodingDefinitions


Career & Technical Education

(PBMAS - Indicators 1-8)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 STAAR EOC Passing Rate2. CTE LEP STAAR EOC Passing Rate3. CTE Economically Disadvantage EOC Passing Rate4. CTE SPED EOC Passing Rate5. CTE Annual Dropout Rate (Grades 9-12)6. CTE Graduation Rate7. CTE Nontraditional Course Completion rate - Males8. CTE Nontraditional Course Completion Rate - Females



Career & Technical Education (PBMAS -Indicators 1-8)


2018 PBMAS Preview: CTE

Program Area and Indicator

Number

Indicator Name 2017 PBMAS 2018 PBMAS

CTE #1(i-iv)

Additional provisions pertaining to

this indicator will be covered in the

2018 PBMAS Other System

Components preview.

CTE STAAR EOC Passing

Rate

(M, S, SS, ELA)

❑ Add RI for ELA

❑ Add SA (except ELA)

❑ Three years of data

available for analysis

(two years for ELA)

❑ There are three years of

data available for ELA

❑ Add SA for ELA




Number


CTE #2(i-iv)




Components preview.

CTE LEP STAAR EOC

Passing Rate

(M, S, SS, ELA)

❑ Add RI for ELA

❑ Add PL 4 for ELA




(two years for ELA)



❑ Add SA for ELA


2018 PBMAS Preview: CTEProgram Area and Indicator

Number


CTE #3(i-iv)




Components preview.

CTE Economically

Disadvantaged STAAR EOC

Passing Rate

(M, S, SS, ELA)

❑ Add RI for ELA




(two years for ELA)



❑ Add SA for ELA


2018 PBMAS Preview: CTEProgram Area and Indicator

Number


CTE #4(i-iv)

Additional provisions

pertaining to this indicator

will be covered in the 2018

PBMAS Other System

Components preview.

CTE SPED STAAR EOC

Passing Rate

(M, S, SS, ELA)

❑ Add RI for ELA

❑ Add PL 4 for ELA




(two years for ELA)



❑ Add SA for ELA




Number


CTE #5 CTE Annual Dropout Rate

(Grades 9-12)

❑ No Changes ❑ No Changes

CTE #6 CTE Graduation Rate ❑ No Changes ❑ No Changes



Program Area and

Indicator Number


CTE #7 CTE Nontraditional

Course Completion Rate-

Males

❑ Implement new

course list

❑ Report Only

❑ One year of data

available for

analysis

❑ No RI or SA

❑ Add PL

Assignment

PL0- 40.0%-

100%

PL1- 23.0%-

39.9%

PL2- 15.0%-

22.9%

PL3- 0%-

14.9%

CTE #8 CTE Nontraditional

Course Completion Rate-

Females

❑ Implement new

course list

❑ Report Only

❑ One year of data

available for

analysis

❑ No RI or SA

❑ Add PL

Assignment

PL0- 40.0%-

100%

PL1- 23.0%-

39.9%

PL2- 15.0%-

22.9%

PL3- 0%-

14.9%

* Two courses removed from Nontraditional for Females 2018, Practicum in Transportation, Distribution and Logistics I and II


Every Student Succeeds ActTitle I, Part A / Title I, Part C

(ESSA)


Program Area and Indicator Number Indicator Name 2018 PBMAS

ESSA Indicator #1 (i-v)

This indicator measures the percent

of in Title I, Part A students who met

the minimum level of satisfactory

performance or higher on the STAAR

3-8 assessments (mathematics,

reading, science, social studies, and

writing).

Title I, Part A STAAR 3-8 Passing

Rate

(M, R, S, SS, W)

➢ MSR: Denominator ≥ 30

➢ RI: Yes

➢ SA: Yes

➢ Year(s) of Data Available for

Analysis: 3

➢ Accountability Subset: Yes

➢ Test Administrations: Spring 2018

and May 2018 SSI retest

➢ Applicable TSDS PEIMS

Collections: Fall 2017

Students assessed with STAAR Alternate 2 are included in the numerator if they achieve Level II performance or

higher.

2018 PBMAS ESSA Indicators: Title I, Part A



ESSA Indicator #2 (i-iv)

This indicator measures the percent

of Title I, Part A students who met the

minimum level of satisfactory

performance or higher on the STAAR

EOC assessments (mathematics,

science, social studies, and English

language arts).

Title I, Part A STAAR EOC Passing

Rate (M, S, SS, ELA)


➢ RI: Yes

➢ SA: Yes (English language arts)

(New!)


Analysis: 3


➢ Test Administrations: Summer

2017, Fall 2017, and Spring 2018


Collections: Fall 2016 and Fall

2017

Students assessed with STAAR Alternate 2 EOC are included in the numerator if they achieve Level II performance or

higher.

The performance standard in place when a student first takes an EOC assessment is the standard that is maintained

throughout the student’s school career.




ESSA Indicator #3

This indicator measures the

percent of Title I, Part A students

in Grades 7-12 who dropped out

in a given school year.

Title I, Part A Annual Dropout Rate

(Grades 7-12)➢ MSR:

➢ Denominator ≥ 30

➢ Numerator ≥ 5

➢ RI: Yes

➢ SA: Yes


Analysis: 3

➢ Accountability Subset: No

Dropout data are for the 2016-2017 school year and are the most current data available for use in the

2018 PBMAS.




ESSA Indicator #4:


percent of Title I, Part A students

who graduated with a high

school diploma in four years.

Title I, Part A Graduation Rate ➢ MSR: Denominator ≥ 30

➢ RI: Yes

➢ SA: No


Analysis: 3


Graduation data are for the class of 2017 and are the most current data available for use in the 2018

PBMAS.




ESSA Indicator #5(i-v):


percent of migrant students who

met the minimum level of

satisfactory performance or

higher on the STAAR 3-8

assessments (mathematics,

reading, science, social studies,

and writing).

Migrant STAAR 3-8 Passing Rate (M, R,

S, SS, W)➢ MSR: Denominator ≥ 30

➢ RI: Yes

➢ SA: Yes


Analysis: 3


➢ Test Administrations: Spring

2018 and May 2018 SSI

retest


Collections: Fall 2017

Students assessed with STAAR Alternate 2 are included in the numerator if they achieve Level II

performance or higher.

2018 PBMAS ESSA Indicators: Migrant



ESSA Indicator #6(i-iv):



met the minimum level of

satisfactory performance or

higher on the STAAR EOC

assessments (mathematics,

science, social studies, and

English language arts).

Migrant STAAR EOC Passing

Rate (M, S, SS, ELA)


➢ RI: Yes

➢ SA: Yes (English language

arts) (New!)


Analysis: 3


➢ Test Administrations:

Summer 2017, Fall 2017,

and Spring 2018


Collections: Fall 2016 and

Fall 2017

Students assessed with STAAR Alternate 2 EOC are included in the numerator if they achieve Level

II performance or higher.

The performance standard in place when a student first takes an EOC assessment is the standard

that is maintained throughout the student’s school career.




ESSA Indicator #7:


percent of migrant students in

Grades 7-12 who dropped out in

a given school year.

Migrant Annual Dropout Rate

(Grades 7-12)

➢ MSR:

➢ Denominator ≥ 30

➢ Numerator ≥ 5

➢ RI: Yes

➢ SA: Yes


Analysis: 3


Dropout data are for the 2016-2017 school year and are the most current data available for use in the

2018 PBMAS.




ESSA Indicator #8:



graduated with a high school

diploma in four years.

Migrant Graduation Rate ➢ MSR: Denominator ≥ 30

➢ RI: Yes

➢ SA: No


Analysis: 3


Graduation data are for the class of 2017 and are the most current data available for use in the 2018

PBMAS.



Engaging in the Continuous Improvement Process


PBMAS ContactsDivision of Instructional, School Improvement and College Readiness Support

Ruben Degollado, Coordinator956 984-6185

[email protected]

Benjamin Macias, Specialist956 984-6234

[email protected]

Eduardo Garcia, Specialist956 984-6243

[email protected]

Todd Larson, Coordinator956 984-6203

[email protected]

Carol Campos, Coordinator 956-984-6205

[email protected]

Karina Chapa, Director956 984-6246

[email protected]

Dr. Belinda S. Gorena, Administrator956 984-6173

[email protected]

mailto:[email protected]







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