Performance-Based Monitoring Analysis System

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Performance-Based Monitoring Analysis System
Socorro Independent School District

• Dr. Maria G. Arias Director of Special Programs
• Susan Kelch Director of Special Education
• Rebecca Cobian Director of Bilingual/ESL
  Education
• Allen Long Director of Career Technology

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What is the PBMAS?

• The 2004-05 school year marked the first year
  that PBMAS was fully implemented
• It is a federal statute that guides the Texas
  Education Agency (TEA) in its monitoring of
  students served in programs that are supported by
  state and federal funds. Programs included are
• Special Education
• Bilingual Education
• Career Technical Education
• No Child Left Behind

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Data Sources

• Data used in PBMAS come from a variety of
  sources.
• Student assessment data including TAKS data
  obtained from data sets produced by the Student
  Assessment Division of TEA.
• Dropout graduation data from Division of
  Accountability Research
• Academic Excellence Indicator System (AEIS)
• AYP Graduation data from Performance Reporting
  Division
• PEIMS Data from PEIMS Division

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Ramifications Interventions

• Bilingual Special Education departments will
  conduct a Focused Data Analysis (FDA) and
  complete a Continuous Improvement Plan (CIP)
• Career Technology department will be subject to
  an on-site review as directed by TEA. On-site
  findings will be addressed in CIP. (Can include
  any or all of the following FDA, CIP, Program
  Effectiveness Review, Full Compliance Review)

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What is presently happening

• Bilingual department is encouraging campuses to
  transition students sooner so that they may
  become proficient in the English language
  earlier.
• Special Education department has been making
  significant progress with inclusion in which
  special education students learn alongside their
  peers in a regular education classroom.
• CATE is working closely with Special ED and
  Bilingual to ensure CATE students (LEP, SPED or
  otherwise) reap the benefits of the new
  initiatives generated by the district.

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Career Technical Education Intervention PBMAS

• Allen Long
• Director of Career Technical Education
• Stage 3

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CTE Overall TAKS Passing Rate

• State Standard SISD CTE
• Math 40.0 to 45.0 65.1
• Reading 60.0 to 65.0 89.3
• Science 35.0 to 40.0 61.7
• Social Studies 60.0 to 65 91.8

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CTE LEP TAKS Passing Rate

• State Standard SISD CTE
• Math 40.0 to 45.0 18.3
• (Indicator 3)
• Reading 60.0 to 65.0 34.4
• (Indicator 3)
• Science 35.0 to 40.0 20.0
• (Indicator 3)
• Social Studies 60.0 to 65 .0 49.4
• (Indicator 3)

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CTE Special Education TAKS Passing Rate

• State Standard SISD CTE
• Math 40.0 to 45.0 18.3
• (Indicator 3)
• Reading 60.0 to 65.0 34.4
• (Indicator 3)
• Science 35.0 to 40.0 20.0
• (Indicator 3)
• Social Studies 60.0 to 65 .0 49.4
• (Indicator 3)

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Activities CTE Initiated to assist in Improving
Special Education and LEP Student Scores

• Provided Staff Development
• Developing content language with LEP students.
  This session provided participants with immediate
  applicable, teacher and student friendly
  strategies and techniques to enhance curriculum
  and learning styles. Workshop was provided by
  Gretchen Chaney from Corpus, Christi, Texas on
  July 16, 2007.

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• Special Populations Presentation offered an
  overview of legal issues associated with CTE
  courses and Special Population students.
  Participants received information regarding
  PBMAS, modifications, accommodations and an
  overview of the law. Workshop was presented on
  September 24, 2007
• Dissemination of student evaluations data to
  teachers.

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• Coordination of SPED and Bilingual Instructional
  Specialist with all CTE Instructors to discuss
  specific learning strategies when dealing with
  SPED LEP
• Delivering Edusoft specific TAKS results to each
  CTE teacher
• CTE Instructors receive specific SIOP training
  from Bilingual Department

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Bilingual/English as a Second Language Education

• Rebecca Cobian
• Director of Bilingual/ESL
• Stage 3

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PBMAS 2007

• 10 Bilingual (BE)/ English as a
• Second Language (ESL) Indicators
• BE/ESL 1(i-v)-BE English TAKS Passing Rate
• BE/ESL 2(i-v)-ESL English TAKS Passing Rate
• BE/ESL 3(i-iv)-BE Spanish TAKS Passing Rate
• BE/ESL 4(i-iv)-ESL Spanish TAKS Passing Rate
• BE/ESL 5(i-v)-LEP Year-After-Exit (YAE) English
  TAKS Passing Rate
• BE/ESL 6-LEP TAKS/TAKS-I/SDAA II Participation
  Rate
• BE/ESL 7-LEP Annual Dropout rate
• BE/ESL 8-LEP Graduation Rate
• BE/ESL 9-LEP RPTE Multi-Year Beginning
  Proficiency Rate
• 3 indicators reflect a
• heightened level of concern

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PBMAS 2007

• PBMAS Indicator 1(i-v)BE English passing rate
  This indicator is the percent of BE students
  passing the TAKS subject tests (Math,
  Reading/ELA, Science, Social Studies, and
  Writing) in English
• Performance level 2-The district BE English TAKS
  passing rate is 5.1 to 10.0 percentage points
  below the state accountability standard.
• 1(i) Math
• 1(ii) Reading/ELA
• 1(iii) Science
• 1(iv) Social Studies
• 1(v) Writing

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Bilingual (grades 3-6) English TAKS Overall
TAKS Passing Rate

• STATE STNDARD SISD LEP
• MATH 45.0 74.8
• READING/ELA 65.0 73.3
• SCIENCE 40.00 32.5
• SOCIAL STUDIES 65.0 no data
• WRITING 65.0 82.4

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PBMAS 2007

• PBMAS Indicator 2(i-v) ESL English TAKS
• Passing rate
• Performance level 3-The district ESL English TAKS
  passing rate is at least 10.1 percentage points
  below the state accountability standard for the
  subject.
• 2(i) Math
• 2(ii) Reading/ELA
• 2(iii) Science
• 2(iv) Social Studies
• 2(v) Writing

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ESL (grades 7-12) English TAKS Overall TAKS
Passing Rate

• STATE STANDARD SISD
• MATH 45.0 31.9
• READING/ELA 65 32.7 0RI
• SCIENCE 40.0 17.1
• SOCIAL STUDIES 65.0 52.0 0RI
• WRITING 65.0 64.6 0RI

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PBMAS 2007

• PBMAS Indicator 3(i-v)BE Spanish passing rate
  This indicator is the percent of BE students
  passing the TAKS subject tests (Math,
  Reading/ELA, Science, Social Studies, and
  Writing) in Spanish
• Performance level 3-The district BE Spanish TAKS
  passing rate is at least 10.1 percentage points
  below the state accountability standard for the
  subject.
• 3(i) Math
• 3(ii) Reading/ELA
• 3(iii) Science
• 3(iv) Social Studies
• 3(v) Writing

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Indicator 3 Bilingual (grades 3-6) Spanish TAKS
Overall TAKS Passing Rate

• STATE STANDARD SISD LEP
• MATH 45.0 66.8
• READING/ELA 65.0 82.3
• SCIENCE 40.0 26.5
• WRITING 65.0 91.9

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Indicator 5 LEP(grades 3-12) English TAKS
Overall Year-After-ExitTAKS Passing Rate

• STATE STANDARD SISD LEP
• MATH 45.0 78.9
• READING/ELA 65.0 86.8
• SCIENCE 40.0 58.4
• SOCIAL STUDIES 65.0 78.8
• WRITING 65.0 94.8

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BE/ESL Indicators 6-10

• 6-LEP TAKS/TAKS-I/SDAA II Participation Rate
  92.4
• 7-LEP Annual Dropout rate .3
• 8-LEP Graduation Rate 75.0
• 9-LEP RPTE Multi-Year Beginning Proficiency Rate
  4.9

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INTERVENTIONS

• District Bilingual/ESL Instructional Specialists
  are assigned to each campus to ensure program
  compliance and assist administration and teachers
  in the implementation of effective instructional
  strategies.
• Bilingual/ESL coordinator at each campus that
  will help coordinate campus/district
  communication.
• District wide Benchmark testing and ongoing data
  analysis
• District wide focused staff development

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INTERVENTIONS

• SELP (Stanford English Language Proficiency)
• testing staff at each campus that will help
  assist in all initial and baseline testing.
• Parent Summits (Fall and Spring)
• SELP Data Driven Training
• SIOP Training (0ver 1000 teachers trained)
• ESL Certification Preparation
• ESL Academies, Computers On Wheels
• ESL computer labs and Tutoring Allocation

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More Good News

• Continue to increase Bilingual and ESL scores
• Spanish scores comparable or exceed state
  standards
• Increase in TAKS scores results in more standards
  being met
• District Bilingual/ESL Instructional Program
  focused on high performance for ALL STUDENTS
• Emphasis on developing Social and Academic
  English for English Language Learners
• Bilingual/ESL students have EQUAL access to the
  English Curriculum.
• Less emphasis on isolation of ELL and focus on
  mainstreaming and inclusion.
• Collaboration between all departments

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Special Education

• Susan Kelch
• Director of Special Education
• Stage 1A
• One Indicator at Performance Level 3

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• The district special education TAKS passing rate
  is at least 10.1 percentage points below the
  state accountability standard for Science.
• The SISD special education passing rate for the
  2006/2007 school year was 21.2.
• The state standard was 40.

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Activities

• Continued focus on inclusion
• Hands-on lab activities for students with
  disabilities
• Implementation of new programs such as Scantek
  for all students
• Classroom Visits by Special Education staff
• Continued collaboration within the Curriculum and
  Instruction department
• Training for teachers and support staff on state
  assessment decisions
• Training for all teachers on Pacing Guides

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