20042005 PerformanceBased Monitoring Analysis System PBMAS

1
2004-2005 Performance-Based Monitoring Analysis
System (PBMAS)

• January 2005 Update

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PBMAS 2004-05 District Reports

• Reports were mailed to all district and charter
  school superintendents between December 13-15.
• ESC packets (with reports for ESCs districts)
  were also mailed to ESC executive directors
  during that time.
• PBM Division is working to develop a masked
  version of the reports that can be accessed on
  line.

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PBMAS 2004-05 District Reports (cont.)

• No timeline yet for when masked versions of the
  reports might be available. ASAP is our goal.
  Please continue to check website
  www.tea.state.tx.us/pbm.
• 2004-2005 PBMAS Manual is available on-line and
  is a resource to help interpret the PBMAS
  district reports. It can be downloaded from
  www.tea.state.tx.us/pbm.

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PBMAS 2004-2005 Special Analysis

• A NEW process for the monitoring system
• Based on one of the systems guiding principles,
  MAXIMUM INCLUSION
• PBMAS is designed to evaluate a maximum number of
  school districts through the use of appropriate
  alternatives for analyzing districts with small
  numbers of students.

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PBMAS Special Analysis (cont.)

• Special analysis does not apply to indicators for
  which the district has NO students in a
  particular group these districts received a
  designation of No Data (ND).
• Special analysis does not apply to indicators for
  which the district performance level is 0 Met
  Standard, regardless of the student group size.
• There are two types of special analysis in
  2004-2005 PBMAS automated special analysis and
  non-automated special analysis.

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PBMAS Special Analysis (cont.)

• Automated special analysis
• Performance level appears as 0SA, 1SA, 2SA, or
  3SA on the PBMAS Report.
• Applied to districts that did not meet the
  minimum size requirement of 30 in the current
  year, but did meet it over two years. (e.g., 14
  students in the current year plus 16 students in
  the previous year).
• The district received a performance level based
  on either the current years data or the previous
  years data, whichever resulted in the higher
  performance level.

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PBMAS Special Analysis (cont.)

• Non-automated special analysis
• Performance level appears as SA on the PBMAS
  Report.
• Applied to districts that did not meet the
  minimum size requirement of 30 even when looking
  at two years.
• The district will receive a performance level
  based on professional judgment. Summary data for
  the district are analyzed by program-area staff
  at the agency, and professional judgment is
  applied.

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PBMAS Special Analysis (cont.)

• The possible results of non-automated special
  analysis are
• Allowing the current years performance level
  based on small numbers to stand
• Elevating the current years performance level to
  a higher performance level or
• Determining that the districts current year
  performance on the indicator should be Not
  Evaluated (NE).

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PBMAS Special Analysis (cont.)

• Update on non-automated special analysis
• This years effort began during the middle of
  December.
• Non-automated special analysis for CTE and NCLB
  have been completed.
• Non-automated special analysis for BE/ESL and
  SPED are scheduled for completion at the end of
  January.
• Districts that underwent non-automated special
  analysis will receive a summary report in
  February.

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PBMAS Special Analysis (cont.)

• This years timeline does not allow for
  non-automated special analysis on every PBMAS
  indicator.
• The special analysis decision on certain
  indicators for this year is to assign a
  performance level of Not Evaluated (NE).

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PBMAS Special Analysis (cont.)

• Indicators that will receive a performance level
  of NE for 2004-2005 as a result of non-automated
  special analysis
• Across program areas (BE/ESL, CTE, NCLB, and
  SPED), all TAKS indicators for writing, social
  studies, and science.
• In CTE
• CTE LEP TAKS Passing Rate (CTE 3)
• CTE SPED TAKS Passing Rate (CTE 5)

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PBMAS Special Analysis (cont.)

• In BE/ESL
• ESL English TAKS Passing Rate (1C)
• LEP TAKS/SDAA Participation (5)
• LEP Year-After Exit English TAKS Passing Rate
  (4A)
• BE Year-After Exit English TAKS Passing Rate
  (4B)
• ESL Year-After Exit English TAKS Passing Rate
  (4C)
• In SPED
• TAKS Only Participation (3)
• SDAA Gap Closure (7)
• Year-After Exit TAKS Passing Rate (14)

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Review of 2004-2005 PBMAS Standards

• Three types of indicators in the system
• Indicators with PLs based on an absolute standard
• Indicators with PLs based on a relative standard
• Indicators that are report only.
• Absolute standards are preferred but not always
  possible.
• When an absolute standard is not available,
  relative and report only are used.

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Review of Standards (cont.)

• Over time, relative standards will be replaced
  with absolute standards.
• Relative standards are typically based on the
  distribution of scores of the population being
  evaluated.
• The median serves as a guide in setting relative
  standards.

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Review of Standards (cont.)

• 2004-2005 PBMAS performance levels provide LEAs
  with an opportunity to review their own
  performance in relation to a standard, but
  performance levels are not risk levels and should
  not be interpreted as such.
• Performance levels can be used by LEAs to begin
  to plan for strategies that will, over time,
  result in the LEA reaching the indicators
  standard.

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Review of Standards (cont.)

• PBMAS system, performance levels, and standards
  are new to ESCs and to districts.
• Intervention framework acknowledges that the
  system is new and in transition.
• The 2005-2006 PBMAS Manual will include a
  phase-in plan for standards.
• Review of current standards and input from
  external stakeholders will be critical to the
  phase-in plan.
• Phase-in of standards will enable ESCs and
  districts to better plan for improvement over
  time.

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Review of Standards (cont.)