Performance Based Monitoring and Analysis System
The Performance-Based Monitoring System was implemented to move special program monitoring from a cyclical, compliance-based, on-site monitoring system to data-driven results-based, system with targeted interventions in the areas of special education, No Child Left Behind (federal Title programs), Career and Technical Education, and Bilingual Education/English as a Second Language. Some underlying strategies of the PBM system include a shift away from process to results (i.e. program effectiveness and student performance), a strong emphasis on data integrity, a focus on a coordinated approach to agency monitoring, and a more creative application of sanctions and interventions.
Performance Based –
The system is designed to improve student performance and program effectiveness, and to address financial and program compliance concerns within the context of improving student performance.
Data Driven –
Comprehensive data collection systems enable TEA to evaluate student performance and program effectiveness at the state level and to conduct on-site visits when necessary and appropriate.
Comprehensive Evaluation with Targeted Interventions –
Every program TEA is authorized to monitor is evaluated every year in every district. Graduated interventions targeted to specific areas of concern engage more districts in improvement activities.
Coordination and Consistency –
Indicators and standards are aligned across evaluation systems with coordinated interventions appropriate to the areas of concern and consistent across programs.
Performance-Based Monitoring Analysis System (PBMAS)
School districts receive annual performance information through the PBMAS, a set of performance and program effectiveness indicators for special programs TEA is required by state or federal statute to monitor.
The following programs comprise PBMAS:
Limited English Proficient
Safe and Drug-Free Schools.
The Division of Performance-Based Monitoring is responsible for developing the Performance-Based Monitoring Analysis System (PBMAS) which is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas including:
From the data contained in the PBMAS, the division also designs and maintains the annual Performance-Based Monitoring Analysis System Summary Report. This is a district-level report that includes specific data for each performance indicator in the PBMAS.
The Division of Performance-Based Monitoring is also responsible for developing and reporting on a variety of data validation indicators, including indicators to examine leaver/dropout records, discipline data, and student assessment data.
Summary of 2013 PBMAS Changes
The 2013 PBMAS includes several key changes from the 2011 system. Changes to the PBMAS indicators for 2013 are marked in the manual as “New!” for easy reference. The manual is listed below.
Bilingual Education and English as a Second Language (BE/ESL)
Career and Technical Education (CTE)
Planning for the Future: 2014 and Beyond
It is anticipated that ongoing development 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:
Standards and Performance Levels
A performance level (PL) is the result that occurs when a standard is applied to a district’s performance on an indicator. The performance levels available for indicators in the 2011 PBMAS include Not Assigned (NA) (including Not Assigned through SA, PJSA, or DI), 0, 0 SA, 0 PJSA, 0 RI, 1, 1 SA, 1 PJSA, 2, 2 SA, 2 PJSA, 3, 3 SA, or 3 PJSA.
Reminder on Acronyms
Types of Standards
Absolute standards are tied to an absolute requirement or goal that all districts have the possibility of achieving each year. The state accountability system provides absolute standards to which PBMAS standards can be aligned for certain TAKS performance indicators.
The standards, by subject, for a rating of Academically Acceptable in the 2011 state accountability system are as follows:
Standards for PBMAS TAKS performance indicators are aligned with these state accountability standards. A district that achieves the Academically Acceptable performance standard for a TAKS subject-area test receives a PBMAS performance level assignment of 0 – Met Standard for that TAKS subject-area indicator in PBMAS. In standard PBMAS analysis, a district with performance up to 10.0 percentage points below the state accountability standard receives a performance level assignment of 1, and a district with performance 10.1 to 20.0 percentage points below the state accountability standard receives a performance level assignment of 2. Any district with performance 20.1 or more percentage points below the state accountability standard receives a performance level of 3, the lowest designation in the PBMAS.
Transition to the State of Texas Assessments of Academic Readiness (STAAR)
As student assessment indicators in the PBMAS are redeveloped from TAKS-based indicators to STAAR-based indicators, it will be necessary for the PBMAS to include several transitional elements that will allow the system to continue to evaluate student performance data while the new STAAR assessments and performance standards are phased in. For 2012, the key transitional elements are:
The Program Monitoring and Interventions (PMI) Division notifies each district selected for a 2011 PBMAS intervention. Performance-based monitoring interventions determinations are based on PBMAS performance levels and other criteria as well as results of the data validation analyses. Sanctions are applied as necessary and according to state and federal law and Texas Administrative Code (TAC), including, but not limited to, Texas Education Code, Chapter 39.
Additional information related to performance-based monitoring interventions is reflected in 19 TAC §97.1071, Special Program Performance; Intervention Stages, available at http://ritter.tea.state.tx.us/rules/tac/index.html Also available on this rules link is the text of 19 TAC §97.1055, Accreditation Status, which describes how deficiencies in a district’s programs monitored under the PBMAS may affect a district’s accreditation status.
2013 Longview ISD Performance-Based Monitoring Analysis System (PBMAS)
Program Areas and Stages of Intervention
Bilingual Education / English as a Second Language (ESL)
Stage of Intervention = 1
The highest stage of intervention, Stage 4, is assigned to LEAs with the lowest student performance levels. The Longview ISD has received a stage of intervention for the BE/ESL program for seven consecutive years, beginning with the 2004-2005 school year, as shown below:
This component of the PBMAS system has over 37 indicators including specific subject areas within each indicator:
The areas identified by this monitoring system were:
BE/ESL #1(i-v) — BE STAAR Passing Rate
BE/ESL #9 —TELPAS Composite Rating Levels for Students in U.S. Schools Multiple Years - which was identified with a PL of a 1;
Career and Technology Education Monitoring
Stage of intervention = 3
2. CTE #2(i-iv) — CTE LEP STAAR EOC Passing Rate
3. CTE #3(i-iv) — CTE Economically Disadvantaged STAAR EOC Passing Rate
4. CTE #4(i-iv) — CTE Special Education STAAR EOC Passing Rate
5. CTE #5— CTE Annual Dropout Rate (Grades 9-12)
6. CTE #6— CTE RHSP/DAP Diploma Rate
7. CTE #7— CTE Graduation Rate
8. CTE #8 — CTE Nontraditional Course Completion Rate—Males
9. CTE #9 — CTE Nontraditional Course Completion Rate—Females
· Indicator #3 CTE Economically Disadvantaged STAAR EOC Passing Rate
o Social Studies- which was identified with a PL of a 1;
· Indicator #4 CTE Economically Disadvantaged STAAR EOC Passing Rate
o Math - which was identified with a PL of a 3;
o Science - which was identified with a PL assignment of a 1;
o Social Studies - which was identified with a PL assignment of a 2
· Indicator # 8 CTE Non Traditional Course Completion rate – Males; which was identified with a PL of a 1;
No Child Left Behind (NCLB)
No stage of intervention.
This component of the PBMAS system has 16 indicators including specific subject areas within each indicator:
All indicators for this component were rated at the lowest PL level assignment of 0.
Stage of Intervention – Stage 1
1. SPED #1(i-v) — SPED STAAR Passing Rate at TAKS Equivalency
2. SPED #2(i-v) — SPED Year-After-Exit (YAE) STAAR Passing Rate at TAKS Equivalency
3. SPED #3 — SPED STAAR Participation Rate
4. SPED #4 — SPED STAAR-Modified Participation Rate
5. SPED #5 — SPED STAAR-Alternate Participation Rate
6. SPED #6 — SPED 3-5 Year-Olds Less Restrictive Environments Placement Rate
7. SPED #7 — SPED 6-11 Year-Olds Less Restrictive Environments Placement Rate
8. SPED #8 — SPED 12-21 Year-Olds Less Restrictive Environments Placement Rate
9. SPED #9 — SPED Annual Dropout Rate (Grades 7-12)
10. SPED #10 — SPED RHSP/DAP Diploma Rate
11. SPED #11 — SPED Graduation Rate
12. SPED #12 — SPED Representation
13. SPED #13 — SPED African American (Not Hispanic/Latino) Representation
14. SPED #14 — SPED Hispanic Representation
15. SPED #15 — SPED LEP Representation
16. SPED #16 — SPED Discretionary Disciplinary Alternative Education Program (DAEP) Placements
17. SPED #17 — SPED Discretionary Placements to In-School Suspension (ISS)
18. SPED #18 — SPED Discretionary Placements to Out-of-School Suspension (OSS)
The activities required under a Stage 1 (continuing Implementation) intervention are:
LEAs with a Stage 1 intervention for Sped are not required to submit intervention activity forms unless selected for submission by TEA or noncompliance has been identified.
The areas identified by this monitoring system were:
· Indicator #1 (Math, Reading, & Science); which were each identified with a PL of a 1, (Writing) which was identified with a PL assignment of a 3;
· Indicator # 3; (Math) which was identified with a PL of a 2, (Science) which was identified with a PL assignment of a 1;
· Indicator # 4; Which was identified with a PL assignment of a 2;
· Indicator # 5; Which was identified with a PL assignment of a 2;
· Indicator # 6; Which was identified with a PL assignment of an AR;
· Indicator # 7; Which was identified with a PL assignment of a 2;
· Indicator # 15; Which was identified with a PL assignment of a 1;
· Indicator # 18; Which was identified with a PL assignment of a 3;
· Indicator # 23; Which was identified with a PL assignment of a 2;
Attached are 2013 Performance-Based Monitoring Analysis System unmasked data tables as released by the Texas Education Agency.
A copy of the PBMAS 2011 manual can be located on the TEA website using the following link http://www.tea.state.tx.us/pbm/PBMASManuals.html.
Any Questions related to the 2012 PBMAS Report may be directed to
Rebeca Cooper, Director of Research Accountability and Planning