PBMAS 2006

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PBMAS 2006

• Bilingual/ESL

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Resources

• 2006 MANUALS
• Performance-Based Monitoring Analysis System
  (PBMAS)
• www.tea.state.tx.us/pbm/PBMASManuals
• Program Monitoring and Interventions
• www.tea.state.tx.us/pmi/accmon

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Performance Levels

• District met standard for the indicator
• A rating of 0 is the highest designation for
  
• any district
• District was farthest from the 0
• A performance level of 3 is the lowest
• designation

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Monitoring Concepts

• STANDARDS
• Absolute Standards
• Some PBMAS standards aligned for certain TAKS
  indicators
• Relative Standards
• Not tied to absolute requirements or goal
• Used to determine a baseline absolute standard
  for certain indicators

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Monitoring Concepts

• Group size determines type of analysis.
• Minimum size requirements can be met either in
  the current year or through the aggregation of
  numerators and denominators over two years.
• At least 30 students in the denominator (Tested)
  and 5 in the numerator (Passed).

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Stages of Interventions

• Stages of interventions posted in October.
• Access PBMAS data through the TEASE portal for
  ISAM.

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2006 Indicator Matrix Abbreviation and Meaning

• PL- Performance Level
• Std- Standard
• SA- Special Analysis
• PJSA- Professional Judgment SA
• RI- Required Improvement
• RO- Report Only
• N/A- Not Available

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• PL- Performance Level is the result that
• occurs when a standard is applied to a
  districts performance on an indicator
• 0 is the highest designation
• 3 is the lowest designation
• Std.- Standard
• Absolute requirement or goal

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PL Assignments

• District TAKS passing rate above, at or
• below the state
• PL ? 0 and SA Not Assigned
• PL 0 Met Standard
• PL 1 0.1-5.0 percentage points below
• PL 2 5.1-10.0 percentage points below
• PL 3 10.1- percentage points below

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PBMAS Matrix

• All indicators listed
• 2005 vs 2006
• Special Analysis and Required Improvement
• Anticipated standards
• Student Performance vs Program Effectiveness

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Bilingual/ESL

• Indicators for LEP

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PEIMS LEP

• LEP in BE
• LEP in ESL
• LEP with Parent Denial
• LEP in Special Education
• LEP in Career Technology Education
• LEP Dropout
• LEP Graduation Rate
• M1- LEP Year After Exit

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1 BE English TAKS Passing Rate

• 2 changes 1.05 RO 06 PL
• 2. Increase in the passing rate
• (i) Math N/A to 40
• (ii) Reading/ELA N/A to 60
• (iii) Science N/A to 35
• (iv) Social Studies N/A to 60
• (v) Writing N/A to 65

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2 ESL English TAKS Passing Rate

• One change Increase in the passing rate
• (i) Math 35 to 40
• (ii) Reading/ELA 50 to 60
• (iii) Science 25 to 35
• (iv) Social Studies 50 to 60
• (v) Writing 50 to 60

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3 BE Spanish TAKS Passing Rate

• One change Increase in the passing rate
• (i) Math 35 to 40
• (ii) Reading/ELA 50 to 60
• (iii) Science 25 to 35
• (iv) Writing 50 to 60
• Note SS not tested in 3-6

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4 ESL Spanish TAKS Passing Rate

• One change Increase in the passing rate
• (i) Math 35 to 40
• (ii) Reading/ELA 50 to 60
• (iii) Science 25 to 35
• (iv) Writing 50 to 60
• Note SS not tested in 3-6

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5 LEP Year-After-Exit (M1) English
TAKS Passing Rate

• One change Increase in the passing rate
• (i) Math 35 to 40
• (ii) Reading/ELA 50 to 60
• (iii) Science 25 to 35
• (iv) Social Studies 50 to 60
• (v) Writing 50 to 60

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6 LEP TAKS/TAKS-I/SDAA II Participation
Rate

• Measures Program Effectiveness
• Two changes 1. TAKS-I Addition
• 2. RO to PL 82.0

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7 LEP Annual Dropout Rate

• No change
• PL 2
• Required Improvement

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8 LEP RHSP/DAP Graduation Rate

• Measures Program Effectiveness
• No change
• RO

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9 RPTE Multi-Year Beginning Proficiency
Level Rate

• New Indicator
• 05 N/A 06 Report Only
• Measures of BE/ESL students performing
• at the Beginning Level on the RPTE for multiple
  years
• 1.Students enrolled in the district 2 or
  more yrs.
• (PEIMS fall snapshot 03-05)
• 2.Students in the BE/ESL program for 1 or
  more yrs.
• (Reported on TELPAS 04-06)

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Career Technology Education 2 LEP TAKS
Passing Rate

• No change Increase in the passing rate
• (i) Math 35 to 40
• (ii) Reading/ELA 50 to 60
• (iii) Science 25 to 35
• (iv) Social Studies 50 to 60
• Note Writing not included

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Special Education 17 SPED LEP
Representation

• Potential disproportion of students identified
  as LEP served in SPED
• Difference in score between the
• District SPED LEP- District overall LEP
• 05 RO 06 PL 1.0 pp (percentage point)

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NCLB

• Requires districts to assess annually
• all LEP
• to measure progress and attainment
• in learning to
• Listen, Speak, Read and Write in English

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Texas English Language Proficiency Assessments
System (TELPAS)

• Two Assessments
• 1. TOP- Holistic Rating
• 2. RPTE- Reading in English
• K-2 TOP L, S, R, W
• 3-12 TOP L, S, , W
• RPTE R
• Proficiency Levels Beginning, Intermediate,
• Advance and
  Advance High

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Annual Measurable Achievement Objectives
(AMAOs)

• Accountability measures percentage of current LEP
• Progress- Moved up least a level on TOP and RPTE
  
• LEP Progress Grades K-2
• LEP Progress Grades 3-12
• Attainment- Reached Advance High
• LEP Attainment K-2
• LEP Attainment 3-12

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AMAOs Met or Not Met

• 6 LEP Progress K-2 (New Indicator)
• 05 N/A 06 PL 15
• 7 LEP Progress 3-12
• 05 PL 40 06 PL 42

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AMAOs Met or Not Met

• 8 LEP Attainment K-2
• 05 PL 1.5 06 PL 2.0
• 9 LEP Attainment 3-12
• Method 1- All current LEP
• 05 PL 25 06 PL 25.5
• or Method 2- Current LEP in U.S. schools three
  
• years or more and M1
• 05 PL 40 06 PL 42

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Adequate Yearly Progress (AYP) Grades 3-8
and 10

• 10 Annual Measurable Achievement
• Objectives (LEP AYP)
• 05 PL Met AYP 06 PL Met AYP
• Standards by Year 05 -06 07
• R/ELA 53 60
• Math 42 50
• Group Size 50/10 or 200

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Resource

• For more information on AYP refer to the 2006
  Adequate Yearly Progress (AYP) Guide
• www.tea.state.tx.us/ayp

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Pages to Note for BE/ESL

• p.5 Changes in 06 New for easy reference
• p.7 Standards and Performance Levels
• p.9 Standard by Year 05, 06, 07
• p.13 Minimum Size Requirements and SA
• p.16 Required Improvement
• pp. 23-38 Bilingual/ESL
• pp. 69-78 NCLB, AMAOs
• pp. 9-11 PBMAS Standards by Year 05-07

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• How to Read
• A Profile

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How to Read a Profile

• The sample provided is a training tool and
  represents sample data from many LEAS to
  illustrate specific indicators.
• BE 3 Science Example of using minimum size
  requirement (MSR) (30)since 06 denominator did
  not reach 30, used 2 years to reach MSR and then
  used 3 years of data to reach performance level
  (PL)

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Profile Sample

• Some indicators are able to have special analysis
  applied for determining PL.
• Look at LEP 5
• Notice in the column entitled 2006 District Rate
  Or Difference, there are 3 rates. This will give
  you a clue that either special analysis (SA) or
  required improvement (RI) was used. In this case
  it is SA check the PL column.

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Profile Sample

• Some indicators are report only.
• These are valuable in your data analysis to look
  at the comparisons to the state rate. Read the
  indicators and the intent carefully to determine
  whether being above or below is the preferred
  target!
• Example RPTE Multi-year Beginning Proficiency
  Rate 9 (page 38 in the manual)

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Profile Sample

• All dropout indicators
• MSR for both numerator (gt5) and
  denominator(gt30).
• Example 6 CTE Annual Dropout Rate

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Profile Sample

• Required Improvement is available for some
  indicators if an LEA cannot meet the state
  standard.
• Example NCLB 2 Science
• Notice that there are multiple rates in the 2006
  District Rate column
• Notice PL Level is 0
• If the rates do not match PL, you may infer that
  RI was used.
• For explanation of the calculation for RI, see
  page 16 of manual and the notes section as is
  noted on page 61 for this example.

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Profile Sample

• Annual Measurable Achievement Objectives (AMAO)
• Examples NCLB 9 and 10
• 9 Has Method 1 and Method 2 available (manual
  page 75)
• 10 This is passed through from the AYP
  information
• AMAO indicators do not have PLs of 0-3 instead
  indicate whether the LEA has met or not met the
  standard

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Profile Sample

• SPED 6 is example of a new indicator only one
  year of data available. Typically RO
• Difference Rate indicators
• Example SPED 18 (page 113 in manual)
• Note that on your LEA profiles that there will be
  an additional state rate for all student
  placement in the column 2006 District Rate or
  Difference.
• This will provide additional valuable
  information when conducting data analysis.

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Quick Guide to TEA Data Source

• To get State Accountability Data Tables, go here
• http//www.tea.state.tx.us/perfreport/account/2006
  /index.html
• and click "Campus Data Table" from the first
  paragraph. Then answer the questions and you'll
  get your data!
• To get AYP Data Tables, go here
• http//www.tea.state.tx.us/ayp/2006/index.html
• and click "Campus Data Table" from down near
  the bottom. Then answer the questions and you'll
  get your data!

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• To get AEIS reports, go here
• http//www.tea.state.tx.us/perfreport/aeis/2005/in
  dex.html
• and click "schools" from the first paragraph.
  Then answer the questions and you'll get your
  data! Remember that these are a year
  behind...the new ones should be posted in late
  November.

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Contact Information

• Lorna Bonner- PBMAS
• 972-348-1324 lorna.bonner_at_region10.org
• Kerry Gain- NCLB, AYP
• 972-348-1480 kerry.gain_at_region10.org
• Rosemary Manges- Special Education
• 972-348-1770 rosemary.manges_at_region10.org
• Rose McCluer- Bilingual/ESL
• 972-348-1530 rose.mccluer_at_region10.org
• Jamie Posey- CTE
• 972-348-1334 jamie.posey_at_region10.org