The Division of Program Monitoring and Interventions (PMI) develops and implements intervention processes for career and technical education (CTE) programs statewide that promote program effectiveness and improved student performance, and monitor compliance with requirements for students served.
TEA monitoring and intervention activities focus on a data-driven and performance-based system that takes place in a continuous improvement model. Activities reflect an emphasis on data integrity, data analysis, needs assessment, improvement planning, implementation, monitoring, progress reporting, and improved student performance and program effectiveness. The system for TEA monitoring is referenced as the Performance-Based Monitoring (PBM) system. The PBM system reflects the use of integrated interventions based on Local Education Agency (LEA) performance as evidenced by the Performance-Based Monitoring Analysis System (PBMAS) indicators. Results on each PBMAS indicator and patterns across indicators were examined to determine required levels of intervention.
A district staged for interventions in the PBM system must identify a District Coordinator for School Improvement (DCSI) who will serve as a member of the District Leadership Team (DLT). The DLT is responsible for conducting intervention activities (required and suggested participants are listed in the Texas Accountability Intervention System (TAIS) Guidance document). If the LEA has previously formed a DLT due to identification for state accountability interventions, the LEA will be required to add members with expertise in CTE. LEAs are required to collect and analyze data to identify areas for program improvement. Intervention guidance and resources are available to assist LEAs in conducting the required CTE interventions.
Texas Accountability Intervention System
All LEAs staged for PBM interventions will engage in the TAIS. The TAIS is supported by multiple research‐based resources/documents that guide districts and campuses through school improvement. As the state transitions to a more aligned accountability system, the focus shifts to a more integrated process for continuous, sustained improvement. The following districts and campuses will engage in TAIS Interventions:
- Districts and campuses rated Improvement Required (IR) due to low performance on one or more of the four indexes of the performance index framework;
- Districts and campuses who miss one or more System Safeguard targets; and/or
- Districts staged for interventions in the Performance‐Based Monitoring (PBM) system, which includes multiple and single program areas staged for interventions.
The level of support a district/campus receives will be determined by:
- the current and longitudinal accountability ratings;
- the current and longitudinal history of the PBM stage(s) of intervention; and
- the system with the highest level of intervention
Texas Accountability Intervention System (TAIS) Guidance (PDF, 568KB)
A targeted on-site investigation by the TEA will be conducted to address concerns related to documented substantial, imminent, or ongoing risks as reflected in current and/or longitudinal local education agency (LEA) data. The authority to conduct on-site investigations is found in Texas Education Code (TEC) §39.056, On-Site Investigations, TEC §39.057, Special Accreditation Investigations, 19 Texas Administrative Code (TAC) §97. 1071, Special Program Performance: Intervention Stages, 19 TAC §97.1072, Residential Facility Monitoring: Determinations, Investigations, and Sanctions, and, if applicable, conditions of the charter school contract and federal statutes and guidelines. The LEA will receive a preliminary on-site report of findings following the on-site review. The report must be presented to the governing board and the LEA must carry out the required actions of the report.
An LEA may be required to develop or update an improvement plan in response to both the visit and any other required data review activities. Findings from all data analysis activities must be included in the Improvement Plan. Under the requirements of Texas Education Code §7.028(b), the board of trustees of a school district or the governing body of an open-enrollment charter school has primary responsibility for ensuring that the district or school complies with all applicable requirements of state educational programs, including CTE programs. Any findings of noncompliance must be presented to the board of trustees or governing board for discussion and action.
The on-site procedures manual provides information regarding on-site reviews.
The purpose of the system analysis is to conduct a thorough review of the CTE program using the probes and areas for consideration provided on the system analysis resource document.
Compliance Review (CR)
The purpose of the compliance review is to focus on compliance issues or indicators to ensure that the LEA is implementing the CTE program as required by federal statute.
CTE eGrant Application/Plan Data Review
LEAs in a stage of intervention are required to review results of certain PBMAS indicators revealing higher levels of performance concern, review actual data if there are any PBMAS indicators listed as having No Data (ND), and include improvement activities in the CTE Program Effectiveness Report (PER) contained within the eGrant application for federal Carl D. Perkins funds. Activities may include actions taken to improve student performance and/or address data reporting concerns related to Public Education Information Management System (PEIMS) submissions, coding of Texas Assessment of Knowledge and Skills (TAKS) documents, or the reporting of technical skill attainment (2S1) in the CTE Program Evaluation Report. CTE program staff and PMI staff at the TEA review the Program Effectiveness Report that is a part of the funding application to ensure improvement activities have been incorporated for all areas of low performance.