The TEA Program Monitoring and Interventions Division develops and implements integrated program review processes for career and technical education (CTE) programs statewide that promote program effectiveness, improved student performance, and monitors compliance with statutory requirements for students served by CTE.
Intervention Activities
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, 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 graduated interventions based on local education agency (LEA) performance as evidenced by the Performance-Based Monitoring Analysis System (PBMAS) indicators. Results on each CTE PBMAS indicator and patterns across indicators were examined to determine levels of intervention. The Core Analysis Team is responsible for conducting intervention activities (required participants are listed in the Core Analysis Team Participants template). LEAs are required to collect and analyze data to identify areas for program improvement and noncompliance as applicable. Intervention Guidance and Resources are available to assist LEAs in conducting the activities for CTE.
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.
Focus Data Analysis (FDA)
The purpose of the focused data analysis is to gather and analyze data to determine causes for areas of performance concern on identified PBMAS indicators. The results of the FDA will be used to identify major targets for improvement in the continuous improvement plan (CIP).
System Analysis
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 template.
Continuing Improvement Plan (CIP)
The purpose of the Continuing Improvement Plan is to collect results and findings from all required interventions and direct the LEA in its implementation and its activities designed to improve student performance and correct any noncompliance.
Corrective Action Plan (CAP)
An LEA is required to develop a Corrective Action Plan to address noncompliance identified during any intervention activity.
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. The LEA will be required to complete a review of specified compliance requirements related to the identified areas of performance concern and include the results in the CIP and/or CAP, as appropriate.
On-Site Review
A targeted on-site review may occur at any stage of intervention. An on-site investigation by the TEA will be conducted to address program effectiveness and/or systemic concerns related to documented substantial, imminent, or ongoing risks. The decision to conduct an on-site investigation is not contingent on the stage of intervention, but rather on identification of program effectiveness and/or systemic concerns related to documented substantial, imminent, or ongoing risks.
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.Additionally, on-site visits and/or other interventions or sanctions may be required to address program effectiveness and student performance concerns reflected in documented substantial, ongoing, or imminent risks as reflected in current and/or longitudinal LEA data. The activities in this level of intervention may or may not be combined with other monitoring activities. An LEA may be required to develop a CIP and/or CAP in response to both the visit and any other required data review activities.
Findings from all data collection and analysis activities must be included in the Continuous Improvement Plan and/or Corrective Action Plan as applicable.
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 the CTE program. Any findings of non-compliance must be presented to the board or governing body for discussion and action.