The Division of Program Monitoring and Interventions (PMI) develops and implements integrated program review processes for bilingual education/English as a second language (BE/ESL) 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, 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 PBMAS indicator and patterns across indicators were examined to determine required levels of intervention. The Core Analysis Team is responsible for conducting intervention activities (required participants are listed in the Core Analysis Team Participants document). 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 BE/ESL interventions.
Focus Data Analysis
The purpose of the focused data analysis (FDA) is to work with stakeholders to gather, disaggregate, and review certain PBMAS indicators to determine possible causes for areas of performance concern and address identified issues in the CIP.
The purpose of the system analysis is to conduct a thorough review of the BE/ESL program using the probes and areas for consideration provided on the system analysis template.
Public Program Performance Review (LEA Public Meeting)
The purpose of the LEA public meeting is to gather public input on the effective operation and performance of the LEA BE/ESL program through one or more community focus groups that address a set of pre-determined questions.
Program Effectiveness Review (PER)
The purpose of the program effectiveness review (PER) is to analyze indicators and/or data sets that may identify data trends, systemic program issues, and/or areas of noncompliance with program requirements.
The LEA is required to develop and implement an improvement plan that has integrated the LEA’s decisions based on the results and findings of all required intervention activities. The plan should target improved performance for BE/ESL students and any findings of noncompliance, and must be data driven with specific quantitative and qualitative outcomes.
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. An LEA may be required to develop 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 BE/ESL programs. Any findings of noncompliance must be presented to the board or governing body for discussion and action.