RtI Advisory Team Recap


PBMAS...Performance-Based Monitoring Analysis System

PBMAS Guiding Principles:

1. Positive Results for Students: The PBMAS is intended to assist school districts in achieving positive results for students by providing districts with performance and program effectiveness information at the district, region, and state level that they can use to identify areas of strength as well as areas in need of improvement.

2. Annual Evaluation: Every district is monitored every year.

3. Maximum Inclusion: The PBMAS includes special types of analyses to ensure districts with small numbers of students are included in the system.

4. High Standards: The PBMAS promotes high standards for all students.

5. Indicator Design: The PBMAS indicators reflect critical areas of student performance and program effectiveness.

A description of the indicators...

Below is a graph showing the different "indicators" that PBMAS looks at when determining "stages"...
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A look at the Root Causes...why are we where we are?

SPED – STAAR 3-8 and EOC Passing Rates

–Lack of Instructional Rigor and Differentiation in TIER 1

–Lack of Supplemental Aids

–No Modified Tests and SPED Students Not Prepared for STAAR-A

–Lack of Good Communication and Collaboration between Departments

–Gen Ed and Sp Ed Partner Teachers Need Training/Retraining

–Partner Teachers Do Not Have Common Planning Times

SPED – Graduation Rate

–Behind Due to Scheduling and Failed Classes

–Unmotivated Due to Mindset that Failing is Acceptable

–Students and Parents do not Understand Graduation Requirements

–Sped Students Staying in School in the 12+ Transition Program

SPED – Early Childhood in Regular Program

–Too many Early Childhood Students in Special Education Settings

SPED – African American Over-Representation

–Teacher and Staff Lack of Cultural Understanding

–Large Discrepancy between AA and Other Ethnicities

SPED – DAEP/OSS Placements

–Too Few Alternatives for Discipline

–Need Pro-active Solutions for Behavior Students

BE/ESL – STAAR 3-8 and EOC Passing Rates

–Lack of Instructional Rigor and Differentiation in TIER 1

–Progress Monitoring-Continue to Refine

–Not Really Responsible for Own Learning

–Better Communication and Collaboration between Departments

LEP – RHSP/DAP Diploma Rate

–EOC Passing Rate,

–Loss of Credit from Out of Country Schooling,

–Lack of Knowledge of Requirements for Plans

LEP – Graduation Rate

–Attendance and Failed Classes Puts them Behind

–Unmotivated Due to Mindset that Failing is Acceptable

–Students and Parents Do Not Understand Graduation Requirements

How are we going to address these causes? Our goals...

STAAR Passing Rates

Increase the rigor of instruction by ensuring all teachers have the skills and knowledge to differentiate instruction in their classrooms and implement appropriate supplemental aids and learning tools.

Teachers and students will build positive relationships by facilitating the process of monitoring student progress and mentoring students in taking responsibility for their own learning.

Graduation Rate

Create a campus-wide plan for monitoring student absences and continue progress monitoring to catch students before they fail.

Develop a culture that encourages and rewards success for both teachers and students by developing a growth mind-set

Provide credit recovery options

RHSP/DAP Diploma Rate

Provide students, parents, and teachers with training/information regarding credit requirements for RHSP/DAP.

Ensure course and credit structure allows availability of required courses

•Early Childhood Regular Program Rate

Explore possibilities of collaborative classrooms to include children from the District’s Employee Daycare

Review placements of current Speech Only students regarding the provision of speech services in the general ed classroom

African American Over-Representation Rate

Provide district-wide Cultural Awareness training regarding cultural differences and the effects of poverty on student learning

Utilize mentoring and role models to foster positive relationships resulting in more effective classroom management

Investigate discrepancies in ethnic representation in special ed

Discretionary Discipline (OSS & DAEP)

Develop options and alternatives to DAEP, OSS, and ISS placements to manage student behaviors (Restorative Discipline, restitution, etc.)

One final note...

I wanted to wish each of you a Merry Christmas and a Happy New Year. Have a safe, and relaxing break. Our next RtI Advisory Meeting will be January 20th.