The division implements program monitoring and intervention requirements in the areas of bilingual education/English as a second language, career and technical education, No Child Left Behind (federal Title programs), and special education. This occurs within the context of the performance-based monitoring (PBM) strategies being implemented by the agency. When an LEA is assigned a stage of intervention for more than one program area, including BE/ESL, CTE, NCLB, Special Education, and Residential Facilities (RF), the LEA will be required to engage in integrated intervention activities.

Some underlying strategies of the PBM system include a shift away from process to results (i.e. program effectiveness and student performance), a strong emphasis on data integrity, a focus on a coordinated approach to agency monitoring, and more effective of sanctions and interventions.

Data Validation Monitoring (DVM) is another component of the PBM system. Its function is to monitor the accuracy of data submitted by school districts and used in the state's accountability rating and performance-based monitoring (PBM) systems, including leaver/dropout data, school discipline data, and student assessment data. Data validation responsibilities include review and follow-up with districts that have been identified for potential data inaccuracies, data anomalies, or data irregularities.

Additionally, Data Validation and Verification (DVV) on-site reviews are conducted to validate the implementation of the PBM system and the accuracy of data used in the analysis. If noncompliance, student performance, or program effectiveness concerns are identified during the visit, the LEA will be required to undertake actions to address identified areas of concern. If inaccurate data reporting of findings is determined through the TEA validation and verification processes, the LEA may be subject to additional sanctions and interventions.

Methods of Administration  
Districts that offer or administer Career and Technical Education (CTE) programs and receive funds from the U.S. Department of Education must meet certain program requirements. The TEA has the regulatory responsibility to ensure that CTE programs in Texas public secondary schools allow equal access to all students.  Information regarding MOA reviews can be found on the TEA website.
Program Effectiveness Report

LEAs are required to provide a Program Effectiveness Report and are not in compliance with Perkins grant conditions and requirements until this report is received by TEA. The final 10% of the district’s funding will be withheld pending receipt of the Program Effectiveness Report, Final Expenditure Report, and (if applicable) Performance Based Monitoring intervention data. Eligibility to receive future grants–including continuation grants–from TEA may be impacted by such noncompliance.

LEAs  shall agree to accept the state’s secondary adjusted levels of performance as local adjusted levels of performance or to negotiate with TEA to reach agreement on new local adjusted levels of performance for each of the core indicators of performance for CTE activities. The levels of performance established shall, at minimum, meet these requirements:

  • Be expressed numerically, so as to be objective, quantifiable, and measurable
  • Require your organization to continually make progress toward improving the performance of CTE students
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  Jul 21, 2013, 6:27 PM Kerri Bowles