Division of School Improvement (SI), formerly known as the Program Monitoring and Interventions Division, supports the state’s goals
for public education by reviewing, evaluating, monitoring, and intervening with
campuses and their districts to ensure excellence in education for all students. The major responsibilities of the division include monitoring and interventions for:
- state accountability, including federal requirements,
- the bilingual education/English as a second language, career and
technical education, Every Student Succeeds Act, and special education program areas,
- data validation.
visits are conducted to address concerns related to documented substantial,
imminent, or ongoing risks reflected in current and longitudinal district data. The
SI Division monitors federal programs as required by the United
States Department of Education Office for Civil Rights (USDE-OCR) and provides
information and guidance to districts who are identified for an on-site visit. This
information is located in the On-site Review Procedures Manual.
the division supports activities related to the assignment of accreditation
statuses to districts, oversees and supports required interventions for struggling campuses,
and conducts special accreditation investigations.
Texas Accountability Intervention System
All districts staged for PBM interventions must engage in the Texas Accountability Intervention System (TAIS). The TAIS is supported by multiple research‐based resources and 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
- 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 or campus receives will be determined by:
- the current and longitudinal accountability ratings
- the current and longitudinal history of the PBM stage of intervention
- the system with the highest level of intervention
A major responsibility of the division is to implement the requirements of Texas Education Code
(TEC), Chapter 39A, Subchapter A, Interventions and Sanctions for School
Districts and Subchapter B, Campus Intervention Team; Targeted Improvement Plan. The division intervenes with districts and campuses that earn
a rating of Improvement Required (IR) through the State Accountability System. These districts and
campuses engage in improvement planning and continuous monitoring through the
TAIS. Campuses also engage in the
TAIS the first year they earn a Met
Standard state accountability rating, after being identified as IR.
division uses performance data, from the Performance Reporting Division, to
identify districts and campuses with performance concerns for accountability monitoring
intervention activities, which include Title I campuses identified as a
priority or focus school under the USDE flexibility
division also implements program monitoring and intervention requirements in
the areas of bilingual
education/English as a second language, career and technical education, Every Student Succeeds Act (ESSA) (federal title programs), and special
education, including residential facilities (RF).
Interventions occur through performance-based monitoring (PBM) strategies implemented
by the agency. A district assigned a stage of intervention for more than one
program area must engage in integrated intervention activities.
strategies of the PBM system include a shift away from process to results (program effectiveness and student performance), a strong emphasis on data
integrity, a focus on a coordinated approach to agency monitoring, and more
effective sanctions and interventions.
Data Validation Monitoring
validation monitoring monitors the accuracy of data submitted by districts through
the Public Education Information System (PEIMS) and used in the state's
accountability rating and PBM systems, including leaver/dropout data, school
discipline data, and student assessment data. Data validation includes review and follow-up with districts that
have been identified for potential data inaccuracies, data anomalies, or data
data validation and verification on-site reviews are conducted to
validate the implementation of intervention activities and the accuracy of data
driving the PBM system. If noncompliance, student performance, program
effectiveness, or data reporting accuracy concerns are identified during the
visit, the district must undertake actions to address them and 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.
School Improvement Grant (SIG)/Texas Title I Priority Schools
The TEA is
responsible for the state-level administration of school improvement
programs (SIP) under ESSA. The division provides
statewide leadership for:
The ESEA of 1965 was first
passed by Congress as part of President Lyndon B. Johnson's War on
Poverty. The most recent reauthorization amending ESEA was the NCLB Act of 2002 whose primary function is to close the
achievement gap between groups of students by requiring greater
accountability and offering increased flexibility and choice. President Obama signed the Every Student Succeeds Act (ESSA) into law on December 10, 2015. ESSA includes provisions that will help further ensure success for students and schools.
Dropout Recovery Plan Monitoring
The Texas Education Code (TEC) §29.918 states that a district with a high dropout rate, as determined by the commissioner, must submit a plan each year describing how the district or charter school will use the compensatory education allotment and the high school allotment for developing and implementing strategies for dropout prevention.
Districts with a four-year longitudinal dropout rate above 6.2% or Grade 7-12 annual dropout rate above 1.4% were referred to the Division of School Improvement. For the 2017-2018 year, districts with a longitudinal or annual dropout rate greater than or equal to 10% will be required to submit a dropout prevention plan via the Intervention, Stage, and Activity Manager (ISAM) application in TEASE.
Information about conducting intervention activities can be found in the Dropout Recovery Plan Guidance document.
information about monitoring and interventions activities for districts, updates to
the SI web page, and information on the Intervention and Stage Activity Manager
(ISAM) application will be shared through the SI Division list serv. Visit
the agency's Mailing List Administration page to subscribe.
To request access to the ISAM application, visit the TEASE online