LEGISLATIVE BUDGET BOARD PERFORMANCE REVIEW Legislative Budget Board - - PowerPoint PPT Presentation
LEGISLATIVE BUDGET BOARD PERFORMANCE REVIEW Legislative Budget Board Criminal Justice Forum March 7, 2014 Outline of Todays Criminal Justice Forum 2 Criminal Justice Forum parameters Agency Performance Review team
Legislative Budget Board Criminal Justice Forum March 7, 2014
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£ Authority: Government Code Section 322.0165, 322.017,
£ The Agency Performance Review (APR) team conducts
£ Many reports include recommendations for statutory and
£ Results reported to the Legislature and Governor and may
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£ Fiscal Impact – Result in measurable cost savings or
£ Good Government – Improve program efficiency or
£ Investment Budgeting – Increased short-term cost
£ Informational – Provide an overview of an issue
4.
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£ Issue identification is a continuous process that culminates in August of odd
numbered years.
£ The team conducts research to identify issues and policy topics of interest or
concern to members of the Legislature, agencies/institutions, and stakeholders by monitoring hearings, activity in other states, agency board and stakeholder meetings, and other research. and stakeholder meetings, and other research.
£ Review topics are also proposed by legislative members and staff, agency
management, state employees, LBB analysts, and members of the public. Suggestions for reviews are requested via letter after each session.
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£ Pr ect
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£ Analysts conduct preliminary research and develop
£ Project proposals are sorted by type and ranked
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£ Team conducts in-depth research, interviews agency
£ Analyst drafts report on the findings, concerns,
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£ Second analyst reviews all evaluation work,
£ Update budget figures, other reported statistics,
£ Edit, format, and prepare reports for publication.
1-2 page brief for each report published in GEER and other LBB
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£ Government Effectiveness and Efficiency Report (GEER)
° Released in January of odd numbered years ° Contains majority of active recommendations and informational
reviews
£ Executive Summary
° 1-2 page brief for each report published in GEER and other LBB
staff policy reports
° Separate publication to provide highlights of reports for easy
reference during hearings and floor debates
£ Ad-Hoc Publications
° Some reviews are published individually due to size, focus, or
expected use
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£ Draft Rider Language £ Work with Texas Legislative Council to Develop Draft
£ Brief Potential Bill Sponsors £ Support Bill Sponsors
£ Monitor Legislation £ Produce Fiscal Notes £ Attend Policy Committee Hearings £ Attend Budget Committee’s Formal Meetings and
£ Track Contingency Riders
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£ 143 Recommendations £ Enacted
° Statutory Changes ° 67 Recommendations
° Rider and
Parole Process Delays
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£ GEER 2007, 80th Legislature: Implement an Annual Parole
Supervision Program to Reduce the Cost of Supervising Low-risk Offenders
£ GEER 2009, 81st Legislature: Reduce Prison Population by Reducing
Parole Process Delays
£ GEER 2013, 83rd Legislature: Establish a Permanent Mechanism to
Review Sentencing Policies and Control Criminal Justice Costs Summary
£ GEER 2013, 83rd Legislature: Improve the Implementation and
Assessment of Local Juvenile Probation Programming to Ensure Quality
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£ Supervising eligible low-risk offenders on an annual
£ Opportunities for improved efficiencies and better
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£ Include a rider to direct the use of $2.2 million of
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£ Offenders meeting the following criteria may be
£ H
£ Satisfactory completion of one year on Quarterly
£ Court costs, and related fees are paid in full; and £ Current on supervision fees.
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£ State Auditor Report showed that a large number
£ Releasing offenders once they had completed the
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£ Amend statute to allow TDCJ to release offenders
£ Direct TDCJ to automate forms currently completed
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£ SB 1206 as introduced was modified and passed both
£ Instead, the Governor directed the Parole Board and
£ We followed up in 82R with recommendations that
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£ Texas lacks a comprehensive process to assess
£ The last comprehensive review of sentencing,
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£ Amend statute to establish a sentencing commission
£ Appropriate $1.15 million in General Revenue
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£ HB 990 passed the House of Representatives and
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£ Local probation departments vary significantly in
£ If departments cannot thoroughly evaluate their
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£ Include a rider to direct the use of $294,000 of the
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£ The rider directed the agency to provide assistance that
£ visiting local juvenile departments to provide in-depth
£ assisting juvenile probation departments in developing
£ facilitating partnerships with other entities to assist
£ following current research and disseminating best
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£ Jennifer Quereau,
} The nation’s first state-level program designed to
improve the management and finances of individual public school districts.
} The Texas Legislature created the School Performance
Review (SPR) in 1990 to “periodically review the effectiveness and efficiency of the budgets and effectiveness and efficiency of the budgets and
Section 322.016)
} SPR reviews school district functions and recommends
ways to cut costs, increase revenues, reduce overhead, streamline operations, and improve the delivery of educational, financial and operational services.
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E E E ED D D DU U U UC C C CA A A AT T T TI I I IO O O ON N N NA A A AL L L L
Involvement
gy Human Resources F F F FI I I IN N N NA A A AN N N NC C C CI I I IA A A A O O O O L L L L P P P PE E E ER R R RA A A AT T T TI I I IO O O ON N N NA A A AL L L L
Management Security
Management
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epor
s r c , nc u ng accomp s men s,
} Comprehensive
findings, and recommendations.
} Targeted
t t th h l di t i t i l di li h t
Legislature.
} Policy
research)
Legislature.
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District Selection Planning Onsite Work Management and Report Performance Report Review Publication Review Report
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} District superintendent and staff } Board of Trustees } LBB Members } Governor } Members of the legislature representing the reviewed
} Senate and House Education Committees } Agency Representatives (Texas Education Agency,
} Published on LBB website } Briefings to the Texas Education Agency, legislative
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}
E E E ED D D DU U U UC C C CA A A AT T T TI I I IO O O ON N N NA A A AL L L L S S S SE E E ER R R RV V V VI I I IC C C CE E E E D D D DE E E EL L L LI I I IV V V VE E E ER R R RY Y Y Y F F F FU U U UN N N NC C C CT T T TI I I IO O O ON N N NA A A AL L L L A A A AR R R RE E E EA A A A S S S S I I I I L L L L R R R R L L L L E E E E N N N N T T T T D D D D C C C C T T T T C C C C B B B B A A A A M M M M N N N N , , , , 1 1 1 1
}
D D D DI I I I C C C C P P P P I I I IN N N NA A A A Y Y Y Y A A A A T T T T R R R R A A A A I I I IV V V VE E E E E E E E U U U U A A A A I I I IO O O ON N N N ( ( ( (R R R RE E E E . . . . 6 6 6 6) ) ) ) -
E E E U U U U O O O O T T T T I I I IS S S SD D D D 2 2 2 20 0 3 3 3 3 F F F FI I I IN N N ND D D DI I I IN N N NG G G G
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Beaumont ISD lacks a process for effectively managing and monitoring its discipline alternative education campuses to ensure that students are properly transitioned to and from their home campuses and receive adequate properly transitioned to and from their home campuses and receive adequate academic instruction while in alternative education settings.
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home cam uses and alternative education facilities. M M M MA A A AJ J J JO O O OR R R R C C C CO O O ON N N NC C C CE E E ER R R RN N N NS S S S
}
A breakdown in communication between students’ home schools and alternative campuses.
}
No established, uniform process for transitioning students between their home campuses and alternative education facilities. p
}
Academic instruction at alternative disciplinary campuses was inconsistent with the district’s adopted curriculum.
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R R R RE E E EC C C CO O O OM M M MM M M ME E E EN N N ND D D DA A A AT T T TI I I IO O O ON N N N
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Assign an existing staff position the responsibility for overseeing disciplinary alternative education. This oversight should include the review and assessment of the district’s disciplinary programs from an academic and financial perspective, and the development of a research-based management system for disciplinary alternative education.
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Ideally, the staff member should have expertise in organizing, managing, and evaluating disciplinary education programs at the school and district
in this report with staff and other districts, and align the program with best practices identified by the National Alternative Education Association. The position should also identify alternatives to assigning students out of school suspension placements.
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Transportation
} Curriculum } Successful High Economically Disadvantaged School Districts } Food Services } Technology } Transportation } Facilities: Instructional Facilities Allotment (IFA) } S
S S St t t tu u u ud d d de e e en n n nt t t t B B B Be e e eh h h ha a a av v v vi i i io
r r r M M M Ma a a an n n na a a ag g g ge e e em m m me e e en n n nt t t t
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B B B Ba a a ac c c ck k k kg g g gr r r ro
u u un n n nd d d d
} Chapter 37 of the Texas Education Code } Required Districts to operate Disciplinary Alternative
Education Programs (DAEP)
} Required Counties with populations of 125,000 or more to
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" " P P P Pu u u ur r r rp p p po
s s se e e e o
f f f R R R Re e e ev v v vi i i ie e e ew w w w
} Evaluate the continuity of alternative education through the
multiple systems
} In-school suspension (ISS) and DAEP are "owned" by
school districts.
} JJAEP is "owned" by a separate state agency, with
JJAEP is owned by a separate state agency, with connections to multiple school districts.
} Evaluate how the education systems worked together,
including similarities and differences.
} Provide information to the Legislature and reports to the
districts.
} Clarify the alternative education section of educational
service delivery for our comprehensive reviews.
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x str cts x str cts x str cts x str cts S S S Se e e el l l le e e ec c c ct t t ti i i io
n n n o
f f f D D D Di i i is s s st t t tr r r ri i i ic c c ct t t ts s s s
} Districts in county with JJAEP } Districts not in county with JJAEP } Districts with varying program models
S S S Si i i i D D D Di i i i S S S Si i i ix x x x D D D Di i i is s s st t t tr r r ri i i ic c c ct t t ts s s s i i i i
} Four JJAEP Districts – San Antonio ISD, Dallas ISD, Conroe ISD,
and Fort Bend ISD
} Two Non- JJAEP Districts – Ingleside ISD and Amarillo ISD } JJAEP Program models – boot camp, traditional, and
therapeutic
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} Develo ed and used the View-IT ro ram that is a two wa
C C C Co
m m mm m m mo
n n n B B B Be e e es s s st t t t P P P Pr r r ra a a ac c c ct t t ti i i ic c c ce e e es s s s I I I Id d d de e e en n n nt t t ti i i if f f fi i i ie e e ed d d d
} Developed and used the electronic Student Discipline System
that provides efficiency and consistency in student discipline placements.
} Developed and used the View-IT program that is a two way
p g y p communication system for regular educators and discipline alternative educators to maintain and share information about students placed in a discipline alternative setting.
} Provided daily communication to all staff related to students
assigned to In-School Suspension (ISS) and the alternative education program.
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C C C Co
m m mm m m mo
n n n B B B Be e e es s s st t t t P P P Pr r r ra a a ac c c ct t t ti i i ic c c ce e e es s s s I I I Id d d de e e en n n nt t t ti i i if f f fi i i ie e e ed d d d ( ( ( (c c c co
n n n’ ’ ’ ’t t t t. . . .) ) ) )
} Provided a facility and resources that reflect the district’s
high regard for the program needed for student success.
} Involved executive leadership in the development and
implementation of the ISS and DAEP models which contributed to district-wide acceptance and success of the contributed to district-wide acceptance and success of the programs.
} Collaboration between the district and the county to provide
substantial staffing, instructional, and facility resources to
} Implemented a system-wide Positive Behavior System (PBS)
that reduced overall behavior problems leading to office referrals and decreased the rate of special education student referrals.
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Provide direct instruction; C C C Co
m m mm m m mo
n n n F F F Fi i i in n n nd d d di i i in n n ng g g g
} Districts lacked an evaluation process that would help them
identify opportunities to improve their programs.
} The impact of this resulted in failure to: } Provide direct instruction; } Align curriculum with the regular classroom; } Incorporate elective opportunities; } Measure student academic performance; } Provide regular classroom experiences (i.e. science labs); } Provide more training for teachers; and } Improve communication with home school.
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C C C Co
m m mm m m mo
n n n R R R Re e e ec c c co
m m mm m m me e e en n n nd d d da a a at t t ti i i io
n n n
} Develop and implement a program evaluation process to
measure the effectiveness of the student behavior management programs to include the in-school suspension, DAEP, and other programs that the district has developed.
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C C C Co
m m mm m m mo
n n n F F F Fi i i in n n nd d d di i i in n n ng g g g
} Districts lack a complete process for transitioning students
back to the regular classroom setting.
} The impact of this resulted in:
The impact of this resulted in:
} Teachers not being prepared for their students to return
to their classroom.
} Students not being successful when returning to the
classroom.
} Students experiencing other behavior incidents that
cause them to be removed from the regular classroom again.
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C C C Co
m m mm m m mo
n n n R R R Re e e ec c c co
m m mm m m me e e en n n nd d d da a a at t t ti i i io
n n n
} Develop districtwide written procedures for transitioning all
students from alternative settings back to the regular classroom.
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C C C Co
m m mm m m mo
n n n F F F Fi i i in n n nd d d di i i in n n ng g g g
} Districts have not established specific guidelines and
expectations for the operation and management of the In- School Suspension (ISS) programs.
} The impact of this resulted in: } Lack of counseling and tutoring for students; } Non-certified instructors in the ISS room; } Teachers not sending student assignments; } Lack of communication between ISS instructor and
classroom teachers; and
} Too many students being sent to ISS.
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C C C Co
m m mm m m mo
n n n R R R Re e e ec c c co
m m mm m m me e e en n n nd d d da a a at t t ti i i io
n n n
} Develop clear procedures and training for In-School
Suspension (ISS) instructors and monitors.
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