Mathematics and Reading Academies
In 2015, the 84th Texas Legislature (Regular Session) passed legislation directing the commissioner of education to develop and make available the following professional development opportunities to Texas public school teachers:
- Mathematics achievement academies for teachers who provide math instruction to students at the kindergarten, first, second, or third grade level (Senate Bill 934, 84th Texas Legislature, 2015)
- Literacy achievement academies for teachers who provide reading instruction to students at the kindergarten or first, second, or third grade level (SB 925, 84th Texas Legislature, 2015)
- Reading-to-learn academies for teachers who provide reading comprehension instruction to students at the fourth or fifth grade level (SB 972 84th Texas Legislature, 2015)
State law requires that TEA give priority for academy participation to public school teachers who teach at campuses at which at least 50% of the students are educationally disadvantaged.
Per House Bill 3 (HB 3), passed by the 86th Texas Legislature in June 2019, all kindergarten through third grade teachers and principals must attend a "teacher literacy achievement academy" by the 2021–2022 school year. For simplification and to avoid confusion with other grant programs and past literacy achievement academies, TEA is referring to this latest requirement as the HB 3 Reading Academies. House Bill 3 was updated by the 87th Texas Legislature in June 2021; it now states that all kindergarten through third grade teachers and principals must attend a "teacher literacy achievement academy" by the end of the 2022–2023 school year. All kindergarten–grade 3 teachers, including special education teachers and principals, are required to attend the HB 3 Reading Academies by 2023.
HB 3 Reading Academies webpage: https://tea.texas.gov/academics/early-childhood-education/reading/hb-3-reading-academies
In 2021, the 87th Texas Legislature passed Senate Bill 1267 expanding the mathematics achievement academies to teachers who provide math instruction to students at any grade level.
Professional development opportunities are available through the Educational Service Centers. Please contact your regional educational service center (ESC) for dates and times of the following sessions.
In Mathematics Achievement Academy sessions, participants engage in activities that support building knowledge and understanding of a problem-solving heuristic. The following video explains how a heuristic can be used in problem-solving: Mathematics Achievement Academies Heuristic Video
Available for grade 4, grade 3, grade 2, and kindergarten/grade 1, this 3-day academy is presented in a face-to-face setting.
An eligible teacher who successfully completes an original 3-day academy is eligible to receive a $350 stipend, minus applicable income taxes and payroll deductions.
1. Build knowledge and comprehension of effective and systematic instructional practices that support robust mathematics understanding
2. Explain learning progressions that develop a strong foundation for
(A) whole number operations based on place value concepts and
(B) fraction concepts
3. Identify critical checkpoints for understanding within learning progressions for whole number operations and fraction concepts.
4. Identify instructional components that develop fluency and number sense based on robust conceptual and procedural understandings.
5. Identify instructional components that address the needs of students with disabilities, English language learners, students struggling to learn mathematics, and gifted learners.
6. Identify and apply assistive technologies, both physical and digital, that support the development of conceptual and procedural understanding leading to fluency, number sense, and problem-solving proficiency and prove pathways for formative assessment that leads to actionable feedback for teachers and students.
Available for grade 3, grade 2, grade 1 and kindergarten, this academy is a blended learning opportunity that will require participants to attend two half-day face to face or virtual trainings with a 6–8-week online learning component. Completion of a 3-day academy is a prerequisite.
An eligible teacher who successfully completes all elements of the Problem Solving and Discourse Academy is eligible to receive a $100 stipend, minus applicable income taxes and payroll deductions.
1. Build knowledge and understanding of a problem-solving heuristic that applies to any mathematical content strand.
2. Identify problem-solving habits of mind of a proficient problem solver.
3. Build knowledge and understanding of mathematical language routines that complement the use of a problem-solving heuristic.
4. Build knowledge and understanding of formative assessment strategies that focus on making student thinking within phases of the problem-solving model visible to the student and to the teacher.
5. Build knowledge and understanding of five practices that support mathematical discourse to strengthen student voice and agency with a problem-solving heuristic.
Available for grade 3, grade 2, kindergarten/grade 1, this 2-day academy is presented in a face-to-face or virtual format. Completion of a 3-day academy is a prerequisite.
1. Build knowledge and comprehension of effective and systematic instructional practices that support robust mathematics understanding.
2. Identify instructional components that develop understanding of length measurements, composing and decomposing figures, area measurement, and data analysis based on robust conceptual and procedural understandings.
3. Build knowledge and understanding of shared learning intentions and success criteria that focus on providing clarity for both the student and the teacher.
4. Build knowledge and understanding of planning for mathematical discourse to strengthen student voice and foster student agency.
5. Build knowledge and understanding of planning for the implementation of effective mathematical tasks that move learning forward for each and every student.
6. Connect understandings related to length measurement, composing and decomposing figures, area measurement, and data analysis with understandings of numbers and operations.
Intended for district and campus administrators to review the structure of the Mathematics Achievement Academy system, identify components of the Mathematics Achievement Academies in instructional practices, make connections to teacher development, and support implementation of research-based instructional practices in elementary mathematics.
The Texas legislature has appropriated funding to pay stipends to eligible teachers who successfully complete academies. A teacher who successfully completes an academy outside of contracted work days is eligible to receive a stipend, minus applicable income taxes and payroll deductions.
TEA will process payments to school districts and charter schools for disbursement to eligible teachers who completed an academy. Teachers who completed academy training and who submitted a signed verification form accepting the stipend upon completion of the training will receive a stipend.
Once stipend information has been verified and processed, TEA will issue a payment to each school district and charter school that had an eligible teacher complete an approved training. Districts and schools are required to pay teachers the stipend in a timely manner. Districts and schools will be notified of the payment and will be provided a detailed list of the teachers who are to receive the stipend. Correspondence will be sent to the district or charter school superintendent as well as to the district business office at the email address on file in the AskTED system.
For questions related to stipend payment, teachers should first contact their district or charter school business office, followed by the ESC responsible for the academy training.
Instructions for Finding Your Unique ID (PDF, 191KB) - For timely processing of teacher stipends for academy attendance, participant’s ten-digit Unique ID number is required.
Curriculum Standards and Student Support Division