Curriculum and Instruction

Main Contact Information

Phone: (512) 463-9581
Email: teks@tea.texas.gov

The TEKS are the state standards for what students should know and be able to do. 

TEKS Review and Revision

The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. SBOE members nominate educators, parents, business and industry representatives, and employers to serve on TEKS review committees. Learn about the TEKS Review and Revision process. Subscribe to updates from TEA. 

TEKS and Skills by Chapter

The Texas Essential Knowledge and Skills (TEKS) are listed below in two different formats, a web-based version of the standards and a PDF version of the standards. Click on the link below to access the web version (Web) of the standards or a PDF version (PDF) of the standards. Please note that the web-version of the standards may contain more than one page.

Table scrolls horizontally on small screens.

Chapter Web  PDF
Chapter 110. English Language Arts and Reading Web PDF
Chapter 111. Mathematics Web PDF
Chapter 112. Science Web PDF
Chapter 113. Social Studies Web PDF
Chapter 114. Languages Other Than English Web PDF
Chapter 115. Health Education Web PDF
Chapter 116. Physical Education Web PDF
Chapter 117. Fine Arts Web PDF
Chapter 120. Other Texas Essential Knowledge and Skills Web PDF
Chapter 126. Technology Applications Web PDF
Chapter 127. Career Development and Career and Technical Education Web PDF
Chapter 128. Spanish Language Arts and English as a Second Language Web PDF

TEKS by Grade Level (Elementary)

The following documents provide the elementary TEKS compiled by grade level:

Instructional materials are any medium or a combination of media that convey the Texas Essential Knowledge and Skills (TEKS) of a subject in the public-school curriculum to a student, including materials such as lesson plans or grading rubrics.

TEA coordinates and facilitates the review and approval of instructional materials by the State Board of Education (SBOE) and provides guidance and resources to assist with their procurement and implementation.

Instructional Materials Review and Approval (IMRA)

View information about IMRA and Proclamations, as well as resources for publishers.

Bluebonnet Learning

Explore Bluebonnet Learning, state-developed instructional materials that provide teachers with the tools to foster student success.

Leadership and Instructional Foundations for Texas (LIFT)

Find information about LIFT, a grant-funded program that provides comprehensive support for school systems adopting high-quality instructional materials (HQIM) and implementing Bluebonnet Learning.

Procure Instructional Materials in EMAT

Learn more about the different aspects involved in the procurement of instructional materials, including Certification of Provision of Instructional Materials, funding, and EMAT training.

Additional Topics

Explore additional topics related to instructional materials:

Background

The State Board of Education (SBOE) has authority for the review and adoption of the English Language Proficiency Standards (ELPS). SBOE members nominate individuals to serve on the review work groups. The SBOE initially began the review and revision process for the ELPS in 2019. The ELPS review was paused in 2020 and resumed in 2023. This page provides information regarding the review and revision of the ELPS.

ELPS, Adopted 2024 

The SBOE approved in September 2024 new ELPS for kindergarten–grade 12. The new ELPS available in 19 Texas Administrative Code (TAC), Chapter 120, Subchapter B, will be implemented in classrooms beginning with the 2026–2027 school year. The following document reflects the new ELPS approved by the SBOE. The ELPS includes two sections: student expectations and proficiency level descriptors. In the new ELPS, proficiency level descriptors are hyperlinked in the rule text as figures (Kindergarten–Grade 3: Figure 19 TAC §120.20(e)(2) and Grades 4–12: Figure 19 TAC §120.21(e)(2)).

19 TAC Chapter 120, Subchapter B, English Language Proficiency Standards, Approved by the SBOE 

ELPS Review Process

  • Amendments Considered by the SBOE at Second Reading 

    Amendments considered by the SBOE in September 2024 for second reading and final adoption of proposed new 19 TAC, Chapter 120, Other Texas Essential Knowledge and Skills, Subchapter B, English Language Proficiency Standards, are provided in the document below.

    19 TAC Chapter 120, Subchapter B, English Language Proficiency Standards, Approved by Committee of the Full Board

     

    Final Recommendations, June 2024

    In May and June 2024, TEA convened ELPS review work groups to review feedback and finalize their recommendations. To view work group final recommendations, click on the item to download the PDF. The SBOE considered proposed new ELPS for first reading and filing authorization at its June 2024 meeting.

     

    Draft Recommendations, March 2024

    In fall 2023, TEA convened ELPS review work groups to review and develop recommendations for revision to the ELPS writers’ draft. To view work group draft recommendations, click on the item to download the PDF. 

     

    ELPS Review Writing Group

    After convening a series of work groups in 2019, TEA identified a group of experts in language acquisition from Texas institutions of higher education and an education service center to complete recommendations for revisions to the ELPS.

    For a list of the ELPS writers with their biographies, click on the link below.
    •    ELPS Writers' Biographies (PDF, 114KB)

    The SBOE was presented with the writers’ draft for proposed revisions to the ELPS for discussion at the June 2023 SBOE meeting. The writers' recommendations included separating the ELPS into the following two grade bands: kindergarten–grade 3 and grades 4–12. To view the ELPS writers' drafts, click on the item to download the PDF. 
    •    ELPS Writers' Draft Kindergarten–Grade 3 (PDF, 5,501KB)
    •    ELPS Writers' Draft Grades 4–12 (PDF, 3,085KB)

     

  • Work Groups

    The SBOE's review and revisions process called for multiple, separate work groups. The following links include individuals appointed by the SBOE to serve on the ELPS review work groups in 2019 and their drafts.

    ELPS Review Work Group Drafts

    Work Group D

    Work Group D developed recommendations for revising the cross-curricular second language acquisition essential knowledge and skills (student expectations or SEs) for each of the four domains. The work group agreed with recommendations from Work Group A and integrated SEs from the current learning strategies section into the domain the SE best fit within. 

    Work Group C

    TEA distributed a survey to collect feedback on the two proficiency level descriptor (PLD) models proposed by Work Group B. The next group, Work Group C, reviewed the proposed models and survey results and

    • recommended expanding the current PLDs from four levels to five levels;
    • made suggestions for new labels for each of the five levels; and
    • identified key concepts for each of the four domains of language (listening, speaking reading, and writing).

    For grade bands, Work Group C recommended maintaining the current organization for the PLDs:

    • one set of PLDs for the listening and speaking domains (kindergarten–grade 12) and
    • two grade bands for the reading and writing domains (kindergarten–grade 1 and grades 2–12).  

    The Work Group C recommendations document outlines the five proficiency levels and includes sample PLDs for one concept in each domain. For the reading and writing domains, which are proposed to have two grade bands, the document includes sample PLDs for each grade band. Click on the item to download the PDF.

    Work Group B

    Work Group B reviewed current research related to language acquisition and proficiency level descriptor models from other states/entities. The work group proposed two options for expanding the number of levels for the PLDs but did not reach consensus on a final model. The work group proposed two options for expanding the number of levels for the PLDs but did not reach consensus on a final model. Click on the item to download the PDF.

    Work Group A

    Work Group A completed a summary of issues and recommendations for future work groups based on results of the English Language Proficiency Standards (ELPS) survey. Work Group A's draft is provided below. Click on the item below to download the PDF.

Curriculum and Instruction

State curriculum standards, instructional materials, and key academic programs statewide.

College, Career and Military Preparation

Texas offers a number of programs designed to help make students college and career ready.  Those programs include Advanced Placement, dual credit, the International Baccalaureate program, and Early College High School. College and career readiness standards have been built into the TEKS.

Early Childhood Education

At TEA, our goal is for all Texas children to enter Kindergarten with the foundational knowledge and skills to be curious, confident and successful learners.  In partnership with families, schools and communities, TEA provides support for effective and aligned early learning opportunities, policies, and prekindergarten programs across the state of Texas.

Graduation Information

Through decades of hard work, Texas has developed one of the highest graduation rates in the country. Texas students can now craft a graduation plan that reflects their personal interests through the use of specializations called endorsements. Along with passing the required courses, Texas has required every graduating class, beginning with the Class of 1987, to pass state standardized tests in order to earn a diploma. 

High-Quality Instructional Materials

A growing body of research points to the positive impact high-quality instructional materials can have on student learning. TEA defines high-quality materials as those that ensure full coverage of Texas Essential Knowledge and Skills (TEKS), align with research-based instructional strategies in each subject area, and support all learners.

Learn more about High-Quality Instructional Materials.

Instructional Materials

Despite major revisions in the textbook adoption and distribution process in recent years, Texas remains one of the most influential states in the instructional materials market in the country. Millions of print and online textbooks and other instructional materials are purchased each year.

Learning Support and Programs

A number of specialized programs are available to Texas students. These programs help provide a strong foundation, provide different learning environments and focus on workplace training. This includes programs such as character education, health and safety education, the Texas Virtual School Network, guidance and counseling and career and technical education.

Special Student Populations

Students enrolled in Texas schools speak more than 120 different languages. Consequently, a growing number of Texas students need help with English language acquisition. Bilingual education and English as a Second Language classes are available for these students. Others programs that focus on particular student needs are early childhood education, dyslexia and Section 504 training, and gifted and talented education. Specialized programs are also available to meet the needs of migrant students and children in foster care.

About eight percent of Texas public school students receive some kind of special education service. This can range, for example, from 30 minutes a week for speech therapy to life skills training. A wide array of support and services are available to students.

Subject Areas

The Subject Areas provides state-level support, information and non-regulatory guidance to school administrators, teachers, counselors, parents, and students about general curriculum laws and rules, particularly with respect to graduation requirements, options for offering courses, and the award of credit.

Chief Academic Officer Bulletin Archive

View an archive of the Chief Academic Officer Bulletins sent in 2018 and 2019.