LASO Cycle 3 - Program Guideline Reference

The information on this page relates only to the Qualtrics application for LASO Cycle 3. This page is not meant to be accessed for other purposes. If you stumbled upon this page from elsewhere, please refer to the LASO Cycle 3 Homepage instead for the most up-to-date information. After reading each text, you may close this tab to return to your submission form. You may also use the navigation links below to browse this page.

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Strong Foundations Planning (SFP)

Strong Foundations Planning Program Introduction

Strong Foundations Planning provides direct grant funds to LEAs for technical assistance to develop a strong instructional framework in math or literacy based in the research-based instructional strategies (RBIS) to guide teaching and learning in the LEA.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Strong Foundations Planning Program Description

The vision of Strong Foundations is for all Texas students to have access to rigorous, grade-level content and instruction every day. Strong Foundations Planning provides direct grant funds to LEAs for technical assistance to develop a strong instructional framework in math or literacy based in the research-based instructional strategies (RBIS) to guide key decisions about teaching and learning in the LEA.

Technical assistance includes:

Support in developing a roadmap for the instructional framework development process
Facilitation of a collective learning series with the leadership team and stakeholder committee on the math or literacy RBIS
Support in creating a vision, identifying key beliefs, gathering input from stakeholders, and developing a RBIS-aligned instructional framework in math or literacy
Support in conducting a diagnostic of the current state of instructional materials and instruction
Support in developing an instructional framework rollout plan and deciding whether to adopt high-quality instructional materials (HQIM) to achieve the instructional goals of the LEA

LEAs are required to use:

50% of grant funds to contract with a single Approved Provider from the LASO Cycle 3 Approved Provider list for Strong Foundations Planning to support grant activities
20% of grant funds for additional support from the Approved Provider and/or salaries or partial salaries for project managers, instructional coaches, or other positions directly supporting grant activities
30% of grant funds for other allowable expenses (e.g., stipends for stakeholder committee members)

Authorizing Legislation is General Appropriations Act (GAA), Article III, Rider 76, 88th Texas Legislature, 2023. General Appropriations Act (GAA), Article III, Rider 94, 88th Texas Legislature, Regular Session, 2023.

Strong Foundations Planning Program-Specific Assurances

LEAs must meet all program-specific assurances, including:

Ensuring approval by the Superintendent and Chief Academic Officer (or equivalent leader) to participate in the program
Contracting with an Approved Provider from the LASO Cycle 3 Approved Provider List for Strong Foundations Planning
Submitting Approved Provider contracts and required funding summary reports to TEA
Appointing a LEA lead as the primary point of contact for all grant-related activities and designating at least one additional point of contact
Forming a leadership team that includes representation from key leaders in the LEA
Forming a stakeholder committee that includes representation from key stakeholders in the LEA (e.g., board members, district leaders, school leaders/campus administrators, curriculum specialists, instructional coaches, teachers, families/caregivers, community members), including representation from general education, special education, and emergent bilingual stakeholders
Ensuring all members of the leadership team and stakeholder committee complete the required research-based instructional strategies (RBIS) collective learning series
Ensuring the Superintendent and/or Chief Academic Officer (or equivalent leader) participate in required trainings and monthly communities of practice
Submitting all required grant deliverables (e.g., roadmap, instructional framework, instructional framework rollout plan)
Ensuring approval by the Superintendent and Chief Academic Officer (or equivalent leader) of the instructional framework and instructional framework rollout plan
Submitting all required data and agreeing to the leadership team and/or stakeholder committee participating in focus groups upon TEA request

Strong Foundations Planning Grant-Specific Eligibility

Eligible applicants are LEAs. LEAs that previously participated in the Strong Foundations Framework Development Grant in SY2022-23 and/or Strong Foundations Planning Grant in SY2023-24 and/or SY2024-25 are NOT eligible to apply for the same content area awarded in previous grant cycles. Prior grantees are eligible to apply for a new content area.

Strong Foundations Implementation (SFI)

Strong Foundations Implementation Program Introduction

Strong Foundations Implementation provides direct grant funds to LEAs for technical assistance to support high-fidelity implementation of the Texas open education resource (OER) instructional materials, including high-quality professional learning for teachers, instructional coaches, school leaders/campus administrators, and district leaders on effectively implementing OER. Strong Foundations Implementation is the OER Instructional Material Support program established by Chapter 31 of the Texas Education Code.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Strong Foundations Implementation Program Description

The vision for Strong Foundations is for all Texas students to have access to rigorous, grade-level content and instruction every day. Strong Foundations Implementation supports LEAs in implementing the Texas open education resource (OER) instructional materials to provide students access to high-quality instructional materials (HQIM) and high-quality instruction.

Strong Foundations Implementation provides direct grant funds to LEAs for technical assistance to support high-fidelity implementation of the Texas OER instructional materials, including high-quality professional learning (HQPL) for teachers, instructional coaches, school leaders/campus administrators, and district leaders on effectively implementing OER. Strong Foundations Implementation is the OER Instructional Material Support program established by Chapter 31 of the Texas Education Code.

Technical assistance includes:

Support in developing a district-level instructional materials transition plan and campus-level implementation action plans
Facilitation of flexible supports for school leaders/campus administrators (e.g., professional learning, coaching, consultations)
Learning walks with school leaders/campus administrators to understand implementation fidelity and progress
Facilitation of HQPL for teachers and coaches on effectively implementing the instructional materials
Facilitation of flexible supports for teachers and coaches (e.g., additional professional learning, unit and lesson internalization, lesson rehearsal, student work analysis, observation and feedback)
Observations to support teacher implementation

LEAs are required to use:

50% of grant funds to contract with a single Approved Provider per instructional material from the LASO Cycle 3 Approved Provider List for Strong Foundations Implementation to support grant activities (it is highly recommended that LEAs contract with the same provider for all instructional materials)
20% of grant funds for additional support from the Approved Provider and/or salaries or partial salaries for instructional coaches or other positions directly supporting implementation of the instructional materials
30% of grant funds for other allowable expenses (e.g., print materials, digital licenses, assessment licenses, teacher stipends, instructional coaches)

In-kind print materials are NOT included in the grant. LEAs will need to provide all print materials for teachers and students.

Authorizing Legislation is General Appropriations Act (GAA), Article III, Rider 76, 88^th Texas Legislature, 2023. General Appropriations Act (GAA), Article III, Rider 94, 88^th Texas Legislature, Regular Session, 2023.

Strong Foundations Implementation Program-Specific Assurances

LEAs must meet all program-specific assurances, including:

Ensuring approval by the Superintendent and Chief Academic Officer (or equivalent leader) to participate in the program
Ensuring approval of the board of the local governing agency/trustees of the district to use the instructional materials
Ensuring evidence showing classroom teachers support the use of the instructional materials
Contracting with an Approved Provider from the LASO Cycle 3 Approved Provider List for Strong Foundations Implementation
Submitting Approved Provider contracts and required funding summary reports to TEA
Appointing a LEA lead as the primary point of contact for all grant-related activities and designating at least one additional point of contact
Ensuring attendance and engagement by the LEA lead at periodic check-ins with the Approved Provider
Ensuring participation of at least 1 school leader/campus administrator per participating campus
Ensuring attendance and engagement by participating school leaders/campus administrators at periodic check-ins with the Approved Provider
Submitting all required grant deliverables (e.g., district-level instructional materials transition plan, campus-level implementation action plans for all participating campuses)
Ensuring participation of at least 1 coach per instructional material (coaches may include instructional coaches, administrators, leaders, or other individuals directly supporting teachers)
Submitting participant registration information by designated deadlines
Following the year-long scope and sequence for the instructional materials
Meeting the minimum number of instructional minutes for the instructional materials
Using the curriculum-embedded assessments included in the instructional materials
Ensuring participating LEA leads, school leaders/campus administrators, coaches, and teachers are able to attend all required professional learning
Ensuring teachers have sufficient planning time and use the required protocols
Providing print materials for all participating teachers and students
Ensuring digital access and rostering (if applicable) for the instructional materials
Ensuring participating LEA, school leaders/campus administrators, coaches, and teachers complete all program requirements
Submitting all required data

Strong Foundations Implementation Grant-Specific Eligibility

Eligible applicants are LEAs implementing approved core instructional materials in school year 2025-26.

Approved core instructional materials pending approval by the State Board of Education through the Instructional Materials Review and Approval (IMRA) process include:

Bluebonnet Learning K-5 Reading Language Arts, Edition 1
Bluebonnet Learning K-5 Math, Edition 1
Bluebonnet Learning Secondary Mathematics, Edition 1 (Grades 6-8 and Algebra I)

Additional pilot approved core instructional materials include:

Aprendizaje Bluebonnet Artes del lenguaje y lectura K-5, Edición 1
Aprendizaje Bluebonnet Matemáticas K-5, Edición 1

Note: Previous approved core instructional materials in K-5 RLA (K-5 OER RLA COVID Emergency Release V3, also called Amplify Texas Elementary Literacy Program/Amplify Texas Lectoescritura en Español) and/or K-5 Math (K-5 OER Math COVD Emergency Release V2, also called Eureka Math TEKS Edition) and/or 6-12 Math (6-12 OER Math COVID Emergency Release V2, also called Carnegie Learning 6-12 Texas Math Solution) are not eligible.

Note: An LEA is eligible to apply to both Strong Foundations Implementation (SFI) and Instructional Leadership (IL) grants, but in the event that both are awarded, the LEA must select their ESC as the Approved Provider for both SFI and IL. SFI programming will be limited to support of OER implementation and IL programming will be limited to non-OER support.

SFI School Improvement PLC Supports (SFI SI PLC)

SFI School Improvement PLC Supports Program Introduction

SFI School Improvement PLC Supports provides direct grant funds to LEAs for technical assistance for Professional Learning Communities (PLCs) to support high-fidelity implementation of the Texas open education resource (OER) instructional materials in Title I and Federally Identified campuses participating ain Strong Foundations Implementation (SFI).

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

SFI School Improvement PLC Supports Program Description

The vision for Strong Foundations is for all Texas students to have access to rigorous, grade-level content and instruction every day. Strong Foundations Implementation supports LEAs in implementing Texas open education resource (OER) instructional materials to provide students access to high-quality instructional materials (HQIM) and high-quality instruction.

Strong Foundations Implementation School Improvement PLC Supports provides direct grant funds to LEAs for technical assistance for Professional Learning Communities (PLCs) to support high-fidelity implementation of the Texas OER instructional materials in Title I and Federally Identified campuses participating in Strong Foundations Implementation.

Technical assistance includes:

Support in developing campus-level implementation action plans
Facilitation of a minimum of 20 PLCs over the school year focused on internalization of the Texas OER instructional materials, including support for a campus PLC facilitator through a gradual release of responsibility
Learning walks with school leaders/campus administrators to understand implementation fidelity and progress

LEAs are required to use:

50% of grant funds to contract with a single Approved Provider per instructional material from the LASO Cycle 3 Approved Provider List for Strong Foundations Implementation to support grant activities (LEAs must contract with the same Approved Provider for both SFI and SFI SI PLC Supports)
50% of grant funds for additional support from the Approved Provider and/or salaries, partial salaries, or stipends for instructional coaches or other positions directly supporting PLC facilitation and implementation of the instructional materials

Authorizing Legislation is Elementary and Secondary Education Act of 1965, as amended by Every Student Succeeds Act (ESSA), Title I, Part A, Section 1003

SFI School Improvement PLC Supports Program-Specific Assurances

LEAs must meet all program-specific assurances, including:

Ensuring approval by the Superintendent and Chief Academic Officer (or equivalent leader) to participate in the program
Contracting with an Approved Provider from the LASO Cycle 3 Approved Provider List for Strong Foundations Implementation
Submitting Approved Provider contracts and required funding summary reports to TEA
Appointing a campus lead for each participating campus as the primary point of contact responsible for all grant-related activities and designating at least one additional point of contact
Ensuring attendance and engagement by the campus lead at periodic check-ins with the Approved Provider
Ensuring attendance and engagement by the District Coordinator of School Improvement (DCSI) at period check-ins with the Approved Provider
Ensuring teachers are able to attend all Professional Learning Communities (PLCs)
Appointing at least 1 PLC facilitator per campus who assumes responsibility for facilitating PLCs through a gradual release of responsibility model
Ensuring participating campus leads, PLC facilitators, and teachers complete all program requirements
Submitting all required data
Attending meetings with the TEA School Improvement team and/or TEA Strong Foundations Implementation team as requested
Including the TEA School Improvement team and/or TEA Strong Foundations Implementation team and/or Education Service Center School Improvement representative on learning walks as requested

SFI School Improvement PLC Supports Grant-Specific Eligibility

Eligible applicants are LEAs awarded Strong Foundations Implementation (SFI) implementing approved core instructional materials in eligible campuses in school year 2025-26. In order to be considered for the SFI SI PLC Supports grant, LEAs must also apply for the SFI grant.

Approved core instructional materials pending approval by the State Board of Education through the Instructional Materials Review and Approval (IMRA) process include:

Bluebonnet Learning K-5 Reading Language Arts, Edition 1
Bluebonnet Learning K-5 Math, Edition 1
Bluebonnet Learning Secondary Mathematics, Edition 1 (Grades 6-8 and Algebra I)

Additional pilot approved core instructional materials include:

Aprendizaje Bluebonnet Artes del lenguaje y lectura K-5, Edición 1
Aprendizaje Bluebonnet Matemáticas K-5, Edición 1

Eligible campuses include campuses that are Title I served with a 2024 federal accountability identification, including Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), or Additional Targeted Support (ATS). Comprehensive campuses in their second year of identification (Comprehensive Reidentified or Comprehensive Progress) are also eligible. Campuses must remain in operation during the grant cycle and remain Title I served for the 2025-26 school year.

Instructional Leadership (IL)

Instructional Leadership Program Introduction

The Instructional Leadership pathway will provide training, implementation support, and one-on-one coaching to campus and district leaders to build their own capacity and that of the educators that they manage. Approved providers include all 20 education service centers as well as vetted vendors with a history of strong results working with campuses and districts in Texas. This pathway consists of a required suite of trainings and support intended to foster continuous improvement by helping campus and district administrators grow concrete instructional leadership skills in the areas of schoolwide culture routines, HQIM internalization and implementation, observation and feedback, and data-driven instruction.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Instructional Leadership Program Description

The Instructional Leadership Pathway will support and improve teachers' classroom instruction and climate so that all Texas students will have access to rigorous, grade-level content and instruction every day. The Instructional Leadership Pathway supports LEAs in implementing best practices in instructional leadership to provide students access to strong school climate and culture and high-quality instruction.

The Instructional Leadership Pathway provides direct grant funds to LEAs for technical assistance to support the implementation of best practices in instructional leadership, including professional learning for teachers, coaches, school leaders/campus administrators, and district leaders on schoolwide culture routines, materials internalization and alignment, observation and feedback and data driven instruction.

Technical assistance includes, but is not limited to:

Support in developing district-level instructional leadership expectations for campus leaders and campus-level implementation action plans
Coaching for school leaders/campus administrators
Learning walks with school leaders/campus administrators to understand fidelity of implementation of instructional leadership practices and progress toward implementation goals
Facilitation of professional development for teachers and coaches on effective instructional leadership practices
Facilitation of implementation supports for district and school leaders, teachers and coaches (e.g., additional professional learning, unit and lesson internalization, lesson rehearsal, student work analysis, observation and feedback)
Observations to support teacher and leader implementation

LEAs are required to use:

70% of grant funds to contract with a single Approved Provider from the LASO Cycle 3 Approved Provider List for Instructional Leadership to support grant activities
30% of grant funds for other allowable expenses (e.g., print materials, digital licenses, teacher stipends, instructional coaches).

This is a two-year grant. Year One, the Instructional Leadership Grant, spans from [2025] to [9/30/2026], followed by Year Two, the continuation grant, from 10/1/2026] to [9/30/2027]. LEAs will first receive the Year One grant and then in May 2025, Engagement Criteria will be assessed, and based on meeting those criteria, *Year Two continuation grants will be awarded. At that time, LEAs must submit a budget and sign assurances for the Year Two grant)

Instructional Leadership Program-Specific Assurances

The applicant provides assurance that program funds will supplement (increase the level of service), and not supplant (replace) state mandates, State Board of Education rules, and activities previously conducted with state or local funds. The applicant provides assurance that state or local funds may not be decreased or diverted for other purposes merely because of the availability of these funds. The applicant provides assurance that program services and activities to be funded from this Grant will be supplementary to existing services and activities and will not be used for any services or activities required by state law, State Board of Education rules, or local policy.
The applicant assures that the application does not contain any information that would be protected by the Family Educational Rights and Privacy Act (FERPA) from general release to the public.
The applicant assures to adhere to all the Statutory and TEA Program requirements as noted in the Program Guidelines.
The applicant assures to adhere to all the Performance Measures, as noted in the Program Guidelines, and shall provide to TEA, upon request, any performance data necessary to assess the success of the program.
The applicant assures that they accept and will comply with Every Student Succeeds Act Provisions and Assurances requirements
The applicant assures that any Electronic Information Resources (EIR) produced as part of this agreement will comply with the State of Texas Accessibility requirements as specified in 1 TAC 206, 1 TAC Chapter 213, Federal Section 508 standards, and the WCAG 2.0 AA Accessibility Guidelines.
The applicant acknowledges that Per Section 22.0834 of the Texas Education Code (TEC), any person offered employment by any entity that contracts with TEA or receives Grant funds administered by TEA (i.e., a Grantee or subGrantee) is subject to the fingerprinting requirement. TEA is prohibited from awarding Grant funds to any entity, including nonprofit organizations, that fails to comply with this requirement. For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.
The LEA will maintain current contact information in AskTED to ensure timely communication.
The applicant assures that the LEA will draw down approximately 20% of the grant amount quarterly to remain on-track for grant expenditures.
The LEA will obtain approval from the superintendent and chief academic officer (or equivalent leader) to participate in the grant.
Assign a Campus Intervention Team (CIT) that must include the District Coordinator of School Improvement (DCSI) who oversees fidelity to this grant program and the campus principal’s supervisor (if not the DCSI) and a campus level project manager to oversee fidelity of implementation
Notify the Instruction Leadership Pathway Provider of intent to apply and, if awarded, will work with the provider in good faith with said provider.
Engage with a Instruction Leadership Pathway Provider to build capacity on the campus(es) and spend at least 70% of grant funds to support partnership with the provider and implement new systems and processes with fidelity.
Provide evidence they are implementing instructional leadership practices aligned to their chosen pathway.
Participation of at least one school leader/campus administrator per participating campus.
Submit all required grant deliverables? Grant deliverables could include evidence of implemented action steps, evidence of fidelity of implementation, or completed implementation plans.
Submit participant registration information by designated deadlines.
Follow the year-long scope and sequence of the approved provider’s capacity building program.
Ensure that teachers have sufficient planning time and use the required protocols for student work analysis and lesson and unit internalization.
Agree to ensure that participants (LEA lead, school leader/campus administrators, coaches, and teachers) are able to attend all required professional learning.
Support their academic calendars to accommodate the required number professional development days within their selected instructional leadership program pathway for administrators and teachers.
Ensure that participating LEA leads, school leaders/campus administrators, coaches, and teachers complete all feedback surveys and program-specific assurances.

Instructional Leadership Program Requirements

See the General and Fiscal Guidelines, TEA Program Requirements.

In addition to the statutory requirements, TEA has established the following program requirements:

Agree to meet all program-specific assurances.
Engage in all interventions and submissions communicated by the Texas Education Agency including, but not limited to: Funding Summary Report submissions aligned to the TIP and Fidelity of implementation trackers and/or evidence.
Attend and participate in grant orientation meetings, technical assistance meetings, other periodic meetings of grantees, and sharing of best practices through the TEA program office.
Select the specific eligible campuses implementing each applicable instructional material (eligible campuses are Title I served with a 2024 federal accountability identification)

Campuses in this grant application will remain in operation throughout the grant cycle and remain Title I served for the 2025-2026 and 2026-2027 school years.

Instructional Leadership Grant-Specific Eligibility

LEAs that have Title I served campuses with federal identifications at the time of application (Comprehensive Identified, Comprehensive Re-Identified, Comprehensive Progress, Targeted Support, Additional Targeted Support in the 2024 federal accountability identification.

Campuses are ineligible to apply if they received an ESF Focus Support Grant 24-26.

Education Service Centers (ESCs) are not eligible to apply

Authorizing Legislation is Elementary and Secondary Education Act of 1965, as amended by Every Student Succeeds Act (ESSA), Title I, Part A, Section 1003

Technology Lending Grant (TLG)

Technology Lending Grant (TLG) Program Introduction

The Technology Lending Grant program awards grant funds to school districts and open-enrollment charter schools to provide students the equipment necessary to access and use digital instructional materials at school and at home.

The equipment purchased through this grant for a local technology lending program becomes the property of the LEA. Applicants selected for funding are required to account for the technology equipment purchased with grant funds in accordance with the district policy, including ensuring the equipment where insurance is typically provided for such technology equipment. Insurance of the technology lending equipment is an allowable cost of the grant. LEAs may not charge parents/students for insurance of devices. The grant may not be used to replace lost, stolen, or damaged equipment.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Technology Lending Grant (TLG) Program Description

The Technology Lending Grant program awards grants to school districts and open-enrollment charter schools to provide students equipment necessary to access and use digital instructional materials at school and at home.

Equipment approved as use of funds from this grant include:

individual student devices such as laptops or tablets (including management licenses to support these products)
individual residential internet access or area internet access such as hot spots
insurance and care for the aforementioned devices and internet access products
other equipment necessary to access and use electronic instructional materials such as classroom display devices

Participating LEAs that provide internet service in students’ residences must have a Technology Lending Agreement that includes or references an existing Responsible Use Policy and that is signed by the parents or guardians and by the student. The Technology Lending Agreement must provide that the internet will be used solely for educational purposes by the student.

Awards for this grant will be based on the number of students within a LEA who need:

devices to access digital instructional materials
residential internet access (i.e., hotspots, satellite, or wide area internet access devices)
other equipment necessary to access and use electronic instructional materials

The Legislative Authority is the General Appropriations Act, Article III, Rider 8, 88th Texas Legislature.

Technology Lending Grant (TLG) Statutory Requirements

See the General and Fiscal Guidelines, Statutory Requirements.

Per TEC §22.0834, any person offered employment by any entity that contracts with TEA or receives grant funds administered by TEA (i.e., a grantee or subgrantee) is subject to the fingerprinting requirement. TEA is prohibited from awarding grant funds to any entity, including nonprofit organizations, that fails to comply with this requirement. For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.

The following requirement is defined in the statue that authorizes this program. The applicant will address these requirements in the application to be considered for funding:

To be awarded these funds, applicants must provide the availability of existing equipment to students in the LEA before funding by the grant can be made available for the purchase of student technology devices, and the district or school’s technology plan.

Technology Lending Grant (TLG) Program Requirements

See the General and Fiscal Guidelines, Provisions and Assurances.

Technology Lending Grant (TLG) Program Specific Assurances

The program-specific assurances are listed on the application. As a “Yes/No” format.

To meet the requirements of the grant, the grantee must comply with these assurances in their application:

The applicant provides assurance that program funds will supplement (increase the level of service), and not supplant (replace) state mandates, State Board of Education rules, and activities previously conducted with state or local funds. The applicant provides assurance that state or local funds may not be decreased or diverted for other purposes merely because of the availability of these funds. The applicant provides assurance that program services and activities to be funded from this grant will be supplementary to existing services and activities and will not be used for any services or activities required by state law, State Board of Education rules, or local policy.
The applicant provides assurance to adhere to all Statutory Requirements and TEA Program Requirements as noted in the 2024-2025 Technology Lending Grant Program Guidelines.
The applicant provides assurance to adhere to all Performance Measures, as noted in the 2024-2025 Technology Lending Grant Program Guidelines, and shall provide the Texas Education Agency, upon request, any performance data necessary to assess the success of the program.
The applicant provides assurance that funds provided under the Instructional Materials and Technology Allotment (IMTA) or other funding are insufficient to purchase enough lending technology for every student who needs dedicated access to a device.
The applicant provides assurance that it will provide access to lending technology and residential access to the internet for students, including economically disadvantaged students and students with disabilities, who do not already have either the needed equipment or internet service for learning at home.
The applicant assures that infrastructure and technical support are adequate to support students' use of loaned equipment provided through the grant at its participating campus(es).
The applicant assures that it will account for the technology lending equipment in accordance with district policy for accounting for such equipment, including providing insurance when insurance is typically provided. The applicant understands that the grant funds cannot be used to replace lost, stolen, or damaged equipment.
The applicant assures that devices will be prioritized for classrooms and students using TEA Available Instructional Materials (OER).
The applicant assures that they will provide inventory logs including a list of students, classrooms, and schools with access to devices or hotspots upon request by TEA.
The LEA assures that classroom-based technology will be installed in a classroom where instruction with TEA Available Instructional Materials (OER) will occur for at least the full school year in which the grant is given.
The LEA assures that the device will be used for instruction with TEA Available Instructional Materials (OER) for at least 51% or the majority of the time.
The LEA assures that the district will provide the teacher, associated instructional coach, and students with training in the proper use of the device within 90 days of installation of the device in the classroom.

Technology Lending Grant (TLG) Grant-Specific Eligibility

Eligible applicants include school districts and open-enrollment charter schools.

Blended Learning Grant (BLG)

Blended Learning Grant (BLG) Program Introduction

The Blended Learning Grant opportunity has two distinct cohorts and associated purposes that applicants will select from, as described below.

The Blended Learning Planning cohort will support school districts and open-enrollment charter schools through a planning stage to design and subsequently implement a high-quality blended learning model in math (through Math Innovation Zones - MIZ) and Reading Language-Arts (RLA) aligned with a High-Quality Instructional Material curriculum (HQIM).

The Blended Learning Strategic Operations cohort will support school districts and open-enrollment charter schools in leveraging a blended learning model to make a strategic operational shift to scheduling, staffing and/or budgets. This shift will seek to make robust operational changes in order to optimize campus staffing models for teachers while maximizing academic impact for students. The grant is available to LEAs that have successfully completed a planning phase of either Math Innovation Zones or RLA Blended Learning grants. Applicants will select a blended model that will require significant operational and staffing shifts to rethink time in a teacher-centric way at the participating campus(es). More information about these models is available in the Description of Program Section below.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Blended Learning Grant (BLG) Program Description

Blended learning combines face to face instruction with online learning to provide access to core tier 1 instruction for all students while differentiating supplemental instruction based on individual student needs with powerful, adaptive online curriculum.

The Blended Learning grant will support school districts and open-enrollment charter schools through one of two pathways:

The Blended Learning Planning cohort, starting in spring of 2025, to design and subsequently implement a high-quality blended learning model in math (through Math Innovation Zones) and reading language arts (RLA) aligned with an approved High Quality Instructional Material as core curriculum. Implementation will continue in the 2025-2026 school year through the 2026-2027 school year.

Awarded LEAs will receive funding support for associated expenses to plan for and implement a high-quality blended learning model. Expenditures can include licenses for approved products, professional learning opportunities for high fidelity use of these products, technical assistance for designing and implementing a blended learning model, and other costs related to the implementation of a blended learning model.

Strategic Operations grantees will select from three operational models to be implemented at the campus level. Each model will require significant operational and staffing shifts at the participating campus(es). The three models are:

1. Rotation Model

Description: In the Rotation model, students rotate through two or more stations on a fixed schedule set by the teacher; including the technology station and teacher station. This model will leverage a flexible scheduling arrangement with a master teacher and other paraprofessionals making use of spaces both inside and outside of the traditional classroom setting. Online learning will be the main driver of the student learning experience through an adaptive software program with support from teachers in a small group and/or 1:1 setting.

Example: A campus has three 2nd grade math classrooms with one experienced math teacher, one brand-new teacher, and one long term substitute teacher. Instead of operating three classrooms separately with their own teachers, the classrooms will work together to incorporate a rotation model within a 90-minute daily math course. Approximately 75 students start each class with the same assigned teacher and are given the day’s instructions including which teacher to start with based on previous data (e.g., exit ticket, adaptive software data). After the brief whole group instruction, students move to their specific station, each facilitated by one of the three teachers:

Small group station with the master teacher for on-level instruction and reteach
Adaptive software station that differentiates students learning needs
Collaborative/Independent station where students work in small groups or individually toward a specific learning objective.

Note: The above model can occur in separate nearby classrooms simultaneously, each classroom dedicated to a specific station, with students moving to specific classrooms on a set schedule or one large classroom with specific areas dedicated to each station.

2. Student-Driven Flex Model

Description: In the Flex model, students move on a fluid schedule among learning activities according to their own needs with the guidance of a master teacher and other paraprofessionals. Online learning is the main driver of the student learning experience through an adaptive software program. Teachers provide support and instruction on a flexible, as-needed basis while students work through course curriculum and content. This model can give students a high degree of control over their learning.

Example: A campus has two 5th grade reading language arts classrooms with one experienced math teacher and one paraprofessional teacher. Instead of operating two classrooms separately with their own teachers, the classrooms will work together to incorporate a flex model within a 90-minute daily RLA course. Approximately 60 students start each class with the same assigned teacher and are given the day’s instructions including which teacher to start with based on previous data (e.g., exit ticket, adaptive software data). After the brief whole group instruction, students access their weekly individualized agenda (I.e. playlist, workplan, etc) through a dedicated learning management system (LMS) that is created by the teaching team each week and use this agenda as their self-directed guide for the weeks learning activities and such as the following:

Online instruction through teacher created videos + activities and/or adaptive software lessons.
Offline learning activities such as group collaboration, projects, independent study with on-demand feedback provided to students after completion.
Teacher support through small group intervention, workshops, and/or 1:1 conferencing with students throughout the week

Note: The above model can occur in separate nearby classrooms simultaneously, with students moving to specific classrooms based on need. However, one large classroom space would be the most ideal setting.

3. District-Proposed Model

Description: Districts may propose an operational shift not included above that will leverage a master teacher and adaptive software program to shift scheduling, staffing and/or budgets. This shift will seek to optimize campus staffing models for teachers while maximizing academic impact for students. This shift must maximize the number of students served by a master teacher and/or decrease the number of adults required while maintaining or increasing the quality of the academic experience. The program authority is General Appropriations Act (GAA) Article III, Rider 68, 88th Texas Legislature

Blended Learning Grant (BLG) Grant-Specific Eligibility

See the General and Fiscal Guidelines, Eligibility for Funding.

The eligible applicants are:

Eligible applicants to the Blended Learning Planning cohort are those LEAs who have previously participated or currently participating in strong Tier 1 math and/or reading curriculum planning TEA initiatives (i.e., LASO 2 Strong Foundations, LASO 1 Strong Foundations, TCLAS Strong Foundations, or CRIMSI).

Eligible applicants to the Blended Learning Strategic Operations cohort are those LEAs who have previously participated in TEA Blended Learning Grants (i.e., Math Innovation Zones, Blended Learning Grant Program, or School Action Fund Redesign- Blended Learning). Applicants must have shown high usage in approved supplemental products in math and/or reading language arts for grades K-8 in spring of 2024.

Education Service Centers (ESCs) are not eligible to apply

Blended Learning Grant (BLG) Statutory Requirements

See the General and Fiscal Guidelines Statutory Requirements.

Per TEC §22.0834, any person offered employment by any entity that contracts with TEA or receives grant funds administered by TEA (i.e., a grantee or subgrantee) is subject to the fingerprinting requirement. TEA is prohibited from awarding grant funds to any entity, including nonprofit organizations, that fails to comply with this requirement. For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.
The following requirements are defined in the statute that authorizes this program. The applicant must comply with each of these requirements in the application to be considered for funding:
1. Implement with fidelity an innovative blended learning instructional program approved by the Commissioner for purposes of this section that addresses the essential knowledge and skills of the subject-specific curriculum required by Sections §29.924 and/or §28.020 of the TEC;
2. Comply with objectives, metrics, and other blended learning math and/or reading requirements imposed by the Commissioner through rules adopted under Subsection (g); and
Provide all data relating to the grant program requested by the agency.

Blended Learning Grant (BLG) Program Requirements

See the General and Fiscal Guidelines, MENU Program Requirements.

In addition to the statutory requirements, TEA has established the following program requirements based on grant pathway; Planning Grant and Strategic Operations Grant Applicants must address within the application how they will achieve the following:

Planning Grant Program

LEAs must assign a project manager, other than the Superintendent, who is able to dedicate 50% of time to managing grant.
LEAs must provide the project manager's name and contact information.
LEAs must have participated in at least one of the following TEA Tier 1 curriculum planning grant cohorts
1. LASO 2.0 Strong Foundations Grant
2. LASO 1.0 Strong Foundations Grant
3. TCLAS Strong Foundations Grant
4. CRIMSI Grant
Participating campuses must serve grades K-8 Math or RLA by the end of the grant period
LEAs must choose to implement a Math, RLA or both blended products with your TEA-available core product.
LEAs must identify with core product that will be implemented with a blended learning model from the following:
1. Carnegie Texas Math Solutions 6-8
2. Eureka Math TEKS Edition K-5
3. Amplify Texas RLA K-5
4. Or submit a different Math and/or RLA core product not included above that will need to be approved by TEA

Strategic Operations Grant Program

LEAs must assign a project manager, other than the Superintendent, who is able to dedicate 50% of time to managing grant.
LEAs must provide the project manager's name and contact information.
LEAs must have participated in current and/or previous TEA Blended Learning Grant program(s)
1. LASO 1.0 BLG Math (First year of execution in 2023-2024)
2. LASO 1.0 BLG RLA (First year of execution in 2023-2024)
3. TCLAS 3A Math (First year of execution in 2022-2023)
4. TCLAS 3A RLA (First year of execution in 2022-2023)
5. SAF Blended Learning Redesign (First year of Continuation in 2021-2022)
6. MIZ Grant (First year of execution in 2021-2022 or prior)
7. Non-Math (First year of execution in 2021-2022 or prior)
Participating campuses must serve, at least, each grade-band by the end of the grant period; K-2, 3-5, 6-8
LEAs must choose one or more models to implement (Large Scale Rotational Model, Student-Driven Flex Model, District-Proposed Model), requiring significant operational and staffing shifts, including a master teacher approach, at each participating campus(es).
If District-Proposed Model is chosen, LEAs will describe their initial plans including elements that maximize the number of students served by a master teacher and/or decrease the number of adults required while maintaining or increasing the quality of the academic experience.
LEAs will download and upload the following scoring template linked here to submit with calculations for the questions below:
1. How many supplemental products were implemented for each blended model(s) at the applicant campus(es)
2. Name of supplemental product implemented for each blended model(s) at the applicant campus(es)
3. List the recommended supplemental product usage target (e.g., ’30 minutes per week’, ‘2 lessons per week’, etc.)
4. Identify campuses and grade-levels implementing the above supplemental product in the Spring of 2024
5. How many Total K-8 students are enrolled at the participating campuses above?
6. How many K-8 students participating in blended learning at participating campuses in the Spring of 2024?
7. What is the percentage of K-8 students participating in blended learning at participating campuses (questions f and e)?
8. Of the participating students in question f, how many of them are meeting the recommended supplemental product usage target (question c)?
9. What percentage of participating K-8 students met the supplemental product usage target, from the above two questions?
LEAs must choose to implement a supplmental blended product in Math, RLA or both with the districts TEA-available core product.
LEAs must identify with core product that will be implemented with a blended learning model from the following:
1. Carnegie Texas Math Solutions 6-8
2. Eureka Math TEKS Edition K-5
3. Amplify Texas RLA K-5
4. Or submit a different Math and/or RLA product not included above that will need to be approved by TEA
Participating campus will implement the above core and supplemental products for their selected grade-levels and student population.

Blended Learning Grant (BLG) Program-Specific Assurances

See the General and Fiscal Guidelines Provisions and Assurances.

The LEA will maintain current contact information in AskTED to ensure timely communication.
The LEA will regularly submit their expenditures (monthly preferred, quarterly at minimum) to remain on-track for grant expenditures.

In addition to the grant assurances above, TEA has established the following program-specific assurances based on grant pathway; Planning Cohort and Strategic Operations Cohort.

The following assurances apply grant-wide for both cohorts (Blended Learning Planning and Blended Learning Strategic Operations):

The grantee will designate and provide a district-level project manager who will be available to dedicate approximately 50% of his or her time to designing and implementing the blended learning plan and who has decision making authority to act on developed plan.
The LEA agrees to designate and share with TEA and vendors an LEA level lead/sponsor for communication for logistics and usage monitoring. They also agree that this information is updated and maintained throughout the grant.
The LEA agrees to designate and share with TEA and vendors a campus level lead/sponsor for communication for logistics and usage monitoring. They also agree this is updated and maintained throughout the grant.
The grantee agrees to work with a third-party vendor to complete a technology audit for a landscape analysis of supplemental products currently purchased and/or used at campuses.
The grantee will submit fidelity of planning deliverables prior to the beginning of the first school year, including but not limited to the following:
1. master schedule
2. Assessment calendar
3. stakeholder engagement plan
4. professional learning calendars
The grantee will complete execution deliverables in program implementation during the grant period, including but not limited to the following:
1. Student usage progress towards the selected adaptive software program recommended metrics.
2. Sharing student TSDS unique IDs with select software product vendor for TEA quarterly reports.
3. Sharing unit assessment data from core curriculum
4. Complete all required training(s) to build competency with the adaptive software product.
5. Completing all required research surveys throughout the grant program period
The grantee will participate in required communities of practice and any additional grant program meetings.
The grantee must use an online curriculum, including an adaptive software program and Tier 1 High-Quality Instructional Material (HQIM), both approved by TEA.
The grantee will complete all required training(s) to build competency in the online curriculum.
The grantee must implement the online curriculum program in all grade levels selected to participate in the Blended Learning grant.
The grantee will complete annual reflection and revision plans in implementation years to continuously improve upon blended learning and/or strategic operations planning.
The grantee must implement the digital adaptive software program in grade levels selected to participate in the Blended Learning grant.
The grantee will adhere to all statutory requirements in TEC Sections 28.020 and 29.924 including, but not limited to:
1. Develop a plan to implement a blended learning model according to statute requirements.
2. Implement the model across at least one full grade level at the campus and expand to other grade levels and/or campuses.
3. Require teachers to differentiate instruction for all students in a grade level using a research-backed blended learning model.
4. Provide teachers and other relevant personnel with professional development opportunities regarding blended learning.
5. Require the use of a proficiency-based assessment

In addition to the grant-wide assurances above, the following assurances apply to the Blended Learning Planning cohort:

The grantee will submit strategic planning deliverables in the first year of implementation, such as a master schedule, assessment calendar, stakeholder engagement plan, professional learning calendars, etc.
The grantee will complete blended learning execution requirements in program implementation, including student progress on selected online curriculum, unit assessment data from High Quality Instructional Material (HQIM) curriculum, and evidence of training completion.

In addition to the grant-wide assurances above, the following assurances apply to the Blended Learning Strategic Operations cohort:

The grantee will establish a cross-departmental steering committee, which includes a representative from the finance team, to facilitate strong planning and implementation.
The grantee will select one of the following three operational models to plan for and implement: 1.) Large Scale Rotational Model, 2.) Flex Model, or 3.) District Proposed Model. These operational models will require significant adjustments to staffing models (e.g., one master teacher leading a large group of students with the support of paraprofessionals or teacher aides). See Description of Program section for full definition of each model.
The grantee will develop and submit strategic planning deliverables in the six months of the grant (March 2025 - August 2025) tailored to the operational model selected.
The grantee will pilot the proposed model in the 2025-2026 school year with at least one full grade level at the participating campus(es).
The grantee will fully implement the selected model in the 2026-2027 school year in all proposed grade levels at the participating campus(es).

Advanced Placement Computer Science Principles (APSCP)

Advanced Placement Computer Science Principles (APSCP) Program Introduction

The APCSP grant is offered to assist each school district in the state in making an Advanced Placement Computer Science Principles course available at each high school in the district and to support students in their exploration of computer science related professions. The objectives for the grant are to increase participation and performance of students taking and passing the AP Computer Science Principles (APCSP) course and scoring a 3 or higher on the exam, increase the number of special population and non-traditional students enrolled in an APCSP course, increase the number of CTE completers taking an AP course, and increase the number of students meeting College, Career, and Military Readiness (CCMR) outcomes. The APCSP grant opportunity allows grantees to achieve these goals by providing funds for staffing, training, supplies, materials, travel, technology and equipment to plan, implement and sustain an APCSP course.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Advanced Placement Computer Science Principles (APSCP) Program Description

Computer science is the foundation of innovation and represents a high-demand, high-wage career pathway. In 2019, there were 389,000 computing job openings but fewer than 72,000 computer science graduates to fill them. Fortunately, there is evidence to suggest that computer science course offerings in high school may address the labor market shortage.

According to the College Board, students who took an Advanced Placement Computer Science Principles (APCSP) course were twice as likely to continue along a computer science pathway. In fact, students who took an APCSP course in high school were three times more likely to major in computer science in college, holding true across various demographics. However, in the 2019-2020 school year, 16% of Texas public schools offered APCSP, and only 6% of rural schools offered APCSP.

To meet workforce demand and provide valuable student pathways, Texas schools can integrate computer science into their course offerings. The Texas State Legislature has directed these funds to be administered via a grant application process determined by the TEA Commissioner in support of technology, teacher training, and other expenses related to offering an APCSP course.

Advanced Placement Computer Science Principles (APSCP) Statutory Requirements

See the General and Fiscal Guidelines, Statutory Requirements.

TEC 22.0834 of the Texas Education Code (TEC) requires any person offered employment by any entity that contracts with TEA or receives grant funds administered by TEA (i.e., a grantee or subgrantee) is subject to the fingerprinting requirement. TEA is prohibited from awarding grant funds to any entity, including nonprofit organizations, that fails to comply with this requirement. For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.
The applicant provides assurance the application does not contain information protected by the Family Educational Rights and Privacy Act (FERPA) from general release to the public.
The applicant agrees to adhere to all Statutory and TEA Program requirements and Assurances as noted in the 2024-2025 Advanced Placement Computer Science Principles Grant Program Guidelines.
The applicant will adhere to all grant performance measures as noted in the 2024-2025 Advanced Placement Computer Science Principles Grant Program Guidelines, and shall provide to TEA, upon request, any program or performance data necessary to assess the success of the program.
The applicant agrees that grant funds will only be used for technology, teacher training, and other expenses related to offering an Advanced Placement Computer Science Principles course.

For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.

Advanced Placement Computer Science Principles (APSCP) TEA Program Requirements

See the General and Fiscal Guidelines, Grant Program Requirements.

The applicant will complete the necessary district process to obtain school board approval to include the APCSP course in the district’s course catalog for the 2025-2026 school year.
The applicant will provide the technology, equipment and any additional resources required for a successfully functioning APCSP course.
The applicant will publicize the APCSP course offering to relevant stakeholders, high school students and their parents/guardians.
The applicant will recruit, onboard, and arrange for professional development for certified teachers to teach the APCSP course.
The applicant will provide the APCSP course exam to enrolled students free of charge.
The applicant will plan and implement student support structures necessary to assist enrolled students to prepare for a 3 or higher score on the APCSP exam.

Advanced Placement Computer Science Principles (APSCP) Program-Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

If selected, grantees are required to do the following tasks, at a minimum:

The LEA will maintain current contact information in AskTED to ensure timely communication.
The LEA will regularly submit their expenditures (monthly preferred, quarterly at minimum) to remain on-track for grant expenditures.
The LEA will include APCSP as part of the course catalog and complete necessary district policies to obtain school board approval.
The applicant will provide the technology, equipment and any additional resources required for a successfully functioning APCSP course.
The applicant will promote the APCSP course offering to all relevant stakeholders, high school students and their parents/guardians.
The LEA will recruit and onboard certified teachers to receive APCSP course training and, when necessary, become CTE certified to teach an APCSP course.
The applicant will provide the APCSP exam to course-enrolled students free of charge.
The applicant will plan and implement structures necessary to support enrolled students in taking and scoring a 3 or higher on the APCSP exam.

Advanced Placement Computer Science Principles (APSCP) Grant Eligibility

All Local Education Agencies (LEA) are eligible to apply.

The eligible applicants are:

Public School Districts
Public Charter Schools

ADSY Summer Learning (ADSY)

ADSY Summer Learning (ADSY) Program Introduction

High-quality, evidence-based summer learning programs help to prevent summer slide, i.e., learning loss created by the lack of student engagement in rigorous content between academic school years. Local Education Agency (LEAs) with Prekindergarten through 5th grade campuses are eligible for this grant. This grant program provides LEAs with a supported planning process to design and implement a summer learning program aligned with research-based best practices in academics, operations, and enrichment activities. Prekindergarten through 5th grade campuses will be prioritized in this support and will design a summer program that allows districts to benefit from Additional Days School Year (ADSY) funding.

Participation in this grant program is not required to access ADSY funding itself but is intended to strengthen ADSY summer program implementation through research-based planning and implementation practices.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

ADSY Summer Learning (ADSY) Program Description

High-quality, evidence-based summer learning programs help to prevent summer slide, i.e., learning loss created by the lack of student engagement in rigorous content between academic school years. Prekindergarten through 5th grade campuses are eligible for this grant and will design a summer program that allows districts to benefit from Additional Days School Year (ADSY) funding.

This grant program provides LEAs with a one-year supported planning process to design a summer learning program aligned with research-based best practices in academics, operations, and enrichment activities. Following the planning year, implementation of the summer learning program will begin in the summer of 2026, after which programs will undergo one year of a continuous improvement process to implement a summer 2027 program. Participation in this grant program is not required to access ADSY funding itself, but rather is intended to strengthen ADSY implementation through evidence-based planning and implementation practices. Awardees will be a part of a learning community and receive access to a suite of research-based planning tools to guide their work.

ADSY Summer Learning (ADSY) Statutory Requirements

See the General and Fiscal Guidelines, Statutory Requirements.

The authorizing legislation for Additional Days School Year funding (ADSY) is TEC Sections 48.0051 and 25.085(j).

Any LEA eligible for Additional Days School Year (ADSY) can utilize ADSY funding for eligible campuses, regardless of participation in the ADSY Summer Planning and Execution Program.

For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.

ADSY Summer Learning (ADSY) Program Requirements

See the General and Fiscal Guidelines, GRANT Program Requirements.

TEA has established the following program requirements:

LEAs will be required to meet the following eligibility requirements for accessing Additional Days School Year funding by the 2026-2027 school year (TEC Sections 48.0051 and 25.085(j)).
- Summer programs must serve at least one grade level within grades PreK-5
- Campus academic calendar(s) will have at least 180 instructional days, not including staff development waivers
- Campus academic calendar(s) will have at least 75,600 operational minutes
- Campuses will host ADSY days on separate days from regular instructional calendar days
- Student attendance for summer programming must be non-compulsory
Plan and execute an ADSY Summer program that must include at least 25 days, including a minimum of 360 operational minutes (6 hours) per day, of which, 180 minutes (3 hours) should be dedicated to math and reading instruction. The additional three hours should be dedicated to enrichment activities such as arts, science exploration, and sports.

In addition to the Statutory requirements, General and Fiscal Guidelines, and all program-specific assurances, LEAs must address within the application their status with the requirements below:

LEA operated a board approved ADSY eligible calendar meeting the instructional day requirements (currently 180-day base calendar with 75,600 operational minutes) during the 2022-2023 school year.
LEA currently operates a board approved, ADSY eligible calendar meeting the instructional day requirements (currently 180-day base calendar with 75,600 operational minutes) during the 2023-2024 school year.
LEA indicates plans to operate a board approved, ADSY eligible calendar meeting the instructional day requirements (currently 180-day base calendar with 75,600 operational minutes) during the 2024-2025 school year.
LEA must agree to plan for and implement an evidence-based summer program in the summer of 2024, which includes a 20+ day summer with at least 6 hours each day.
LEA indicates willingness to share OER-aligned enrichment for potential future OER-use. (Note: this does not impact grant prioritization)
LEA indicates use of TEA Available Materials at the proposed ADSY eligible campuses.
LEAs that indicate interest in applying for the School Action Fund Full Year Redesign action through LASO will receive priority for the ADSY Summer Learning Accelerator grant.
As a key input for funding calculations- LEAs must indicate the number of ADSY eligible students the LEA anticipates serving in the ADSY Summer Learning Accelerator program. Awarded grantees will be expected to run a summer program with the indicated number of students.
LEA must indicate the number of ADSY eligible campuses that will participate in the ADSY Summer Learning Accelerator program.
LEA must indicate the ADSY eligible campus name(s) that will participate in the ADSY Summer Learning Accelerator program.

ADSY Summer Learning (ADSY) Program-Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

The LEA will maintain current contact information in AskTED to ensure timely communication.
The LEA will regularly submit their expenditures (monthly preferred, quarterly at minimum) to remain on-track for grant expenditures.
The LEA commits to bringing an ADSY calendar to their school board for approval by April 1st of the year prior to their selected year of implementation. The LEA acknowledges that should the board not approve an ADSY eligible calendar (currently 180-day base calendar with 75,600 operational minutes) the grantee will not be eligible for any additional execution funding (if available).
The LEA commits to assigning a designated project manager to lead the work for summer and attend all Learning Community professional development workshops, calls with designated ESC technical assistance provider, lead the steering committee, and ensure completion of the LEA’s ADSY summer strategic plan.
The LEA commits to forming a cross-departmental Steering Committee, including representatives from the Finance team and Curriculum & Instruction team, to guide summer planning.
The LEA agrees to participate in the ADSY Summer learning community and associated planning and implementation supports to operate a strong ADSY PEP Summer program.
The LEA commits to creating and submitting a comprehensive Strategic Plan utilizing the planning resources and templates provided in the grant program.
The LEA agrees to ensure that ADSY PEP summer days are 25-to-30-day summer programs which includes at least 360 operational minutes (6 hours) per day, of which, 180 minutes (3 hours) should be dedicated to math and reading instruction. The additional three hours should be dedicated to enrichment activities such as arts, science exploration, and sports. The LEA also agrees to adhere to the research-based design expectation of the ADSY PEP summer program.
The LEA agrees to develop a staffing model that ensures teachers are assigned to students in the same grade level they taught in the previous year or will teach in the following year, and that teachers who meet the LEA’s certification requirements will provide at least three hours of academic instruction focused on math and reading on dedicated ADSY summer program days.
The LEA agrees to utilize high quality instructional materials (HQIM, as defined in the Program Guidelines) for core instruction and offer aligned professional development to teachers and staff that will operate the summer 2026 and summer 2027 program.
Utilize high quality instructional materials (HQIM) during summer programming. TEA defines high quality instructional materials as those that:
- are aligned to research-based instructional strategies in the content;
- support all students in accessing grade-level content;
- include embedded assessments/progress monitoring aligned to the materials; and
- include implementation supports that are educative for teachers. Any material included on TEA’s Available Materials page are treated as HQIM.
Conduct an ADSY Summer approved pre- and post-summer assessment and agree to share program effectiveness data with TEA, including student outcomes and projected and final student attendance during summer program.

ADSY Summer Learning (ADSY) Grant-Specific Eligibility

Any Local Education Agency (LEA) intending to utilize ADSY funding for a summer program that includes at least one grade level from PK-5 may apply. ADSY eligibility requirements, such as a 180-day instructional calendar, must be met by the 2026-2027 school year (TEC Sections 48.0051 and 25.085(j)).

School Action Fund (SAF)

School Action Fund Program Introduction

The School Action Fund (SAF) grant provides technical assistance, resources, and grant funds to support school actions for, and at, individual campuses.

School Action Fund Program Description

School Actions arewhole-school strategies districts use to increase access to high-quality schools, meet community needs, and address chronic underperformance. By providing grant funds and technical assistance to support school actions for individual campuses, TEA also supports school districts to take strategic actions that both improve schools and provide parents and families with the schools and programs they want, need, and deserve. All SAF grantees must plan and implement ESF-aligned academic and educational models, strategic scheduling (such as ADSY, extended day/year, and/or blended learning programs that require operational and staffing shifts to rethink and maximize time and flexibility), have an empowered campus leader to plan and implement the action, and adopt and implement high quality instructional materials (HQIM and IMRA rubrics) and research-based instructional strategies (RBIS) at the school action campus(es) by the first year of implementation.

LEAs that receive a 2025-2026 School Action Fund (SAF)-Planning grant may be eligible for one to two years of continuation funding, resources, and support to implement the school action(s) on the awarded campus(es). LEAs must satisfactorily complete all required elements, meet all milestones of the 2025-2026 SAF Planning grant, and all Statutory and Program-Specific Assurances outlined in the Program Guidelines to become eligible for a non-competitive continuation grant. (See Program Guidelines and available Playbooks on the Center for School Actions website for more details of each action/model.)

Implementation grants in the 2025-2026 School Action Fund–Planning and Implementation grant are available to those potential grantees who have completed planning the school action with a TEA-approved technical assistance provider (TA) before receiving a School Action Fund award in March 2025, and who are ready to fully implement the action in Fall 2025.

A maximum of six total grants will be awarded to any individual LEA. A maximum of four awards for any one action will be awarded to any individual LEA. Campuses must be SAF grant-eligible at the time of application, and, if awarded a SAF grant, must remain Title I-serving schoolwide throughout the entire grant period.

To learn more about school actions, please visit Center for School Actions.

When selecting actions, LEAs should follow the following decision process below based on individual campus needs.

STEP 1: Select one of the 4 Actions below for each eligible campus

Restart: LEAs reconstitute campus leaders and a majority of staff, and implement a new academic and educational model, including high-quality instructional materials (as defined in the Program Guidelines), to turnaround a chronically underperforming campus. LEAs plan and implement the selected school model in all grade levels in Year 1 (one) of implementation.
Create a New School: LEAs create a new school that may be phased-in one grade level at a time OR implemented with all grade levels in a new facility or a facility that was unoccupied by a school in the previous year. Campuses receive a new CDCN, recruit, select, and hire a new empowered campus leader and staff, and implement an evidence-based academic model, including high-quality instructional materials (as defined in the Program Guidelines). LEAs closing and repurposing an existing campus must comply with rule §97.1066: Campus Repurposing and Closure. (More information can be found here and here.) Campuses must also be designated Title I-serving in Year 1 (one) of implementation.
Reassign: LEAs work with their communities to thoughtfully close school(s) and reassign students to A/B-rated campuses, (according to 2023-2024 ratings, or, an equivalent, as defined by TEA, or new schools). Districts closing an existing campus must comply with rule §97.1066: Campus Repurposing and Closure. (More information can be found here and here.)
Redesign: LEAs support empowered campus leaders and staff at an existing campus to plan and implement an evidence-based, whole-school academic and educational model, including high-quality instructional materials (as defined in the Program Guidelines), to transform all aspects of school. LEAs plan and implement the selected school model in all grade levels in Year 1 (one) of implementation.

STEP 2: Select one of 2 Governance Structures for each eligible campus

District-Run: The campus is directly run and supported by the LEA. All staff members of the campus are employees of the LEA. The grant-awarded campus is allowed flexibility from LEA policies and practices in order to enact the school action, model, and implement high quality instructional materials, or HQIM. This flexibility is documented in School Design Plans, Performance Agreements, and Implementaton Plans, and is approved by the Superintendent and/or the Board of Trustees.
Partner-Managed: Districts authorize an Operating Partner to manage the school through an SB 1882 partnership, which is either a Turnaround Partnership (available for F-rated campuses only, or, an equivalent, as defined by TEA, or as confirmed by internal LEA data analysis using all publicly available data) or an Innovation Partnership. The LEA launches a Call for Quality Schools (which must require that Operating Partners implement high quality instructional materials, or HQIM, as defined later in these Program Guidelines) to recruit, evaluate, and approve a high-quality operator to plan and implement the school action(s). More information about Texas Partnerships is found here.

STEP 3: Select a school model

For each eligible district-run campus, select one of the evidence-based, codified school models from those found below. LEAs planning and implementing Turnaround or Innovation Partnerships campuses with Operating Partners may select the Partner-Managed campuses option.

ACE (Restart Actions Only)
Advanced STEM (Elementary and Middle schools Only)
ADSY Full Year $ (grades PK-5 and/or K-5 bands Only)
Partner-Managed $; refer to the Texas Partnerships website)

$ Models that yield additional sustained funding opportunities.

School Model Playbooks for options 1-3 above are found on the Center for School Actions' website.

School Action Fund Statutory Requirements 

See the General and Fiscal Guidelines, Statutory Requirements.  

Each applicant must agree to each, and all, of the Statutory Requirements below: 

Per TEC §22.0834, any person offered employment by any entity that contracts with TEA or receives grant funds administered by TEA (i.e., a grantee or subgrantee) is subject to the fingerprinting requirement. TEA is prohibited from awarding grant funds to any entity, including nonprofit organizations, that fails tocomply with this requirement. For details, refer to the General and Fiscal Guidelines, Fingerprinting Requirement.  
Develop comprehensive support and improvement plans under ESEA section 1111(d)(3)(A) for schools receiving funds under this section.
Support schools developing or implementing targeted support and improvement plans under ESEA section 1111(d)(3)(A), if funds received under this section are used for such purpose.
Monitor schools receiving funds under this section, including how the local educational agency will carry out its responsibilities under clauses (iv) and (v) of ESEA section 1111(d)(3)(B) if funds received under this section are used to support schools implementing targeted support and improvement plans. 
Use a rigorous review process to recruit, screen, select, and evaluate any external partners with whom the local educational agency will partner. 
Align other Federal, State, and local resources to carry out the activities supported with funds received under subsection (b)(1). 
As appropriate, modify practices and policies to provide operational flexibility that enables full and effective implementation of the plans.

School Action Fund Program Requirements

See the General and Fiscal Guidelines, Grant Program Requirements.  

In addition to the statutory requirements, TEA has established the following program requirements.

Requirements for All Actions

Grantees will work in good faith with the TEA-vetted and matched school action Technical Assistance provider and agency-provided technical assistance.
Grantees will identify flexibilities and autonomies along with clear goals and metrics that are contextual to each campus and approve a Performance Agreement signed by the campus leader and at least the Superintendent by Gate 4.
Grantees will attend and participate in grant orientation meetings, technical assistance meetings, other periodic meetings of grantees, and sharing best practices through, and with, the TEA program office.
The grantee’s Board of Trustees must complete a TEA-approved Board Governance training by Gate 3 of the first year of the awarded grant, and grantees commit to using a portion of any continuation funds awarded after the planning year for ongoing Board coaching with a TEA-approved provider.
Applicants applying for Implementation grants must have completed school action planning with a TEA-approved Technical Assistance provider before receiving a School Action Fund award in March 2025, and be ready to fully implement the Action in Fall 2025.
Any campus that is closing or potentially being repurposed as part of a school action must adhere to, and comply with, rule TAC §97.1066: Campus Repurposing and Closure. (More information can be found here and here.)
LEAs must provide school leaders of awarded campuses at least 20 hours of release time per week to complete school action planning activities.
Grantees must meet all universal requirements for successful school actions, including selecting a TEA-codified school model playbook (for district-run actions) OR implementing high-quality authorizing practices (for partner-managed actions), developing a strategic schedule that maximizes instructional time, selecting and empowering a campus leader with a track record of success to lead the planning and implementation, and adopting and implementing high quality instructional materials (HQIM, as defined in the 2025-2026 School Action Fund-Planning and Implementation Program Guidelines) and research-based instructional strategies (RBIS).

Requirements for Partner-Managed Actions

Grantees awarded “Partner-managed” Action grant(s) must follow all requirements of Texas Partnerships outlined in TAC §97.1075, including meeting all requirements of Texas Partnership designation.
Grantees awarded “Partner-managed” Action grant(s) must register for the Texas Authorizer Leadership Academy (TALA) by December 1st of the first year of the awarded grant and complete TALA training by Gate 3 of the first year of the awarded grant.
Districts may apply for a restart partnership with a Texas Partnership-managed governance structure ONLY for campuses that received an overall F-rating (or, an equivalent, as defined by TEA, or as confirmed by internal LEA data analysis using all publicly available data) the year prior to becoming a partnership school, per Texas Partnerships requirements. ONLY these campuses may be eligible for the pause in accountability sanctions outlined in the TEA Texas Partnerships Guide available at www.txpartnerships.org.
Grantees awarded “Partnership-managed” Action grant(s) must meet all funding requirements defined by Texas Partnerships, including allocating all federal, state, and local funds due to the partnership campus, in alignment with Texas Partnership Guidelines.
Grantees awarded “Partner-managed” Action grant(s) must implement high-quality authorizing practices as described in TEA's Authorizer Handbook available at www.txpartnerships.org. Districts must evaluate partnership applications and plans for the adoption and implementation of high-quality instructional materials (HQIM, as defined in the 2025-2026 School Action Fund-Planning and Implementation Program Guidelines) during the Call for Quality Schools process. (More information can be found in the TEA's Authorizer Handbook available at www.txpartnerships.org.

Requirements for Create New School Actions

Grantees awarded “Create a new school” Action grant(s)s must select and designate an empowered campus leader no later than June 13, 2025, and commit to that campus leader’s full participation in the New School Design Fellowship program beginning Summer 2025.
Grantees awarded “Create a new school” Action grant(s) must apply for a new CDCN (County District Campus Number) for “New Schools” by March 2026.
“New Schools” established without tested grade levels must be paired with another campus in the same LEA or the overall LEA for accountability purposes by March 2026, as per guidelines in Chapter 7 of the 2024 Accountability Manual (or a later version if published).
“Create a new school” school action grants will use an evidenced-based slow-grow model approved by TEA, such as K-1 for K-5th grades or 6th grade for 6th – 8th grades, and grow one grade at a time, beginning with the lowest grade level(s); or the new school may open with all grade levels only if the district is opening a newly constructed facility or planning to use a previously unoccupied building. Any deviations from the slow-grow model described herein must be pre-approved by the TEA.
Grantees awarded “Create a new school” Action grant(s) must include the new campus(es) in its Title I ESSA plan in time for SY 2026-2027.
The applicant assures enrollment at a “New School” will prioritize students previously attending or zoned to a 2023-2024 Title I-serving and Comprehensive Support-identified or Targeted Support-identified school (2023-2024 ratings).

School Action Fund Program-Specific Assurances 

See the General and Fiscal Guidelines, Provisions and Assurances.  

The applicant LEA must agree to all of the program-specific assurances below. 

Use a data-informed, both quantitative and qualitative, evaluation process and criteria for selecting the school action model for the specific campus to be supported with this grant.
If a specific campus has not yet been identified, use a data-informed, both quantitative and qualitative evaluation process, criteria, and appropriate timeline for identifying the campus for school action, including the rationale for naming a specific campus by Gate 3 of the first year of the grant.
Align the school action with the LEA’s overall strategy for support and intervention in low-performing schools and/or the LEA’s strategy for expanding high-quality school choices for students and families.
Assure that senior LEA leaders have been, and will be, involved in the decision to select the school action for the campus(es) and to apply for the 2025-2026 School Action Fund-Planning and Implementation Grant, and that they will continue to be involved throughout the grant period.
Assure that the applicant LEA worked, or will work, with members of the school community (staff, families, community leaders) to communicate plans and solicit input into the school action planning and implementation process.
Identify a LEA staff member to coordinate the planning and implementation grant who is both qualified and experienced in project and program management.
The LEA's School Action Fund Project Manager must attend regular meetings with TEA grant program staff. LEA-level Business/Finance Office staff responsible for overseeing grant expenditures and draw down processes must attend at least two of these meetings per semester.
Adopt and implement, with fidelity, high-quality instructional materials (HQIM, as defined in the 2025-2026 School Action Fund-Planning and Implementation Program Guidelines) to be integrated into the design and implementation of the chosen action.
Implement strategic scheduling (such as ADSY, extended day/year, and/or blended learning programs that require operational and staffing shifts to rethink and maximize time and flexibility) and accelerated instruction, at the school action campus by the first year of implementation as defined by TEA, unless otherwise approved or stated by TEA.

ADSY Full Year program-specific assurances are listed below.

Serve at least one grade level within grades PreK-5.
Have campus academic calendar(s) that meet ADSY eligibility requirements (currently 180 instructional days), not including staff development waivers, as well as at least 75,600 operational minutes. 
Add between 25 and 30 additional days of instruction (ADSY days) to the campus’s academic calendar (currently at 180 days). ADSY days must be on separate days from regular instructional calendar days. 
Create a comprehensive Strategic Plan utilizing the planning resources and templates provided in the grant program. 
Develop a strategic scheduling plan focused on reducing teacher workload that includes brain breaks and enrichment time for students, and additional collaborative planning time for teachers. 
Identify a Project Manager who will manage the planning process and a cross-departmental steering committee that includes a representative from the LEA's Finance team to facilitate strong planning. 
Have a teacher meeting the LEA’s certification requirements deliver at least two hours of academic instruction specific to Math and Reading on dedicated ADSY days. 
Utilize an approved SAF ADSY Technical Assistance provider to support the program design and planning process. 
Participate in all learning community sessions during the 2024-2025 school year (up to one day per month). 
Participate in periodic reflection processes following the planning year to continuously improve program based on existing data. 
Grantees commit to forming a cross-departmental Steering Committee, including a representative from the Finance team, to guide full year redesign planning.  
Grantees commit to bringing an ADSY calendar to their school board for approval by March 1st of the year prior to their selected year of implementation.

School Action Fund Grant Specific Eligibility:

Eligible applicants are LEAs that apply on behalf of schools that are Title I-serving schoolwide and Comprehensive Support-identified or Targeted Support-identified, based on school year 2023-2024 ratings. For new schools, there must be clear Title I-serving, Part A eligibility and intent to obtain Title I-serving status for school year 2026-2027 and beyond.

Note: Campuses must be SAF grant-eligible at the time of application, and, if awarded a SAF grant, remain Title I-serving schoolwide for the entire grant period.

A campus may not have received any School Action Fund (SAF) grants, including TCLAS SAF Decision 10 and any LASO SAF grants, since 2019-2020(Planning, Continuation, or Implementation), or a 2024-2026 Effective Schools Framework Focused Support Grant (ESF-FSG).

TEA reserves the right not to award a grant to a campus, LEA, or charter school identified by TEA as a high-risk grantee.

A maximum of six total SAF grants will be awarded to any individual LEA. A maximum of four awards of any one school action will be awarded to any individual LEA.

SAF Additional Days School Year Full Year (SAF ADSY)

SAF Additional Days School Year Full Year (SAF ADSY) Program Description

Additional Days School Year adds half-day formula funding for school systems that add instructional days to any of their elementary schools (Texas Education Code (TEC), §48.0051). Districts will generate half-day funding for each instructional day after their 180th instructional day up to their 210th instructional day. ADSY funding is available at the campus level and programs can utilize anywhere from one to 30 additional days with design flexibility as long as it meets eligibility requirements.

ADSY Full Year is one specific use of ADSY funding. To implement, participating campuses will add 25-30 additional days to their calendar, targeting all students at the campus. They will also redesign their master schedule to reduce the daily amount of instruction to make for increased teacher planning time and student brain breaks.

Note that ADSY formula funding is available to any campus meeting ADSY eligibility requirements. ADSY Full Year through SAF includes additional eligibility assurances in addition to ADSY formula funding requirements. To be eligible for ADSY Full Year funding through SAF, participating campuses must agree to meet all ADSY Full Year assurances from the grant, including:

Serve at least one grade level within grades PreK-5
Develop campus academic calendar(s) that meet ADSY eligibility requirements (currently 180 instructional days), not including staff development waivers, as well as at least 75,600 operational minutes
Add between 25 and 30 additional days of instruction (ADSY days) to the campus’s academic calendar (currently at 180 days). ADSY days must be on separate days from regular instructional calendar days
Create a comprehensive strategic scheduling plan focused on reducing teacher workload and includes brain breaks and enrichment time for students
Provide additional collaborative planning time for teachers
Identify a project manager who will manage the planning process as well as a cross-departmental steering committee that includes a representative from the finance team to facilitate strong planning
Have a teacher meeting the LEA’s certification requirements deliver at least two hours of academic instruction specific to Math and Reading on dedicated ADSY days
Utilize an approved SAF ADSY Technical Assistance provider to support the program design and planning process
Participate in all learning community sessions during the 2025-2026 school year (up to one day per month)
Participate in periodic reflection processes following the planning year to continuously improve program based on existing data
Grantees commit to forming a cross-departmental Steering Committee, including a representative from the Finance team, to guide full year redesign planning
Grantees commit to bringing an ADSY calendar to their school board for approval by March 1st of the year prior to their selected year of implementation.
Utilize high quality instructional materials (HQIM) during ADSY Full Year programming. For School Action Fund grantees, high quality instructional materials (HQIM) include at least Math and English Language Arts/Reading materials and are curricular resources that, in order of preference, either
1. meet all of the requirements of the appropriate SBOE-approved content-area IMRA quality rubric and the suitability rubric, found here; or
2. have been approved by the Texas SBOE and are on the SBOE's list of adopted instructional materials found on the TEA website; or
3. meet all of the following requirements:
  1. ensure full coverage of Texas Essential Knowledge and Skills (TEKS);
  2. are aligned to evidence-based best practices in the relevant content areas of RLA, math, science, and social studies;
  3. support all learners, including students with disabilities, English Learners, and students identified as gifted and talented;
  4. enable frequent progress monitoring through embedded and aligned assessments;
  5. includes implementation supports for teachers; and
  6. provide teacher and student-facing lesson-level materials.

Early College High School (ECHS)

Early College High School (ECHS) Program Introduction

The Early College High School (ECHS) program offers campuses an opportunity to plan to build an Early College High School within their district. This program offers opportunities for campuses to provide targeted supports for historically underserved students through rigorous instruction and accelerated postsecondary courses and provide academic and wrap around strategies that help students succeed in college level coursework at no cost to the students. The ECHS program requires a campus to maintain a partnership with an institution of higher education (IHE) to provide dual credit opportunities to the ECHS academy students.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Early College High School (ECHS) Program Description

The ECHS program is an open-enrollment initiative that integrates college and high school coursework, enabling students to earn a high school diploma and associate degree while still in high school. Designed to support historically underserved and at-risk students, Early College High Schools offer a successful pathway to postsecondary education. The ECHS program requires that campuses maintain a partnership with an institution of higher education (IHE) to provide dual credit opportunities. 

This grant is authorized by the General Appropriations Act, Article III, Rider 58, 88th Texas Legislature.

Early College High School (ECHS) Statutory Requirements

See the General and Fiscal Guidelines, Statutory Requirements.

Early College High School (ECHS)--A school established under Texas Education Code (TEC), §29.908, that enables a student in Grade 9, 10, 11, or 12 who is at risk of dropping out of school, as defined by TEC, §29.081, or who wishes to accelerate completion of high school to combine high school courses and college-level courses. An ECHS program must provide for a course of study that, on or before the fifth anniversary of a student's first day of high school, enables a participating student to receive both a high school diploma and either an applied or academic associate degree, with a completed field of study curriculum, as defined by TEC, §61.823, that is transferable toward a baccalaureate degree at one or more general academic teaching institutions, as defined by TEC, §61.003.
The ECHS campus must enter into an articulation agreement with IGEs that are accredited by a national or regional accrediting agency recognized by the Texas Higher Education Coordinating Board in accordance with 19 Texas Administrative Code (TAC) 74.25.

Early College High School (ECHS) Program Requirements

See the General and Fiscal Guidelines, Grant Program Requirements.

In addition to the statutory requirements, TEA has established the following program requirements. Applicants must address within the application how they will achieve the following:

The ECHS campus must establish a Leadership Design Team to guide the campus to begin serving students in the ECHS and provide leadership for the campus regarding ECHS. Leadership Design team members as outlined in the ECHS Blueprint (1.6 and 1.7).
ECHS campuses must submit a data report of leadership team members, meeting dates, and agendas (including attendance) posted on the school’s website.
The ECHS campus must develop wrap-around strategies and services involving multiple stakeholders (parents, teachers, counselors, community members, etc.) to strengthen the academic, behavioral, and mental health supports necessary for high school and college readiness and to be successful in rigorous academic and work-based educational experiences as outlined in the ECHS Blueprint (5.4, 5.5, 5.6, and 5.7).
ECHS campuses must submit an academic year signed and dated memorandum of understanding (MOU) and course articulation agreement with one or more college partners that fulfills the statutory requirements of this grant. The agreement must address curriculum alignment, instructional material, instructional calendar, courses of study that lead to an associate degree or up to 60 hours of college credit toward a baccalaureate degree, student enrollment and attendance, grading periods and policies, administration of statewide assessments, and data-sharing policies and procedures
ECHS campuses must submit a data report of projected student enrollment into the ECHS with percentage of demographics: students who are at-risk as defined by PEIMS (TEC 29.081), race/ethnicity, first-generation college students, English Learners, students who are economically disadvantaged, and students with disabilities.
ECHS campuses must submit enrollment guidelines that follow the enrollment requirements outlined in the statutory requirements of this grant. Enrollment Guidelines should clearly document enrollment policies and practices to include admissions policies of performance-blind, open access systems that encourage and considers applications from all students or a weighted lottery that factors 10 students who are at-risk as defined by the PEIMS (TEC §29.081) or who are part of the targeted subpopulations for ECHS.
The ECHS campus must establish recruitment and enrollment processes and requirements that will not exclude or discourage the enrollment of any of the subpopulations of at-risk students, including, but not limited to, students who are of limited English proficiency or who have failed a state administered assessment.

Early College High School (ECHS) Program-Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

The program-specific assurances are listed on the application.

The LEA will maintain current contact information in AskTED to ensure timely communication.
The LEA will regularly submit their expenditures (monthly preferred, quarterly at minimum) to remain on-track for grant expenditures.
ECHS campuses must submit a recruitment plan that includes marketing materials (in English/Spanish) and timelines.
ECHS campuses must submit a data report of stakeholder input methods used to obtain input about the implementation of the program from students, parents, community, postsecondary partners, with regular activities to educate students, parents, counselors, community, district staff and school board members.

Early College High School (ECHS) Grant-Specific Eligibility

All current ECHS planning, provisional or designated campuses are not eligible to apply.
All recipients of previous ECHS Planning and Implementation Grants are not eligible to apply.
All recipients of a previous LASO-ECHS Grant are not eligible to apply.

Pathways in Technology Early College High Schools (P-TECH)

Pathways in Technology Early College High Schools (P-TECH) Program Introduction

The Pathways in Technology Early College High School (P-TECH) program is an open-enrollment initiative that offers campuses an opportunity to plan to build a P-TECH within their district. Designed to support historically underserved and at-risk students, P-TECH schools offer opportunities for students to earn a high school diploma while simultaneously earning industry certifications, and/or an associate degree on or before the sixth anniversary of a student's first day of high school. The P-TECH program requires a campus to maintain a partnership with an institution of higher education (IHE) to provide dual credit opportunities to the P-TECH academy students and with a business/industry partner to provide work-based learning experiences.

See the abridged Program Guidelines on the LASO Cycle 3 homepage.

Pathways in Technology Early College High Schools (P-TECH) Program Description

This grant is authorized by the General Appropriations Act, Article III, Rider 58, 88th Texas Legislature

Pathways in Technology Early College High Schools (P-TECH) Statutory Requirements

See the General and Fiscal Guidelines, Statutory Requirements.

The P-TECH campus must establish recruitment and enrollment processes and requirements that will not exclude or discourage the enrollment of any of the subpopulations of at-risk students, including, but not limited to, students who are of limited English proficiency or who have failed a state administered assessment.
The P-TECH campus must provide a course of study that enables participation students in grades 9-12 to earn a high school diploma, earn and associate degree or up to 60 college credit hours.
The P-TECH campus must enter into an articulation agreement with IHEs that are accredited by a national or regional accrediting agency recognized by the Texas Higher Education Coordinating Board in accordance with 19 Texas Administrative Code (TAC) §74.25.

Pathways in Technology Early College High Schools (P-TECH) Program Requirements

See the General and Fiscal Guidelines, MENU Program Requirements.

In addition to the statutory requirements, TEA has established the following program requirements. Applicants must address within the application how they will achieve the following:

The P-TECH campus must establish a Leadership Design Team to guide the campus to begin serving students in the P-TECH and provide leadership for the campus regarding P-TECH. Leadership Design team members as outlined in the P-TECH Blueprint (1.6 and 1.7).
The P-TECH campus must develop wrap-around strategies and services involving multiple stakeholders (parents, teachers, counselors, community members, etc.) to strengthen the academic, behavioral, and mental health supports necessary for high school and college readiness and to be successful in rigorous academic and work-based educational experiences.

Pathways in Technology Early College High Schools (P-TECH) Program-Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

The program-specific assurances are listed on the application.

The LEA will maintain current contact information in AskTED to ensure timely communication.
The LEA will regularly submit their expenditures (monthly preferred, quarterly at minimum) to remain on-track for grant expenditures.
P-TECH campuses must establish recruitment and enrollment processes and requirements that will not exclude or discourage the enrollment of any of the subpopulations of at-risk students, including, but not limited to, students who are of limited English proficiency or who have failed a state administered assessment.
P-TECH campuses must provide for a TEA CTE program of study that enables a participating student in grade levels 9–12 to combine high school courses and postsecondary courses. Describe the course of study that the school is planning to offer and how it expands upon current offerings. Include how the course of study will enable a student to combine high school courses and postsecondary courses and identify crosswalks, sequences of courses, degrees/certificates/certifications earned, and work-based education that will be available to students at every grade level. Describe how the selected course of study will address regional workforce needs.
P-TECH campuses must enter into a MOU with regional industry or business partners in Texas and must meet the following guidelines: •Provide 100% of participating students access to appropriate work-based education at every grade level •Address regional workforce needs •The industry/business partner will give a student who receives work-based training or education from the partner with a P-TECH first priority in interviewing for any jobs for which the student is qualified that are available on the student’s completion of the program •Review the MOU at least every two years and update as necessary the name of the regional industry or business partner and describe how the proposed program will meet the requirements for the partnership with the industry/business partner.
P-TECH campuses must submit a data report of projected student enrollment into the P-TECH with percentage of demographics: students who are at- risk as defined by PEIMS (TEC 29.081), race/ethnicity, first-generation college students, English Learners, students who are economically disadvantaged, and students with disabilities.
P-TECH campuses must submit a data report of leadership team members, meeting dates, and agendas (including attendance) posted on the school’s website.
P-TECH campuses must submit a data report of enrollment guidelines that follow the enrollment requirements outlined in the statutory requirements of this grant. Enrollment Guidelines should clearly document enrollment policies and practices to include admissions policies of performance-blind, open access systems that encourage and considers applications from all students or a weighted lottery that factors 10 students who are at-risk as defined by the PEIMS (TEC §29.081) or who are part of the targeted subpopulations for P-TECH
P-TECH campuses must submit a recruitment plan that includes marketing materials (in English/Spanish) and timelines.
P-TECH campuses must submit a data report of stakeholder input methods used to obtain input about the implementation of the program from students, parents, community, postsecondary partners, with regular activities to educate students, parents, counselors, community, district staff and school board members.
P-TECH campuses must submit an academic year signed and dated memorandum of understanding (MOU) and course articulation agreement with one or more college partners that fulfills the statutory requirements of this grant. The agreement must address curriculum alignment, instructional material, instructional calendar, courses of study that lead to an associate degree or up to 60 hours of college credit toward a baccalaureate degree, student enrollment and attendance, grading periods and policies, administration of statewide assessments, and data-sharing policies and procedures
P-TECH campuses must submit a plan of wrap-around strategies and services to provide academic, behavioral, and mental health supports for student success to include a plan for academic mentoring of faculty and student supports for intervention and acceleration, counseling, guidance, and student advisory services for academic, and mental health supports, and behavioral and mental health supports such as parent outreach, connections to social services when needed, and peer mentoring.

Pathways in Technology Early College High Schools (P-TECH) Grant-Specific Eligibility

The eligible applicants are:

Serving students in Grades 9–12; or
Will begin serving students in Grade 9 or students in Grades 9 and 10 in the first year of implementation (2026-2027) and will progressively scale up by adding at least one grade level per year.
All current P-TECH planning, provisional or designated campuses are not eligible to apply.
All recipients of previous P-TECH Planning and Implementation Grants are not eligible to apply.
All recipients of a previous LASO-P-TECH Grant are not eligible to apply.

LASO Cycle 3 - Program Guideline Reference

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Instructional Materials

More Time

Innovative School Models

Strong Foundations Planning (SFP)

Strong Foundations Planning Program Introduction

Strong Foundations Planning Program Description

Strong Foundations Planning Program-Specific Assurances

Strong Foundations Planning Grant-Specific Eligibility

Strong Foundations Implementation (SFI)

Strong Foundations Implementation Program Introduction

Strong Foundations Implementation Program Description

Strong Foundations Implementation Program-Specific Assurances

Strong Foundations Implementation Grant-Specific Eligibility

SFI School Improvement PLC Supports (SFI SI PLC)

SFI School Improvement PLC Supports Program Introduction

SFI School Improvement PLC Supports Program Description

SFI School Improvement PLC Supports Program-Specific Assurances

SFI School Improvement PLC Supports Grant-Specific Eligibility

Instructional Leadership (IL)

Instructional Leadership Program Introduction

Instructional Leadership Program Description

Instructional Leadership Program-Specific Assurances

Instructional Leadership Program Requirements

Instructional Leadership Grant-Specific Eligibility

Technology Lending Grant (TLG)

Technology Lending Grant (TLG) Program Introduction

Technology Lending Grant (TLG) Program Description

Technology Lending Grant (TLG) Statutory Requirements

Technology Lending Grant (TLG) Program Requirements

Technology Lending Grant (TLG) Program Specific Assurances

Technology Lending Grant (TLG) Grant-Specific Eligibility

Blended Learning Grant (BLG)

Blended Learning Grant (BLG) Program Introduction

Blended Learning Grant (BLG) Program Description

1. Rotation Model

2. Student-Driven Flex Model

3. District-Proposed Model

Blended Learning Grant (BLG) Grant-Specific Eligibility

Blended Learning Grant (BLG) Statutory Requirements

Blended Learning Grant (BLG) Program Requirements

Planning Grant Program

Blended Learning Grant (BLG) Program-Specific Assurances

Advanced Placement Computer Science Principles (APSCP)

Advanced Placement Computer Science Principles (APSCP) Program Introduction

Advanced Placement Computer Science Principles (APSCP) Program Description

Advanced Placement Computer Science Principles (APSCP) Statutory Requirements

Advanced Placement Computer Science Principles (APSCP) TEA Program Requirements

Advanced Placement Computer Science Principles (APSCP) Program-Specific Assurances

Advanced Placement Computer Science Principles (APSCP) Grant Eligibility

ADSY Summer Learning (ADSY)

ADSY Summer Learning (ADSY) Program Introduction

ADSY Summer Learning (ADSY) Program Description

ADSY Summer Learning (ADSY) Statutory Requirements

ADSY Summer Learning (ADSY) Program Requirements

ADSY Summer Learning (ADSY) Program-Specific Assurances

ADSY Summer Learning (ADSY) Grant-Specific Eligibility

School Action Fund (SAF)

School Action Fund Program Introduction

School Action Fund Program Description

School Action Fund Statutory Requirements

School Action Fund Program Requirements

School Action Fund Program-Specific Assurances

School Action Fund Grant Specific Eligibility:

SAF Additional Days School Year Full Year (SAF ADSY)

SAF Additional Days School Year Full Year (SAF ADSY) Program Description

Early College High School (ECHS)

Early College High School (ECHS) Program Introduction

Early College High School (ECHS) Program Description

Early College High School (ECHS) Statutory Requirements

Early College High School (ECHS) Program Requirements

Early College High School (ECHS) Program-Specific Assurances

Early College High School (ECHS) Grant-Specific Eligibility

Pathways in Technology Early College High Schools (P-TECH)

Pathways in Technology Early College High Schools (P-TECH) Program Introduction

Pathways in Technology Early College High Schools (P-TECH) Program Description

Pathways in Technology Early College High Schools (P-TECH) Statutory Requirements

Pathways in Technology Early College High Schools (P-TECH) Program Requirements

Pathways in Technology Early College High Schools (P-TECH) Program-Specific Assurances

School Action Fund Statutory Requirements 

School Action Fund Program-Specific Assurances 