LASO Cycle II - Program Guideline Reference

Strong Foundations Implementation (SFI)

Strong Foundations Implementation (SFI) Program Introduction

Strong Foundations Implementation provides grant funds to LEAs for technical assistance to support high-fidelity implementation of the instructional materials, as well as high-quality professional learning for teachers, coaches, and administrators.  

There are three options for supports and LEAs may apply for multiple options: 

(Option A) Strong Foundation Implementation Year 1 Supports for LEAs who will be implementing approved core products in K-5 RLA and/or K-5 Math in school year 2024-2025 with teachers, coaches, and administrators in Year 1 of implementation. 

(Option B) Strong Foundations Implementation Year 2 Supports for LEAs currently implementing approved core products in K-5 RLA and/or K-5 Math in school year 2023-2024 through a LASO grant to provide an additional year of supports for teachers, coaches, and administrators who will be in Year 2 of implementation in school year 2024-25. 

(Option C) Secondary Math HQIM Implementation for LEAs who will be implementing the approved core product in 6-12 Math in school year 2024-25.

Strong Foundations Implementation (SFI) Program Description

High-quality instructional materials (HQIM) are among the most impactful elements of a student’s education. HQIM allows students to engage more deeply and meaningfully with the Texas standards and support teachers in ensuring all students have access to high-quality and rigorous grade-level content. The Strong Foundations Implementation Supports grant seeks to dramatically improve the quality of curriculum and instruction in K-5 Literacy and K-12 Math classrooms in order to accelerate student learning.

Options for supports:

Strong Foundations Implementation provides grant funds to LEAs for technical assistance to support high-fidelity implementation of the instructional materials, as well as high-quality professional learning (HQPL) for teachers, coaches, and administrators. LEAs are required to use:

• 50% of grant funds to contract with a single provider from the Decision 2 state approved vendor list to provide HQPL,
• 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, and
• 30% of grant funds for other allowable expenses (e.g., print materials, digital licenses, teacher stipends, instructional coaches).

There are three options for supports and LEAs may apply for multiple options.

Option A - Strong Foundations Implementation Year 1 Supports: Eligible applicants for Option A are LEAs who will be implementing approved core products in K-5 RLA (Amplify Texas Elementary Literacy Program, Amplify Texas Lectoescritura En Español) and/or K-5 Math (Eureka Math TEKS Edition) in school year 2024-25 with teachers, coaches, and administrators in Year 1 of implementation. In addition to high-quality professional learning, LEAs awarded Option A will also be provided in-kind print materials for teachers and students for the full year, including manipulatives and trade books, in addition to digital access to the core materials.

Option B - Strong Foundations Implementation Year 2 Supports: Eligible applicants for Option B are LEAs currently implementing approved core products in K-5 RLA (Amplify Texas Elementary Literacy Program, Amplify Texas Lectoescritura En Español) and/or K-5 Math (Eureka Math TEKS Edition) in school year 2023-24 through a Learning Acceleration Support Opportunities (LASO) Strong Foundation Implementation grant. The purpose of Option B is to provide an additional year of supports for teachers, coaches, and administrators in school year 2024-25. Print materials are not included in Option B and LEAs will need to provide all print materials for teachers. LEAs may use up to 30% of grant funds for other allowable expenses, which can include print materials.

Option C -  Secondary Math HQIM Implementation: Eligible applicants for Option C are LEAs who will be implementing the approved core product in 6-12 Math (Carnegie Learning Texas Math Solution) in school year 2024-25. Print materials are not included in Option C and LEAs will need to provide all print materials for teachers. LEAs may use up to 30% of grant funds for other allowable expenses, which can include print materials.

Additional information on other allowable and unallowable expenses:

Other allowable expenses include, as applicable to the core approved product(s) awarded:

• Stipends for teachers implementing the instructional materials.
• Stipends for instructional coaches supporting implementation of the instructional materials.
• Salary or partial salary for instructional coaches or other positions directly supporting implementation of the instructional materials.
• In-state travel to attend in-person training and/or site visits (e.g., Learning Labs).
• Licenses for digital tool add-ons for Eureka Math TEKS Edition, including Eureka Math TEKS In Sync, Eureka Math Equip, and/or Eureka Math Affirm.
• Licenses for approved supplemental materials for Amplify Texas Elementary Literacy Program/Amplify Texas Lectoescritura En Español (Amplify Reading Texas; Amplify mCLASS), Eureka Math TEKS Edition (ST Math, Zearn Math), and/or Carnegie Learning Texas Math Solution (MATHia).
• Print materials (including manipulatives and trade books) for teachers and students.
• Aligned trade books for Amplify Texas Elementary Literacy Program/Amplify Texas Lectoescritura En Español from the Amplify Trade Book Guide 

Other unallowable expenses include, as applicable to the core approved product(s) awarded:

• Expenses that support the use of Tier 1 instructional materials other than the core approved product.
• Expenses for licenses for supplemental materials not listed on the approved supplemental materials list
• Expenses for supplies not related to implementation of the core approved product.
• Contracts with a vendor that is not listed on the state approved vendor list.

Authorizing Legislation is Article III, Rider 76, 88th Texas Legislature.

Products Scope and Sequence

Amplify K-5 Curriculum Maps

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• To see more information please visit the TEA Instructional Materials website  

Eureka Math TEKS Edition Scope and Sequence

Carnegie Learning Texas Math Solution Scope and Sequences:

• Grade 6
• Grade 7
• Grade 8
• Algebra I
• Geometry
• Algebra II
• For advanced course scope and sequences and pacing guides for 150 and 165 days, please visit the Texas Gateway

Products Instructional Minutes Requirements

Strong Foundations Implementation (SFI) Grant Specific Eligibility

Eligible applicants are LEAs implementing approved core products in K-5 RLA (K-5 OER RLA COVID Emergency Release V3, currently called Amplify Texas Elementary Literacy Program/Amplify Texas Lectoescritura en Español) and/or K-5 Math (K-5 OER Math COVD Emergency Release V2, currently called Eureka Math TEKS Edition) and/or 6-12 Math (6-12 OR Math COVID Emergency Release V2, currently called Carnegie Learning 6-12 Texas Math Solution).

Strong Foundations Implementation (SFI) Program Specific Assurances

Strong Foundations Implementation Supports awarded LEAs will commit to:

• Approval by Superintendent and Chief Academic Officer (or equivalent leader) to participate in the program
• Approval of the board of the trustees of the district to use the instructional materials
• Evidence showing classroom teachers support the use of the instructional materials
• Contracting with a provider from the state approved vendor list
• Appointment of initiative lead as the primary point of contact and submission of at least 1 additional point of contact
• Attendance and engagement by the initiative lead at periodic check-ins
• Participation of at least 1 school leader per participating campus
• Participation of at least 1 coach per product (coaches may include instructional coaches, administrators, leaders, or other individuals directly supporting teachers)
• Submission of participant registration information by deadlines
• Following the year-long scope and sequence for each product
• Meeting the minimum number of instructional minutes for each product
• Using the curriculum-embedded assessments for each product
• Ensuring participants are able to attend all required professional learning
• Ensuring teachers have sufficient planning time and use the required protocols
• Ensuring digital access and rostering (if applicable)
• Ensuring print access
• Completion of a required set of planning and implementation tasks and deliverables
• Ensuring participating initiative leads, school leaders, coaches, and teachers complete role-specific assurances
• Submitting all required data
• Attendance and engagement by senior district leaders at periodic Communities of Practice (CoPs)

Strong Foundations Planning (SFP)

Strong Foundations Planning (SFP) Program Introduction

Strong Foundations Planning grant program provides support to LEAs to develop a strong instructional framework in math or literacy, provides optional adoption supports in selecting a new HQIM if LEAs choose to make a material switch; and trainings and support to support creating systems to effectively manage instruction at the district level. Refer to the Program Guidelines for additional information on required use of funds.

Strong Foundations Planning (SFP) Program Description

All students deserve equitable access to research-based, TEKS-aligned, and high-quality instruction. The first step to improve instruction in core content areas is creating a district-wide, subject specific vision and framework that provides an overview of what instruction should look like in a given content area. This district-wide vision and framework should also be rooted in the research of how students learn in that subject area, be aligned to the TEKS, and be specific to the local context. 

The Strong Foundations Planning grant is intended to support school systems in setting and creating a subject-specific instructional framework, aligning the vision and framework with the district’s larger strategic plan, and ensuring the right systems and structures are in place to ultimately adopt and implement high-quality instructional materials and research-based instructional strategies. School systems will leave the Strong Foundations Planning grant with a subject-specific (math or literacy) vision and framework and prepares districts to either create a plan for instructional materials adoption to select high-quality instructional materials (HQIM) or supports districts in planning for implementation of HQIM they may already have. 

Strong Foundations Planning Supports grant provides support to LEAs to develop a strong instructional framework in math or literacy, provides optional adoption supports in selecting new HQIM if LEAs choose to make a materials switch; and trainings to support creating systems to effectively manage instruction at the district level. 

Supports activities may include, but are not limited to:

1. Development of a district-wide instructional vision and framework for the content area(s) selected
2. Training and system planning for the evaluation and potential adoption of HQIM
3. Job-embedded, high-quality professional learning on the science of how students learn in math or literacy, best practices for HQIM implementation, assessment systems and strategies, and strategic planning for learning acceleration  
4. Ongoing, job-embedded capacity building support for instructional and district leaders
5. Readiness assessments to support overall planning and decision-making
6. Participation in Communities of Practice for district leaders (Superintendent or Chief Academic Officers)

School systems may choose the following offerings within this grant:

1. A: Literacy Framework Development and Strategic Planning Supports  
2. B: Mathematics Framework Development and Strategic Planning Supports

The Legislative Authority is Article III, Rider 76, 88th Texas Legislature.

Overview of Included Supports

Approved Provider Support

Work with an approved TEA Strong Foundations Planning Approved Provider of your choice who will support your LEA throughout the grant cycle with: 

• Just-in-time training and collaboration opportunities that are customized to meet the specific needs of your LEA 
• Guidance through the creation and revision of each grant deliverable 
• Research based instructional strategies (RBIS) training  
• Thought partnering on topics of your choice such as change management, teacher and leader buy-in, evaluating HQIM, etc.  

Approved Provider Contacting & Relations

TEA trainings and office hours will be provided to: 

• Guide your LEA through interviewing, choosing, and contracting with an Approved Provider 
• Offer best practices in collaborating with your Approved Provider to meet the needs of your LEA 

Resources for Planning & Adoption

Access to a variety of resources to help guide your LEA through the grant cycle: 

• Strong Foundations Planning Website 
• Interactive Calendar with trainings and meetings 
• TEA Learn courses 
• HQIM case studies, research, and recent news 
• Monthly Newsletter with important information and dates 
• Office Hours 
• Dedicated Strong Foundations email where questions are answered in a timely manner

Networking with LEAs Throughout Texas

Collaboration opportunities with successful district leaders: 

• Communities of Practice (CoPs) – monthly PLCs where you will work with leaders across Texas to discuss innovative ideas, problem-solve district obstacles, share resources, and learn from similar districts who’ve experienced a previous grant cycle 
• Innovator District Visits – schedule a visit to an HQIM Learning Lab at one of Strong Foundations Planning Innovator Districts to see successful HQIM Implementation in action 

Funding

Funding is provided to assist with HQIM Adoption planning and supports such as: 

• Stipends for LEA leader(s) managing the Strong Foundations Planning Grant 
• Travel expenses to visit an Innovator District 
• Additional HQIM Adoption trainings from your Approved Provider 
• Materials needed to conduct district trainings 

Strong Foundations Planning (SFP) Grant Specific Eligibility

LEAs that have previously engaged in the Strong Foundations Framework Development Grant may not re-apply for the same subject area focus as previous grant cycles. Prior grantees for the Strong Foundations Framework Development Grant are eligible applicants in new subject areas.

Strong Foundations Planning (SFP) Program Specific Assurances

Strong Foundations Planning Supports awarded LEAs will commit to:  

1. The LEA agrees to receiving an approval by Superintendent or Chief Academic Officer (or equivalent role) to participate in the Strong Foundations Grant Program for Planning in Math or Literacy.
2. The LEA agrees to appointing a primary point of contract and LEA lead for all grant related activities. The LEA lead will be responsible for ensuring all assurances are met by the LEA, coordinates with the selected approved provider on a regular basis, attends any check-ins or webinars hosted by TEA, and communicates with TEA should the primary point of contact leave the LEA during the grant period.
3. The LEA agrees to using the TEA approved provider for the appropriate services aligned to the grant goals.
4. The LEA assures the Superintendent or CAO (or equivalent role) agrees to participate in any trainings or collective learning series hosted by the LEA and approved provider.
5. The LEA assures the Superintendent or CAO (or equivalent role) will approve the math and/or literacy development, framework adoption, and implementation process.
6. The LEA assures the Superintendent or CAO (or equivalent role) signs-off on the final LEA math and/or literacy instructional framework, or other products that are created as a result of completing a collective learning series on math, literacy, implementation, or assessment.
7. The LEA assures the LEA lead and Superintendent, or CAO (or equivalent role) will participate in monthly Communities of Practice (CoPs) with similar LEAs during the grant period. 
8. The LEA agrees to create a comprehensive committee that is representative of the LEA for the collective learning series and to review drafts of deliverables.
9. The LEA agrees to submission of feedback surveys from TEA to LEA leadership and the LEA’s committee on a quarterly basis.
10. The LEA agrees to participating in an end-of-grant focus group upon request. TEA may reach out to request participation of committee members and/or LEA leadership.
11. The LEA agrees to submitting all other required data as part of the grant program.

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. 

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 2024, 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 2024-2025 school year through the 2025-2026 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.

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 optimize campus staffing models for teachers while maximizing academic impact for students. It is available to LEAs that have successfully completed a planning phase of either Math Innovation Zones or RLA Blended Learning grants.

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:  

1. Small group station with the master teacher for on-level instruction and reteach 
2. Adaptive software station that differentiates students learning needs 
3. 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: 

1. Online instruction through teacher created videos + activities and/or adaptive software lessons. 
2. Offline learning activities such as group collaboration, projects, independent study with on-demand feedback provided to students after completion.  
3. 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

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

Planning Grant Cohort

LEAs who have participated or plan to patriciate in the following TEA initiatives:

1. 21-22 - CRIMSI 1.0 Standalone grant program
2. 22-23 - TCLAS: Decision 2A: CRIMSI/SAVL; 2B: Print Product Academies
3. 23-24 - LASO 1.0: 1A was CRIMSI, 1B was CRIMSI Local Implementation, and 1C is ESC SFI
4. LASO 2.0:  1A was CRIMSI, 1B was CRIMSI Local Implementation, and 1C is ESC SFI

Strategic Operations Grant Cohort

LEAs who have participated in previous Blended Learning Grant cohorts:

1. MIZ Grant (First year of execution in 2021-2022 or prior)
2. Non-Math (First year of execution in 2021-2022 or prior)
3. SAF Blended Learning Redesign (First year of Continuation in 2021-2022)
4. TCLAS Math (First year of execution in 2022-2023)
5. TCLAS RLA (First year of execution in 2022-2023)
6. LASO Math (First year of execution in 2023-2024)
7. LASO RLA (First year of execution in 2023-2024)

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.

Blended Learning Grant (BLG) TEA Program Requirements and Assurances

TEA 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

1.  LEAs must have participated in at least one of the following TEA grant cohorts
   1.  21-22 - CRIMSI 1.0 Standalone grant program
   2.  22-23 - TCLAS: Decision 2A: CRIMSI/SAVL; 2B: Print Product Academies
   3.  23-24 - LASO 1.0: 1A was CRIMSI, 1B was CRIMSI Local Implementation, and 1C is ESC SFI
   4.  LASO 2.0:  1A was CRIMSI, 1B was CRIMSI Local Implementation, and 1C is ESC SFI
2.  Participating campuses must serve grades K-8 (Math) or K-5 (RLA) by the end of the grant period
3.  LEAs must choose to implement a Math, Reading Language Arts (RLA) or both blended products with your TEA-available core product.
4.  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.  Submit a different Math and/or RLA core product not included above that will need to be approved by TEA

 Strategic Operations Grant Program

1.  LEAs must have participated in current and/or previous TEA Blended Learning Grant program(s)
   1.  LASO Math (First year of execution in 2023-2024)
   2.  LASO RLA (First year of execution in 2023-2024)
   3.  TCLAS Math (First year of execution in 2022-2023)
   4.  TCLAS RLA (First year of execution in 2022-2023)
   5.  MIZ Grant (First year of execution in 2021-2022 or prior)
   6.  Non-Math (First year of execution in 2021-2022 or prior)
2.  Participating campuses must serve, at least, each grade-band by the end of the grant period; K-2, 3-5, 6-8
3.  LEAs must choose one or more models to implement (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).
4.  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.
5. 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 2023
   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 2023?
   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)?
   1.  What percentage of participating K-8 students met the supplemental product usage target, from the above two questions?
6.  LEAs must choose to implement a Math, Reading Language Arts (RLA) or both blended products with your TEA-available core product.
7.  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.  Submit a different Math and/or RLA product not included above that will need to be approved by TEA
8.  Participating campus will implement the above core and supplemental products for their selected grade-levels and student population

Program Specific Assurances

See the General and Fiscal Guidelines Provisions and Assurances.

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

1. 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. 
2. The LEA agrees to designate and share with both TEA and vendors an LEA level lead/sponsor for purposes of communication for both logistics and usage monitoring. They also agree that this information is updated and maintained throughout the duration of the grant.
3. The LEA agrees to designate and share with both TEA and vendors a campus level lead/sponsor for purposes of communication for both logistics and usage monitoring.  They also agree that this is   updated and maintained throughout the duration of the grant.
4. 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
5. 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
6. The grantee will participate in required communities of practice and any additional grant program meetings.
7. The grantee must use an online curriculum, including an adaptive software program and Tier 1 High-Quality Instructional Material, both approved by TEA.
8. The grantee will complete all required training(s) to build competency in the online curriculum.
9. The grantee must implement the online curriculum program in all grade levels selected to participate in the Blended Learning grant.
10. The grantee will complete annual reflection and revision plans in implementation years to continuously improve upon blended learning and/or strategic operations planning.
11. The grantee must implement the digital adaptive software program in grade levels selected to participate in the Blended Learning grant.
12. 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:

1. 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.
2. 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:

1. The grantee will establish a cross-departmental steering committee, which includes a representative from the finance team, to facilitate strong planning and implementation.
2. The grantee will select one of the following three operational models to plan for and implement: 1.) 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.
3. The grantee will develop and submit strategic planning deliverables in the six months of the grant (March 2024 - August 2024) tailored to the operational model selected.
4. The grantee will pilot the proposed model in the 2024-2025 school year with at least one full grade level at the participating campus(es).
5. The grantee will fully implement the selected model in the 2025-2026 school year in all proposed grade levels at the participating campus(es).

Tech Lending Grant (TLG)

Tech 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.

Tech 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.

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.

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.

Tech Lending Grant (TLG) Grant Specific Eligibility

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

Tech 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.

Tech Lending Grant (TLG) TEA Program Requirements & TLG Program Specific Assurances

TEA Program Requirements

See the General and Fiscal Guidelines, Provisions and Assurances.

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:

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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).
7. 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.
8. The applicant assures that devices will be prioritized for classrooms and students using TEA Available Instructional Materials (OER).
9. 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.
10. 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.
11. 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.
12. 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.

Tech Lending Grant (TLG) Program Guidelines

No information available yet.

Math Supplemental Curriculum (MSC)

Math Supplemental Curriculum (MSC) Program Introduction

The math supplemental curriculum (MSC) grant provides licenses to qualified LEAs to provide high quality supplemental materials for accelerated instruction activities like high impact tutoring for students PK-12. LEAs will agree to a set of requirements for access for two years of licenses to online curricula, with prioritization of licenses for year two of the grant contingent upon high-fidelity usage.

Math Supplemental Curriculum (MSC) Program Description

The math supplemental curriculum (MSC) grant provides licenses to qualified LEAs to provide high quality supplemental materials for accelerated instruction activities like high impact tutoring in math for students PK-12. This program is authorized through ARP ESSER III: American Rescue Plan (ARP) Act of 2021, Elementary and Secondary School Emergency Relief (ESSER III). LEAs will agree to a set of requirements for access for two years of licenses to online curricula, with prioritization of licenses for year two of the grant contingent upon high-fidelity usage.

Math Supplemental Curriculum (MSC) Grant Specific Eligibility

Eligible applicants include school districts and open enrollment charter schools.

Math Supplemental Curriculum (MSC) TEA Program Requirements and MSC Program Specific Assurances

TEA Program Requirements

See the General and Fiscal Guidelines, 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:

1. The LEA agrees to meet the General and Fiscal Guidelines
2. The LEA agrees to meet grant specific eligibility requirements to apply.
3. The LEA commits to TEA Program Requirements and MSC Program-Specific Assurances?
4. The LEA assures that the IT Director (or equivalent) to provide technology and support will be made available by the LEA to support the use of selected products.
5. The LEA agrees to designate and share with both TEA and vendors an LEA level lead/sponsor for purposes of communication for both logistics and usage monitoring. They also agree that this information is updated and maintained throughout the duration of the grant.
6. The LEA agrees to designate and share with both TEA and vendors a campus level lead/sponsor for purposes of communication for both logistics and usage monitoring.  They also agree that this is   updated and maintained throughout the duration of the grant.
7. The LEA agrees to develop and share with TEA the following components of their implementation plan:
   • campus information and contact for license implementation.
   • total licenses required for each campus.
   • schedules for dedicated time and use case for allocated licenses.
   • a data monitoring plan for student progress as well as usage monitoring at the campus and district level.
   • Use of these licenses in any summer programing at participating campuses.
8. The LEA agrees to attend all required trainings involved with the implementation of the MSC and comply with tasks such as rostering, etc., as outlined by the vendor(s)/TEA.
9. The LEA agrees that if the math supplemental curriculum licenses are used to fulfill requirements under HB 1416, then they will follow the requirements as noted in Texas Education Code (TEC) § 28.0211.
10. The LEA agrees to request only the number of licenses that will be actively used during the implementation of this grant?
    • (Note: Any change requests will be granted at the Math Supplemental Curriculum program staff's discretion.)  
11. The LEA understands that if licenses are not accessed by a predetermined date that provisioned licenses may be revoked in the first year of the grant.
12. The LEA understands that provided licenses may not be extended for year 2 due to low usage of licenses in year 1.

Program Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

1. The grantee agrees to designate and share with both TEA and vendors an LEA level lead/sponsor for purposes of communication for both logistics and usage monitoring. This is updated and maintained throughout the duration of the grant.
2. The grantee will ensure that there is acknowledgment from the campus level administration for implementation expectations of the provided licenses. This is updated and maintained throughout the duration of the grant.
3. The grantee agrees to designate and share with both TEA and vendors a campus level lead/sponsor for purposes of communication for both logistics and usage monitoring. This is updated and maintained throughout the duration of the grant.
4. The grantee will maintain and submit to TEA an implementation plans that contain the following :
   • LEA contact for the license implementation
   • Acknowledgments from campus administrators where the MSC licenses are to be used
   • Campus information and contact for license implementation
   • Total licenses required for each campus
   • Schedules for dedicated time and use case for allocated licenses
   • A data monitoring plan for student progress as well as usage monitoring at the campus and district level 
   • Planning and intended use of these licenses in a summer program (if summer programming is offered at participating campuses).
5. The grantee agrees to attend all required trainings involved with the implementation of the MSC and comply with tasks such as rostering, completion of surveys etc., as outlined by the vendor(s)/TEA.
6. The grantee agrees that if the math supplemental curriculum licenses are used to fulfill requirements under HB 1416, then they will follow the requirements as noted in Texas Education Code (TEC) § 28.0211.

Advanced Placement Computer Science Principles (APCSP)

Advanced Placement Computer Science Principles (APCSP) Program Introduction

The AP CSP grant is offered to increase Advanced Placement course offerings on high school campuses within districts across the state, increase the number of students meeting College, Career, and Military Readiness (CCMR) outcomes, increase participation and performance of students taking and passing the AP CSP exam, increase the number of CTE completers taking an AP course, increase the number of special population and non-traditional students enrolled in an AP CSP course, and prepare students to succeed in computer science related professions. This grant opportunity allows an LEA to achieve this by providing funds for staffing, training, supplies, materials, contracts, travel, technology and equipment to plan, implement and sustain an AP CSP course.

Advanced Placement Computer Science Principles (APCSP) Program Description

The AP CSP grant is offered to increase Advanced Placement course offerings on high school campuses within districts across the state, increase the number of students meeting College, Career, and Military Readiness (CCMR) outcomes, increase participation and performance of students taking and passing the AP CSP exam, increase in the number of CTE completers taking an AP course, increase the number of special populations and non-traditional students enrolled in an AP CSP course and prepare students to succeed in computer science related professions. This grant opportunity allows an LEA to achieve this by providing funds for staffing, training, supplies, materials, contracts, travel, technology and equipment to plan, implement and sustain an AP CSP course.

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 College Board, students who took an Advanced Placement Computer Science Principles (AP CSP) course were twice as likely to continue along a computer science pathway. In fact, students who took an AP CSP 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 AP CSP, and only 6% of rural schools offered AP CSP.

To meet workforce demand and provide valuable student pathways, Texas schools can integrate computer science into their course offerings. Rider 74 of the General Appropriations Act, 2023 has directed these funds to be administered via a grant application process determined by the Commissioner in support of technology, teacher training, and other expenses related to offering an AP CSP course.

Advanced Placement Computer Science Principles (APCSP) Grant Specific Eligibility

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

Advanced Placement Computer Science Principles (APCSP) 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. 

Advanced Placement Computer Science Principles (APCSP) TEA Program Requirements and Assurances

TEA Program Requirements

See the General and Fiscal Guidelines, Grant Program Requirements. 

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:

1. The LEA assures the appointment of a primary point of contract and LEA lead for all grant related activities. The LEA lead will be responsible for ensuring all assurances are met by the LEA, attend check-ins or webinars hosted by TEA, and communicate with TEA should the primary point of contact leave the LEA during the grant period.
2. The LEA assures participation in an end-of-grant focus group upon request. TEA may reach out to request participation of LEA leadership.
3. The LEA assures the submission of all required data as part of the grant program.
4. The LEA assures the AP CSP grant will be managed to build capacity for the LEA, prioritize marginalized students in receiving access to the AP CSP course, and ensure all course-enrolled students take the AP CSP exam at no cost.
5. The LEA assures the AP CSP to be in the 2024-2025 Course Catalog and the year’s master schedule, maximizing the number of students who can take the course. The course description will Identify which program(s) of study the AP CSP course will support or expand.
6. The LEA assures the promotion of the AP CSP course offering to all students. Strategically and equitably advise and place students in the course, especially those who might take it as part of a program of study. Course promotion strategies and resources will be reported in a TEA program survey due August 31, 2024.
7. The LEA assures the recruitment, identification, and onboarding of certified teachers who will participate in professional development training, June-August 2024, in preparation to teach a Fall 2024 AP CSP course. Due to the broad and multidisciplinary nature of the course, teachers do not need to have prior computer science experience. A high school certified teacher of any discipline, who has the desire, can prepare to teach AP CSP by participating in a professional learning experience specifically for AP CSP.
8. The LEA assures the selected teacher(s) commitment to teaching an AP CSP course for at least two years after training and participate in LEA provided mentoring and support opportunities. A letter of commitment from each teacher will be sent to the TEA program manager by May 31, 2024.
9. The LEA assures the selection of a professional development provider and the development of a schedule that identifies the modality, scope, and sequence of training, mentoring and support for AP CSP teacher(s).
10. The LEA assures the selection of an appropriate course curriculum prior to the start of the Fall 2024 semester, reporting vendor in a TEA program survey due August 31, 2024.
11. The LEA assures the necessary technology and materials for successful completion of the AP CSP course will be purchased prior to the start of the Fall 2024 semester.  Purchases will be reported in a TEA program survey due August 31, 2024.
12. The LEA assures additional learning opportunities will be planned for students who take the AP CSP course, such as work-based learning opportunities, field trips, etc., to encourage students to continue coursework in computer science.
13. The LEA assures support for students in selecting and succeeding in the AP CSP course and exam. A student support plan will include how the AP CSP course supports the student’s program of study or graduation plan and describes a variety of academic support strategies to meet a district goal for student course success and a score of 3 or higher on the AP CSP exam. The student support plan will be requested in a TEA program survey due August 31, 2024.
14. The LEA assures funds will be budgeted so that every AP CSP enrolled student can take the May exam at no cost.
15. The LEA assures the development of a sustainability plan for the course, ensuring the course can continue to be offered after grant funds are no longer available.

ADSY Summer Learning Accelerator Grant (ADSY)

ADSY Summer Learning Accelerator Grant (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. Prekindergarten through 5th grade campuses that meet Additional Days School Year (ADSY) eligibility requirements in the 2023-2024 school year are eligible for this grant. This grant program guides LEAs through a 3-month accelerated support planning process to design a summer learning program aligned with research-based best practices in academics, operations, and enrichment activities. Following the 3-month planning period, implementation of the summer learning program will occur in the summer of 2024. Participation in this grant program is not required to access ADSY funding itself, but rather is intended to strengthen ADSY summer program implementation through evidence-based planning and implementation practices.

ADSY Summer Learning Accelerator Grant (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 who meet Additional Days School Year (ADSY) eligibility requirements in the 2023-2024 school year are eligible for this grant. This grant program guides LEAs through a 3-month accelerated support planning process to design a summer learning program aligned with research-based best practices in academics, operations, and enrichment activities. Following the 3-month planning period, implementation of the summer learning program will occur in the summer of 2024. Participation in this grant program is not required to access ADSY funding itself, but rather is intended to strengthen ADSY summer program implementation through evidence-based planning and implementation practices. Awardees will receive access to a suite of research-based planning tools to guide their work.

Legislative Authority is the American Rescue Plan (ARP) Act of 2021, Elementary and Secondary School Emergency Relief (ESSER III) Fund.

ADSY Summer Learning Accelerator Grant (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 during the execution year (2023-2024) 

Note: ADSY PEP Cycle 4 LEAs, currently in the planning year, can apply.

ADSY Summer Learning Accelerator Grant (ADSY) 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.

ADSY Summer Learning Accelerator Grant (ADSY) TEA Program Requirements and ADSY Program Specific Assurances

TEA Program Requirements

Pathways in Technology Learning Early High School (PTECH)

Pathways in Technology Learning Early High School (PTECH) Program Introduction

The P-TECH grant offers campuses an opportunity to plan to build a Pathways in Technology Early College High School (P-TECH) within their district.  P-TECH Academies 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 and at no cost to the student.

The P-TECH grant requires a campus to maintain a partnership with an institution of higher education (IHE) that will serve to provide dual credit opportunities to the P-TECH academy and with a business/industry partner to provide work-based support.

Pathways in Technology Learning Early High School (PTECH) Program Description

The purpose of the Pathways in Technology Early College High Schools (P-TECH) is to provide students with a smooth transitional experience to postsecondary and the workforce. P-TECH models allow students the opportunity to earn a high school diploma while simultaneously earning industry certifications, level 1 or level 2 certificates, and/or an associate degree on or before the sixth anniversary of a student's first day of high school and at no cost to the student. The hallmark of the P-TECH model is its career focus and the provision of work-based education. P-TECH programs: 

• Enroll historically underserved students, targeting at-risk and economically disadvantaged populations
• Provide students grade 9 through 12 the opportunity to complete a course of study that combines high school and post-secondary courses 
• Enable students to earn a high school diploma, along with an associate degree, Level 1 or Level 2 certificate, or industry-based certification within six years 
• Offer age-appropriate work-based learning opportunity in every grade level 
• Allow students to gain work experience through an internship, apprenticeship, or other job training program 
• Align to regional workforce needs, guiding students into high-demand, high-wage careers 
• Partner with Texas Institutions of Higher Education (IHEs) and regional businesses and industries, giving students access to post-secondary education and workforce training opportunities

The purpose of the P-TECH Planning and Implementation Grant is to help eligible applicants who, upon receipt of the grant, will engage in months of P-TECH model planning and implementation with support from the TEA selected technical assistance provider, to establish the foundational components of the P-TECH program.  

Grantees who receive the P-TECH Planning and Implementation Grant will spend the first months planning to implement the design elements and requirements aligned to the P-TECH Blueprint. The P-TECH program may be established as a whole-campus model, a small stand-alone campus, a school-within-a-school model, or another model as chosen by the campus and approved by TEA. Planning grant funds will be utilized to support campus needs for establishing the foundational implementation elements of P-TECH. 

P-TECH campuses establish strong partnership agreements with local business and industry as well as institutions of higher education (IHE). The partners serve on the leadership and advisory team to provide support and guidance to the P-TECH in resource acquisition, curriculum development, work-based learning, and student/community outreach to ensure a successful academic and career pipeline. In partnership with an IHE, as well as the community and employers, a P-TECH campus provides rigorous academic and work-based learning programs that provide students with clear pathways to regional employment opportunities in response to local workforce needs.   

P-TECH campuses are public schools established under the Texas Education Code (TEC) §29.553 (P-TECH) that enable students in Grades 9, 10, 11, or 12 who are at-risk of dropping out, as defined by the TEC, §29.081, or who wish to accelerate completion of high school, to combine high school courses and college-level courses. 

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

Pathways in Technology Learning Early High School (PTECH) Grant Specific Eligibility

LEAs that: Serve 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 (2025–2026) and will progressively scale up by adding at least one grade level per year after the first year of implementation. 

Any 23-24 CCRSM planning, provisional or designated campuses are not eligible to apply. 

Furthermore, recipients of any of the following grants below are not eligible.

• 2018-2019 P-TECH and ICIA Planning Grant
• 2019-2020 P-TECH and ICIA Planning Grant
• 2018-2020 P-TECH and ICIA Success Grant
• 2019-2021 P-TECH and ICIA Success Grant
• 2020-2022 P-TECH Success Grant
• 2020-2022 P-TECH and ICIA Planning and Implementation Grant
• 2020-2022 P-TECH Success Grant
• 2021-2023 P-TECH Planning and Implementation Grant
• 2021-2023 CCRSM P-TECH Planning and Implementation Grant
• 2021-2023 ECHS Planning and Implementation Grant
• 2022-2024 ECHS Planning and Implementation Grant
• 2021-2023 T-STEM Planning and Implementation Grant
• 2022-2024 T-STEM Planning and Implementation Grant
• Any recipients of the TCLAS Decision 9 Grants
• Any recipients of previous LASO - ECHS or P-TECH Grants

Pathways in Technology Learning Early High School (PTECH) 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.

1. 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.
2. 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. 
3. P-TECH campuses 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. The articulation agreement must provide a participating student access to postsecondary educational and training opportunities at an IHE and must address all the items below:
   • Curriculum alignment 
   • Instructional materials 
   • Instructional calendar 
   • Programs/courses of study 
   • Student enrollment and attendance 
   • Grading periods and policies 
   • Administration of statewide assessments 
   • Name the IHE and describe how the proposed program will meet the requirements for the partnership with the IHE. 
4. P-TECH campuses must enter into a MOU or ILA 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 or ILA at least every two years and update as necessary 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.

Pathways in Technology Learning Early High School (PTECH) TEA Program Requirements and PTECH Program Specific Assurances

TEA 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: 

1. P-TECH campuses must establish a Leadership Design Team to complete the P-TECH Implementation Plan, prepare the campus to begin serving students in the P-TECH program, and provide leadership for the campus regarding P-TECH. Leadership Design Team members are outlined in the P-TECH Blueprint. Describe the current leadership team. Include a list of the individuals and their titles, along with how often the leadership team will meet, the dates of meetings that have already been held, any upcoming meetings, and agenda topics.
2. Grantee 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. Describe wrap-around strategies and services the campus will offer, as well as the additional strategies and services that are planned to support P-TECH.

Program Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

The program-specific assurances are listed on the application.

1. Required by statute: P-TECH campuses will provide participating students with flexibility in class scheduling and academic mentoring. 
2. Required by statute: P-TECH campuses will be open enrollment. Enrollment decisions will not be based on state assessment scores, discipline, history, teacher recommendations, minimum grade point average (GPA) or any other criteria that create barriers for student enrollment. 
3. Required by statute: P-TECH campuses will allow participating students to complete high school and, on or before the sixth anniversary of the date of the student’s first day of high school: receive a high school diploma and an associate degree, a two-year postsecondary certificate, or industry certification; and complete work-based education through an internship, apprenticeship, or other job training program. 
4. Required by statute: P-TECH campuses will be provided at no cost to participating students. 
5. Required by statute: P-TECH campuses will ensure that a student is entitled to the benefits of the Foundation School Program in proportion to the amount of time spent by the student on high school courses, in accordance with rules adopted by the commissioner, while completing the program/course of study established by the applicable IHE articulation agreement or Industry/Business Partner memorandum of understanding. 
6. The P-TECH campus will implement the design elements included within the 6 benchmarks of the P-TECH Blueprint and strive to fulfill the state standard for student success as measured by the outcomes-based measures.

Early College High-School (ECHS)

Early College High-School (ECHS) Program Introduction

The ECHS grant offers campuses an opportunity to plan to build an Early College High School within their district.  Early College High Schools (ECHS) offer opportunities for campuses to provide targeted supports for historically underserved students through rigorous instruction and accelerated postsecondary courses to provide academic and wrap around strategies that help students succeed in college level coursework at no cost to the students.

The ECHS grant requires a campus to maintain a partnership with an institution of higher education (IHE) that will serve to provide dual credit opportunities to the ECHS.

Early College High-School (ECHS) Program Description

The purpose of the Early College High Schools (ECHS) model is to allow students least likely to attend college an opportunity receive both a high school diploma and either an associate degree or at least 60 credit hours toward a baccalaureate degree. The ECHS provides dual credit at no cost to historically underserved students, targeting those who are at-risk and/or economically disadvantaged. The ECHS offers rigorous instruction and accelerated courses and provides academic and social support services to help students succeed in college level coursework. The ECHS provides students with highly personalized attention which promotes improvement in college readiness.

Recipients of the ECHS Planning and Implementation Grant will engage in months of ECHS model planning and implementation with support from TEA's selected technical assistance provider to establish the foundational components of the ECHS program, as outlined in Texas Education Code (TEC) §29.908(b) and the Texas Administrative Code (TAC) §102.1091. 

Grantees who receive the ECHS Planning and Implementation Grant will spend the first months of planning to implement the design elements and requirements aligned to the ECHS Blueprint and serve students in the following school year. The ECHS program may be established as a whole-campus model, a small stand-alone campus, a school-within-a-school model, or another model as chosen by the campus and approved by TEA. Planning grant funds will be utilized to support campus needs for establishing the foundational implementation elements of ECHS. Technical Assistance for CCRSM Network campuses, such as ECHS Planning and Implementation Grantees, is provided at no cost to the LEA.  If you are a recipient of this grant, no funds will be needed to pay for Technical Assistance provided through the TEA-selected technical assistance provider.

ECHS campuses must partner with Texas institutions of higher education (IHEs) to reduce barriers to college access. The IHE partner(s) must serve on the ECHS Leadership Team to provide support and guidance to the ECHS in curriculum development, resource acquisition, and student/community outreach.  

Together, the ECHS and IHE develop course equivalency crosswalks that lead to Level 1 and Level 2 certificates, associate degrees, and/or completion of the Texas Core Curriculum to provide stackable credentials as students advance on the academic pipeline.

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

Early College High-School (ECHS) Grant Specific Eligibility

​ LEAs that:

• Will begin serving students in Grade 9 or students in Grades 9 and 10 in the first year of implementation (2025–2026) and will progressively scale up by adding at least one grade level per year after the first year of implementation.

Any 23-24 CCRSM planning, provisional or designated campuses are not eligible to apply. 

 Furthermore, recipients of any of the following grants below are not eligible.

•  2018-2019 P-TECH and ICIA Planning Grant
•  2019-2020 P-TECH and ICIA Planning Grant
•  2018-2020 P-TECH and ICIA Success Grant
•  2019-2021 P-TECH and ICIA Success Grant
•  2020-2022 P-TECH Success Grant
•  2020-2022 P-TECH and ICIA Planning and Implementation Grant
•  2020-2022 P-TECH Success Grant
•  2021-2023 P-TECH Planning and Implementation Grant
•  2021-2023 CCRSM P-TECH Planning and Implementation Grant
•  2021-2023 ECHS Planning and Implementation Grant
•  2022-2024 ECHS Planning and Implementation Grant
•  2021-2023 T-STEM Planning and Implementation Grant
•  2022-2024 T-STEM Planning and Implementation Grant
•  Any recipients of the TCLAS Decision 9 Grants
•  Any recipients of previous LASO - ECHS or P-TECH Grants

Early College High-School (ECHS) Statutory Eligibility

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.

1. 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.
2. The ECHS campus must provide a course of study that enables participation students in grades 9-12 to earn a high school diploma, earn an associate degree, or up to 60 college credit hours.
3. The ECHS 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.

Early College High-School (ECHS) Statutory Eligibility

TEA 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: 

1. 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 are outlined in the ECHS Blueprint. 
2. 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.

Program Specific Assurances

See the General and Fiscal Guidelines, Provisions and Assurances.

The program-specific assurances are listed on the application.

1. 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.
2. Leadership Team members, meeting dates, and agendas (including attendance) posted on the school’s website.
3. 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 students who are at-risk as defined by the PEIMS (TEC §29.081) or who are part of the targeted subpopulations for ECHS.
4. Recruitment Plan that includes marketing materials (in English/Spanish) and timelines.
5. 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.
6. 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 materials
   • 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
   • Data-sharing policies and procedures
7. Plan of wrap-around strategies and services to provide academic, behavioral, and mental health supports for student success to include:
   • Plan for academic mentoring of faculty and student supports for intervention and acceleration.
   • Counseling, guidance and student advisory services for academic, behavioral, and mental health supports
   • Behavioral and mental health supports such as parent outreach, connections to social services when needed, and peer mentoring.

School Action Fund (SAF)

School Action Fund (SAF) Program Introduction

The SAF grant provides technical assistance, resources, and grant funds to support school actions for, and at, individual campuses. School districts receive support in adopting a broader continuous improvement strategy to improve schools and provide communities with the schools and programs they want, need, and deserve.

School Action Fund (SAF) Program Description

School Actions are whole-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 in adopting a broader continuous improvement strategy that annually evaluates school quality, parent demand, and neighborhood needs 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), and select, adopt, and implement high quality instructional materials (HQIM), research-based instructional strategies (RBIS) and accelerated instruction, including all HB 1416 requirements, at the school action campus by the first year of implementation as defined by TEA.

LEAs that receive a 2024-2025 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. LEAs must satisfactorily complete all required elements and meet all milestones of the 2024-2025 SAF Planning grant in order to become eligible for a non-competitive continuation grant. (See Program Description for more details of each action/model.)

Implementation grants in the 2024-2025 School Action Fund–Planning and Implementation grant are available to those potential grantees who have already worked through planning the action with a TEA-approved technical assistance provider; and who are ready to implement the action in SY 2024-2025. School Action Fund implementation (or continuation) grantees may not receive a concurrent School Improvement Grant (SIG) award. A maximum of six grants will be awarded across all actions to any individual LEA.

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

When selecting actions, LEAs should consider the following decision process based on campus needs.

STEP 1: Select an Action

1. Restart: LEAs reconstitute campus leaders and a majority of staff and implement a new academic and educational model to turnaround a chronically underperforming campus. LEAs plan and implement the selected school model in all grade levels in year one of implementation.
2. 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 campus leader and staff, and implement an evidence-based academic model. Districts closing and repurposing an existing campus must comply with rule §97.1066: Campus Repurposing and Closure. (More information can be found here.) Campuses must also be designated Title-I serving in Year 1 of implementation.
3. Reassign: LEAs work with their communities to thoughtfully close school(s) and reassign students to A/B-rated campuses (according to 2022-2023 ratings or new schools). Districts closing an existing campus must comply with rule §97.1066: Campus Repurposing and Closure. (More information can be found here.)
4. Redesign: LEAs support campus leaders and staff at an existing campus to plan and implement an evidence-based, whole-school academic and educational model to transform all aspects of school. LEAs plan and implement the selected school model in all grade levels in year one of implementation.

STEP 2: Select Governance Structure

1. District-Run: The campus is directly run and supported by the LEA. All staff members of the campus are employees of the LEA.
2. Partner-Managed: The LEA launches a Call for Quality Schools and other rigorous authorizing processes to recruit, evaluate, and approve a high-quality operator to plan and implement the school action(s) through an SB1882/Texas Partnership. Designated SB1882/Texas Partnerships may be eligible for additional state funding. More information about Texas Partnerships here.

STEP 3: Select an evidence-based, codified school model from those found below and on the Center for School Actions where you will find model Playbooks for in-depth descriptions and guidance:

1. Restart
   1. Accelerating Campus Excellence (ACE; see Toolkit)
   2. Resource Campus (TEC 29.934 or most recent relevant legislation), and Resource Campuses TEA webpage)
      Additional funding may be available for designated Resource campuses,
      and
      Eligible campuses must have 4 or more unacceptable/F ratings in the last 10 years.
   3. College and Career Prep*
   4. Advanced STEM*
   5. ADSY Full Year (elementary grades only; within the ADSY model, initial priority given to those applying for ADSY Full Year and ADSY Summer grants together, with second priority given to ADSY Full-Year only; additional funding may be available for designated ADSY campuses)
   6. Rural P-20 System
   7. Other (Turnaround Partnership F-rated campuses only)
2. Create new 
   1. College and Career Prep*
   2. Advanced STEM*
   3. Montessori*
   4. ADSY Full Year (elementary grades only; within the ADSY model, initial priority given to those applying for ADSY Full Year and ADSY Summer grants together, with second priority given to ADSY Full-Year only; additional funding may be available for designated ADSY campuses)
   5. Rural P-20 System
   6. Other (Innovation Partnership campuses only)
3. Reassign Students to Higher-Performing Campuses after School Closure
4. Redesign
   1. College and Career Prep* 
   2. Advanced STEM*
   3. ADSY Full Year (elementary grades only; within the ADSY model, initial priority given to those applying for ADSY Full Year and ADSY Summer grants together, with second priority given to ADSY Full-Year only; additional funding may be available for designated ADSY campuses)
   4. Rural P-20 System
   5. Other (Innovation Partnership campuses only)

*Kindergarten-8th grades only

Please visit the resources below and the Center for School Actions for model Playbooks, in- depth descriptions, and guidance.

1. Accelerating Campus Excellence (ACE: see Toolkit)
2. Resource Playbook, TEC 29.934 (or most recent relevant legislation), and Resource Campuses TEA webpage
   • NOTE: Eligible campuses must have 4 or more unacceptable/F ratings in the last 10 years.
3. ADSY Full Year Playbook
4. College and Career Prep Playbook*
5. Advanced STEM Playbook*
6. Montessori Schools Playbook*
7. Rural P-20 System Playbook
8. Texas SB 1882 Partnerships, website

*Kindergarten-8th grades only

Restart - Operating Partner must meet Texas SB 1882 Partnerships requirements for a Turnaround Provider:

1. “If the partner will manage a turnaround campus, evidence that the partner has been in existence for at least three years prior to undertaking the management of the district campus, has managed multiple campuses for multiple years, and has a track record of managing campuses to academic success or has significantly improved the academic performance of campuses.”
2. LEAs must pass through to the operating partner all state, local, and federal funds, including all relevant 1882 allotments to fund the campus, minus a reasonable management/authorization fee.
3. Campuses must attain Title I serving status for SY 2025-2026. The LEA must launch a Call for Quality Schools to select a high-quality operating partner and apply for SB 1882 benefits by December 2024.

Authoring Legislation is Elementary and Secondary Education Act of 1965, as amended by Every Student Succeeds Act (ESSA), Title I, Part A, Section 100

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School Action Fund (SAF) Grant Specific Eligibility

Eligible applicants are LEAs with Title I-serving Comprehensive Schools and Targeted Schools, based on school year 2022-2023 ratings, or an alternative method determined by TEA, if needed. TEA will make final award determinations when these ratings are available, or use an alternative method, if needed. For new schools, there must be clear Title I, Part A eligibility and intent to obtain Title I-serving status for the SY 2025-2026. A campus may not have received funding from the 2019-2020 School Action Fund (SAF) Planning grant or any subsequent School Action Fund grants, a TCLAS Decision 10 grant, or a LASO 2023-2024 School Action-Planning and Implementation grant. SAF applicants pursuing a SAF implementation grant may not receive concurrent funding from the School Improvement Grant (SIG). SAF grantees, and applicants pursuing any School Acton Fund grants may not receive a concurrent Effective Schools Framework-Focused Support (ESF-FS) grant.

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

School Action Fund (SAF) 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.

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

1. Develop comprehensive support and improvement plans under section 1111(d)(1) for schools receiving funds under this section 
2. Support schools developing or implementing targeted support and improvement plans under section 1111(d)(2), if funds received under this section are used for such purpose 
3. Monitor schools receiving funds under this section, including how the local educational agency will carry out its responsibilities under clauses (iv) and (v) of section 1111(d)(2)(B) if funds received under this section are used to support schools implementing targeted support and improvement plans 
4. Use a rigorous review process to recruit, screen, select, and evaluate any external partners with whom the local educational agency will partner 
5. Align other Federal, State, and local resources to carry out the activities supported with funds received under subsection (b)(1) 
6. As appropriate, modify practices and policies to provide operational flexibility that enables full and effective implementation of the plans 

School Action Fund (SAF) TEA Program Requirements and Assurances

TEA 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:

Requirements for All Actions

1. The applicant will work in good faith with the TEA-vetted and matched school action Technical Assistance provider and agency-provided technical assistance.
2. The applicant will identify flexibilities and autonomies along with clear goals and metrics that are contextual to each campus and complete approve a Performance Agreement signed by the campus leader and at least the Superintendent by the end of the first year of award.  
3. The applicant will provide access for on-site visits to the district and campus by TEA, the technical assistance provider, and its contractors. 
4. The applicant will attend and participate in grant orientation meetings, technical assistance meetings, other periodic meetings of grantees, and sharing best practices through the TEA program office. 
5. The applicant’s board must commit to, and complete, Lone Star Governance (LSG) training and coaching by December 1st of the first year of the awarded grant.
6. Applicants applying for Implementation grants must have previously planned the action with a TEA-approved Technical Assistance provider.
7. Any campus that is closing or potentially being repurposed as part of a school action must adhere to, and comply with, rule §97.1066: Campus Repurposing and Closure. (More information can be found here.)

Requirements for Partner-Managed Actions

1. Applicants selecting “Partner-managed” actions must commit to the adoption of TEA’s Texas Partnership model authorizing tools and resources, including Performance Contracts. 
2. Applicants selecting “Partner-managed” actions must register for the Texas Authorizer Leadership Academy (TALA) by December 1st of the first year of the awarded grant. 
3. A, B, C, and D-rated campuses are ineligible for Texas Turnaround Partnership-Managed school actions.
4. Applicants pursuing a partnership-managed model must meet all funding requirements defined by Texas Partnerships, including allocating all federal, state, and local funds due to the campus, in alignment with Texas Partnership Guidelines.
5. Applicants seeking partner-managed actions must evaluate partner applicants’ plans for selection, adoption, and implementation of high-quality instructional materials (as defined in these Program Guidelines) during the Call for Quality Schools process. More information about a Call for Quality Schools process can be found here. 

Requirements for Create New School Actions

1. Applicants selecting “Create a New School” must select and designate a campus leader no later than June 21, 2024, and commit to that campus leader’s full participation in the New School Design Fellowship program beginning Summer 2024. 
2. Applicants must apply for a new CDCN (County District Campus Number) for “New Schools” by March 2025. 
3. “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 2025, as per guidelines in Chapter 7 of the 2022 Accountability Manual (or a later version if published). 
4. “Create a new school” school actions 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, year over year over; or the new school may open with all grade levels only if the district is opening a newly constructed facility or planning to use an unoccupied building. Any deviations from the slow-grow model described herein must be pre-approved by TEA.
5. Applicants selecting “Create a New School” school actions must include the new campus in its Title I ESSA plan in time for SY 2025-2026. 
6. The applicant assures enrollment at a “New School” will prioritize students previously attending or zoned to a 2022-2023 Title I-serving Comprehensive and/or Targeted School (2023 ratings).

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. 

1. The applicant LEA will select one of the eligible school actions and related models, as described, and available, in this grant, 2024-2025 School Action-Planning and Implementation.
2. 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. 
3. 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 during the planning year. 
4. 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.  
5. Assure that senior LEA leaders have been involved in the decision to select the school action for the campus(es) and to apply for this School Action Fund Planning and Implementation Grant, and that they will continue to be involved throughout the grant period.
6. 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.  
7. Identify a LEA staff member to coordinate the planning and implementation grant who is both qualified and experienced in project and program management.  
8. Select, adopt, and implement, with fidelity, high-quality instructional materials to be integrated into the design and implementation of the chosen action. 
9. 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, including all requirements of HB 1416, at the school action campus by the first year of implementation, as defined by TEA, unless otherwise approved or stated by TEA.