Grade  Snapshot Scaffold Academic Vocab Teacher Learning Reports Student Learning Reports
Kindergarten Math
Reading/Writing *
Science
Social Studies

Math Scaffold 
ELAR Rev/Edit Checklist
SS Process/Concept Alignment

Math
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies

Math
Reading/Writing 
Science 

Kindergarten
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math 
Reading/Writing 
Science 

Grade 1 Math
Reading/Writing *
Science
Social Studies

Math Scaffold 
ELAR Rev/Edit Checklist
SS Process/Concept Alignment

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 

Grade 1
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math 
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math
Reading/Writing 
Science 

Grade 2 Math
Reading/Writing *
Science
Social Studies

Math Scaffold 
ELAR Rev/Edit Checklist
SS Process/Concept Alignment

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 

Grade 2
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math 
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math
Reading/Writing 
Science 

Grade 3 Math
Reading/Writing *
Science
Social Studies

Math Scaffold *
ELAR Rev/Edit Checklist
SS Process/Concept Alignment

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 

Grade 3
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math 
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math
Reading/Writing 
Science 

Grade 4 Math
Reading/Writing *
Science
Social Studies

Math Scaffold *
ELAR Rev/Edit Checklist
SS Process/Concept Alignment

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 
Social Studies 

Grade 4
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math 
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math
Reading/Writing 
Science 
Social Studies 

Grade 5 Math
Reading/Writing *
Science
Social Studies

Math Scaffold *
ELAR Rev/Edit Checklist
Science Scaffold
SS Process/Concept Alignment

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 

Math
Reading/Writing 
Science 
Social Studies 

Grade 5
(Spanish TEKS)
Reading/Writing * SLAR Rev/Edit Checklist Math 
Reading/Writing
Science
Social Studies
Reading/Writing * 

Math
Reading/Writing 
Science 
Social Studies 

Grade 6 Math
Reading/Writing *
Science
Social Studies
Math Scaffold *
ELAR Rev/Edit Checklist
SS Process/Concept Alignment
Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 
Social Studies 
Grade 7 Math 
Reading/Writing *
Science
Social Studies

Math Scaffold *
ELAR Rev/Edit Checklist
SS Process/Concept Alignment
SS Content Connections 7th/8th

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 
Math
Reading/Writing 
Science 
Social Studies 
Grade 8 Math
Reading/Writing *
Science
Social Studies

Math Scaffold *
ELAR Rev/Edit Checklist
Science Scaffold
SS Process/Concept Alignment
SS Content Connections 7th/8th

Math 
Reading/Writing
Science
Social Studies
Math
Reading/Writing * 
Science
Social Studies 

Math
Reading/Writing 
Science 
Social Studies 

High School Math
Reading/Writing *
Science
Social Studies

Alg I Scaffold *
Alg II Scaffold
Geometry Scaffold
Eng I Rev/Edit Checklist
Eng II Rev/Edit Checklist
Eng III Rev/Edit Checklist
Eng IV Rev/Edit Checklist
Biology Scaffold
SS Process/Concept Alignment
SS Content Connections WH/USH

Alg I  | Alg II  | Geo
Reading/Writing
Bio | Chem | Phy
Social Studies
Alg I  | Alg II | Geo
Eng I * | Eng II * | Eng III | Eng IV
Bio | Chem  | Phy
WH | USH | WG

Alg I  
Alg II  
Geometry  
Eng I 
Eng II 
Eng III 
Eng IV 
Biology 
Chemistry 
Physics 
World History
US History
World Geography

 

* Updated Resources

Frequency Distribution Resources

Frequency Distribution Frequency Distribution by TEKS Cluster/Subcluster

 

Frequency Distribution Frequency Distribution by Student Expectation 

 

 
lead4ward Data Tools

lead4ward Data Module: eduphoria | DMAC | SchoolCity | Edugence

 Data Visualizations/Reports (samples with descriptions)
 

quicklook

 

This quicklook is intended to provide a summary of the ANTICIPATED A-F Accountability System for the 2021-22 School Year. This quicklook is a DRAFT and is subject to revision based on release of information by TEA.

 

This quicklook is intended to summarize key provisions of the 2021 Accountability System as described in the 2021 Accountability Manual
Information relating to the 2021 Alternative Evaluation Process is based on Proposed Commissioner Rule 97.1006.

 

 

This quicklook is intended to summarize anticipated aspects or components of assessment and accountability over the next three years based on information released to-date by TEA. Users are encouraged to continue to consult TEA’s webpage for final decisions relating to assessment and accountability as those decisions are made and announced.

 

This quicklook is intended to summarize HB 4545 implications and implementation issues based on information released to-date by TEA. Users are encouraged to continue to consult TEA’s webpage for updated information relating to HB 4545.

 

This document presents TEC Section 28.0211 in full, as amended by HB 4545.

 

This quicklook summarizes the 2020 Accountability System for traditional school districts and campuses (based on the final 2020 Accountability Manual, effective July 21, 2020)

 

This quicklook summarizes the methodology used by TEA for identifying schools for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATS) (based on the final 2020 Accountability Manual, effective July 21, 2020)

 

This quicklook summarizes the 2020 Accountability System for AEA campuses (based on the final 2020 Accountability Manual, effective July 21, 2020)

 

This quicklook summarizes the 2019 Accountability System for traditional school districts and campuses

 

This quicklook summarizes the methodology used by TEA for identifying schools for Comprehensive Support and Improvement, Targeted Support and Improvement, and Additional Targeted Support and Improvement

 

This quicklook summarizes the 2019 Accountability System for AEA campuses

 

This quicklook summarizes the 2018 Accountability System for traditional school districts and campuses

 

This quicklook summarizes the key provisions in the Final Consolidated Texas State Accountability Plan submitted to USDE on March 6, 2018 (highlighting changes to Plan submitted to USDE January 8, 2018)

 

This quicklook summarizes the key revisions to the State Accountability Plan proposed by TEA in response to the USDE’s initial feedback regarding compliance with ESSA dated December 21, 2017

 

This quicklook summarizes the components of the 2018 Accountability System described in HB 22 (85th Legislature) – which was signed by the Governor on June 15, 2017 and is effective immediately

 

This quicklook summarizes key updates relating to assessment and accountability for the 2016-17 School Year (including the change in terminology for STAAR Performance Levels, the change in terminology for STAAR Progress/Growth categories, the redesign of STAAR assessments in Grades 3-8 for Spring 2017, TEA’s decision to remove the short answer reading questions from the English I, English II and English III assessments, and the availability of an enhanced online version of STAAR beginning in Spring 2017, which eliminates the need for separate STAAR A and STAAR L test forms)

 

This quicklook summarizes the 2017 Accountability System for traditional school districts and campuses

 

This quicklook is intended to summarize examples of non-multiple choice item types being considered by TEA in connection with the transition to new STAAR item types (STAAR 2.0) (based on examples included in presentations made to date by TEA or posted on its Sample Item Types website at: https://tx.mypearsonsupport.com/newItemTypes/)

 

 

This document summarizes the data indicators that were used in calculating CCMR for 2018 Accountability, 2019 Accountability and 2020 Accountability and 2021 Accountability – showing the changes that were introduced to the measure each year. The document also lists the indicators being reviewed by TEA for calculating CCMR for 2022 Accountability.

 

This document summarizes the minimum requirements, the data sources and the relevant time periods and deadlines for data submissions for the anticipated CCMR indicators applicable to 2021-22 Graduates (and non-graduating seniors). Final decisions regarding the calculation of CCMR for 2021-22 Graduates (and non-graduating seniors) have not yet been made by TEA and are anticipated to be announced in the Spring of 2022.

 

This document summarizes the minimum requirements, the data sources and the relevant time periods and deadlines for data submissions for the anticipated CCMR indicators applicable to 2020-21 Graduates (and non-graduating seniors). Final decisions regarding the calculation of CCMR for 2020-21 Graduates (and non-graduating seniors) have not yet been made and are anticipated to be announced in the Fall of 2021.

 

This document summarizes the minimum requirements, the data sources and the relevant time periods and deadlines for data submissions for the 10 CCMR indicators applicable to 2019-20 Graduates (and non-graduating seniors), as revised by TEA’s To the Administrator Addressed letter dated October 29, 2020

 

This document summarizes the minimum requirements, the data sources and the relevant time periods and deadlines for data submissions for the 10 CCMR indicators [and the possible ½ point credit for CTE coherent sequence graduates earning credit for at least one course aligned to an IBC] applicable to 2018-19 Graduates (and non-graduating seniors)

 

This quicklook summarizes provisions of key laws enacted following the 87th Texas Legislative Session relating to curriculum, instruction, assessment and accountability. It is not intended to serve as a comprehensive reference of every education-related law enacted. Complete lists of bills passed and signed by the Governor, bills filed without the Governor’s signature, and bills vetoed by the Governor are available at: Texas Legislature Online – General Reports

 

This document, prepared by the Legislative Reference Library of Texas, summarizes key dates of interest relating to the 87th Legislative Session

 

 

 

This quicklook summarizes provisions of key laws enacted following the 86th Texas Legislative Session relating to curriculum, instruction, assessment and accountability. It is not intended to serve as a comprehensive reference of every provision of every education-related law enacted. A complete list of laws passed by the 86th Texas Legislature and signed by the Governor is available at: 86th Legislature – Bills Signed by the Governor

 

This quicklook summarizes provisions of key laws enacted following the 85th Texas Legislative Session relating to curriculum, instruction, assessment and accountability. It is not intended to serve as a comprehensive reference of every provision of every education-related law enacted. A complete list of laws passed by the 85th Texas Legislature and signed by the Governor is available at: 85th Legislature – Bills Signed by the Governor

 

This quicklook summarizes the new rules relating to options for granting diplomas to students who entered Grade 9 before the 2011-12 school year and who have satisfied all requirements for graduation other than the passing of exit-level TAAS or TAKS tests (based on flexibility created pursuant to SB 1005 and SB 463 passed by the 2017 Texas Legislature)

 

This quicklook summarizes key provisions included in TEA’s Special Education Strategic Plan, which were posted on April 23, 2018

 

2020-21 School Year

Reports the scale score cut points and corresponding raw score conversion cut points for Approaches Grade Level, Meets Grade Level and Masters Grade Level for the Spring 2021 main administrations of STAAR assessments (English) in Grades 3-8 and EOCs.

 

Reports the scale score cut points and corresponding raw score %ages correct for Approaches Grade Level, Meets Grade Level and Masters Grade Level for the Spring administrations of STAAR assessments (English) in 2016, 2017, 2018, 2019 and 2021. Also reports the average %ages correct across the 5 years for each assessment.

 

Reports the scale score cut points and corresponding raw score conversion cut points for Approaches Grade Level, Meets Grade Level and Masters Grade Level for the Spring 2021 main administrations of STAAR assessments (Spanish) in Grades 3-5.

 
raw score

Reports the gain scores and methodology for calculating a student’s STAAR Progress Measure across 2 years (2019 to 2021). NOTE: TEA decided NOT to use the 2020-21 SPM in calculating Academic Growth for 2021 accountability data reporting due to inconsistencies in its measurement. This table summarizes TEA’s methodology in calculating the 2020-21 SPM. However, due to the limited instructional value of the 2020-21 SPM, lead4ward does not recommend that it be used by districts in evaluating 2021 STAAR results.

 

2018-19 School Year

raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under Commissioner Rule §101.3041 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2019 paper administrations (English) of STAAR assessments in Grades 3-8 and EOCs. For Grades 5 and 8 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the scale score cut points and corresponding raw score %ages correct for the 3 levels of passing performance on STAAR (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring paper administrations (English) of STAAR assessments in Grades 3-8 and EOCs in 2016, 2017, 2018 and 2019. Also reports the average %ages correct across the 4 years.

 
raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under Commissioner Rule §101.3041 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2019 paper administrations (Spanish) of STAAR assessments in Grades 3-5. For Grade 5 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the gain scores and methodology for calculating a student’s STAAR Progress Measure. Each student with a STAAR Progress Measure is assigned to one of three categories: Limited Growth, Expected Growth, or Accelerated Growth.

 

Spring 2018

raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under Commissioner Rule §101.3041 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2018 paper administrations (English) of STAAR assessments in Grades 3-8 and EOCs. For Grades 5 and 8 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under Commissioner Rule §101.3041 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2018 paper administrations (Spanish) of STAAR assessments in Grades 3-5. For Grade 5 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the scale score cut points and corresponding raw score %ages correct for the 3 levels of passing performance on STAAR (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring paper administrations (English) of STAAR assessments in Reading and Math in 2016, 2017 and 2018. Also reports the average %ages correct across the 3 years.

 

Spring 2017

raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under new Commissioner Rule §101.3041, effective April 16, 2017 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2017 paper administrations (English) of STAAR assessments in Grades 3-8 and EOCs. For Grades 5 and 8 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the scale score cut points and corresponding raw score conversion cut points for the 3 levels of passing performance on STAAR under new Commissioner Rule §101.3041, effective April 16, 2017 (Approaches Grade Level, Meets Grade Level and Masters Grade Level) for the Spring 2017 paper administrations (Spanish) of STAAR assessments in Grades 3-5. For Grade 5 Reading and Math, the chart only reports the raw score conversions for the first, or primary, administration of the test.

 
raw score

Reports the gain scores and methodology for assigning progress/growth categories for the 2017 STAAR Progress Measure/STAAR Growth Measure. Effective with the Spring 2017 STAAR assessments, TEA has implemented a change in terminology for the 3 categories of STAAR Progress/STAAR Growth. Did Not Meet Progress is now Limited Growth. Met Progress is now Expected Growth. Exceeded Progress is now Accelerated Growth.

 
raw score
Spring 2017 PROJECTED ESTIMATES – Raw Score Conversion Ranges for Spring 2017 STAAR Assessments (REV 01/10/2017) (Using Performance Standards Identified in PROPOSED Commissioner Rule Published December 7, 2016)

The ESTIMATED raw score ranges reported in this table were calculated by applying the %age of items required for students to meet the applicable performance standard on the Spring 2016 (English) paper administration versions of the indicated STAAR assessments to the maximum raw scores for each assessment in Spring 2017. The ESTIMATED raw score ranges are ONLY estimated projections for the Spring 2017 assessments. This table is intended SOLELY to provide approximations or reasonable estimates of the ranges of raw cut points for the applicable scale score performance standards specified in PROPOSED Commissioner Rule for the Spring 2017 STAAR assessments.

 
raw score

This document summarizes the STAAR performance standards for each STAAR assessment beginning in 2016-17 as specified in PROPOSED Commissioner Rule published on December 7, 2016. As specified in the PROPOSED Rule, the Commissioner has recommended that the current phase-in schedule be replaced with a final set of standards and labels to indicate four levels of student performance, as follows: Did Not Meet Grade Level, Approaches Grade Level, Meets Grade Level, and Masters Grade Level.

 

 

2020-21 School Year (Updated October 29, 2020)

This quicklook summarizes information relating to the use of Accessibility Features and Designated Supports for state assessments administered in the 2020-21 school year

 

This quicklook summarizes information relating to Accessibility Features for state assessments administered in the 2020-21 school year. The document is posted in Word version to allow users to utilize the resource by documenting the names of students who regularly benefit from the use of these procedures and materials during instruction.

 

For each Designated Support, this quicklook identifies the testing programs for which that Designated Support is applicable as well as the committees (ARD, 504, RTI or Student Assistance Team, LPAC) that are authorized to make decisions regarding that Designated Support

 

This quicklook summarizes the requirements relating to the use of locally-approved Designated Supports on state assessments administered in the 2020-21 school year

 

This quicklook summarizes the requirements relating to the use of Designated Supports requiring TEA approval on state assessments administered in the 2020-21 school year

 

This quicklook summarizes examples of allowable and non-allowable supplemental aids for state assessments administered in the 2020-21 school year (based on examples provided by TEA in its PowerPoint posted at: https://tea.texas.gov/student-assessment/testing/student-assessment-overview/accommodation-resources)

 

2019-20 School Year

This quicklook summarizes information relating to the use of Accessibility Features and Designated Supports for state assessments administered in calendar year 2019-20

 

This quicklook summarizes information relating to Accessibility Features for state assessments administered in the 2019-20 School Year. The document is posted in Word version to allow users to utilize the resource by documenting the names of students who regularly benefit from the use of these procedures and materials during instruction.

 

This quicklook summarizes the requirements relating to the use of locally-approved Designated Supports on state assessments administered in the 2019-20 School Year

 

This quicklook summarizes the requirements relating to the use of Designated Supports requiring TEA approval on state assessments administered in the 2019-20 School Year

 

This quicklook summarizes examples of allowable and non-allowable supplemental aids for state assessments administered in calendar year 2019-20 (based on examples to be provided by TEA in its PowerPoint posted at: https://tea.texas.gov/accommodations/)

 

Special Education

This quicklook summarizes key provisions included in TEA’s Special Education Strategic Plan, which were posted on April 23, 2018

 

2018-19 School Year

This quicklook summarizes information relating to the use of Accessibility Features and Designated Supports for state assessments administered in calendar year 2018-19

 

This quicklook summarizes information relating to Accessibility Features for state assessments administered in the 2018-19 School Year. The document is posted in Word version to allow users to utilize the resource by documenting the names of students who regularly benefit from the use of these procedures and materials during instruction. 

 

This quicklook summarizes the requirements relating to the use of locally-approved Designated Supports on state assessments administered in the 2018-19 School Year

 

This quicklook summarizes the requirements relating to the use of Designated Supports requiring TEA approval on state assessments administered in the 2018-19 School Year

 

This quicklook summarizes examples of allowable and non-allowable supplemental aids for state assessments administered in calendar year 2018-19 (based on examples to be provided by TEA in its PowerPoint posted at: https://tea.texas.gov/accommodations/)

 

2018 Calendar Year

This quicklook summarizes information relating to the use of Accessibility Features and Designated Supports for state assessments administered in calendar year 2018

 
quicklinksDesignated Supports That May Be Locally Approved – 2018 Designated Supports That May Be Locally Approved – 2018

This quicklook summarizes the requirements relating to the use of locally-approved Designated Supports on state assessments administered in calendar year 2018

 

This quicklook summarizes the requirements relating to the use of Designated Supports requiring TEA approval on state assessments administered in calendar year 2018

 

This quicklook summarizes examples of allowable and non-allowable supplemental aids for state assessments administered in calendar year 2018 (based on examples to be provided by TEA in its PowerPoint posted at: https://tea.texas.gov/accommodations/)

 

This quicklook summarizes information relating to Accessibility Features for state assessments administered in calendar year 2018. The document is posted in Word version to allow users to utilize the resource by documenting the names of students who regularly benefit from the use of these procedures and materials during instruction.

 

 

 

Instructional Strategies Playlists provide descriptions of instructional strategies to engage learners, provide practice without penalty, encourage interaction among students, and see and hear students’ thinking

 

The lead4ward Virtual Instructional Strategy Playlist Adaptations resource is intended to support educators in delivering VIRTUAL instruction that promotes maximum student engagement.

 

ELAR Side-by-Sides elar side-by-sides

With the many shifts and changes found within the ELAR TEKS, leaders will need to be proactive as they move towards the implementation year. The team at lead4ward is committed to supporting leaders and teachers during this time of change. We have designed tools that will allow instructional leaders to become more knowledgeable of the changes in the ELAR TEKS and assist in a smoother transition period.

 

SLAR Side-by-Sidesslar side-by-sides

With the many shifts and changes found within the SLAR TEKS, leaders will need to be proactive as they move towards the implementation year. The team at lead4ward is committed to supporting leaders and teachers during this time of change. We have designed tools that will allow instructional leaders to become more knowledgeable of the changes in the SLAR TEKS and assist in a smoother transition period.

 

Social Studies Side-by-Sidesss_sbs_cover

With the many shifts and changes found within the Social Studies TEKS, leaders will need to be proactive as they move towards the implementation year. The team at lead4ward is committed to supporting leaders and teachers during this time of change. We have designed tools that will allow instructional leaders to become more knowledgeable of the changes in the Social Studies TEKS and assist in a smoother transition period.

 

The quickchecks from the lead4ward app are also available for download here

 

The think it ups! from the lead4ward app are also available for download here

 

Thinking Stems are used to give students a framework to explain their thinking, expose students to vocabulary often found in the process standards, provide language support for ELs, and increases oral language proficiency

 

The Thinking Stems in Spanish are used to give students a framework to explain their thinking, expose students to vocabulary often found in the process standards, provide language support for ELs, and increases oral language proficiency