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Teacher Incentive Allotment (TIA) Application Guidance

Cohort A

Application & Instructions

System Application Application Instructions

Cohort B

Application & Instructions

System Application Application Instructions

Cohort C

Application & Instructions

System Application Application Instructions

Cohort D


A quick mental health resource guide for school counselors, educators, and licensed mental health professionals, and community members.

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Anxiety Depression Grief and Loss LGBTQ+ Support NSSI Self-Care Suicide Prevention Trauma-Informed




Grief and Loss

LGBTQ+ Support

NSSI (Non-Suicidal Self-Injury)


Suicide Prevention


 Texas Behavioral Health Resource Guide for School-Aged Children

Data capture year

The year in which the teacher observation and student growth measure is collected based on the proposed local teacher designation system.

Data review

Second step of the local optional designation system review. Texas Tech University will review the teacher observation and student growth measure data from the data capture year.


Teacher designations that last for five years and range from recognized to exemplary to master.

Eligible assignment

Teacher assignments by campus, subject taught or grade taught.

Local optional designation system

District systems to issue teacher designations that require a two-step approval process.

National Board Certification

A national certification that qualifies teachers for a recognized designation.


The degree to which an instrument used to measure teacher performance and student growth produces stable and consistent results.



a. within a district with fewer than 5,000 enrolled students that is categorized as a rural district type by the Texas Education Agency (TEA or agency).

b. within a district with fewer than 5,000 enrolled students categorized as rural by the National Center for Education Statistics (NCES).

c. defined in TEC, §48.112(a)(l)(A) and (B) that are categorized as rural by NCES in districts with an enrollment of less than 5,000.

Student Growth

The performance of teachers' students is how the individual teacher's students progress academically in response to the teacher's pedagogical practice as measured at the individual teacher level by one or more standards-aligned measures of student growth.

System Review

First step of the local optional designation system review and will contain the qualitative processes and be reviewed by TEA.


An educator who is employed by a school or district and who, not less than an average of four hours each day, teaches in an academic instructional setting or a career and technical instructional setting. This term does not include those who are not coded as an 087 in PEIMS at 100% of the day (equivalent to four and one-half months or a full semester) or 180 days required at 50-99% of the day.

Teacher Observation

At least one observation of a minimum of 45 minutes or multiple observations that aggregate to at least 45 minutes.


The degree to which the instrument measures what it is intended to measure.


How Does My District Determine Our Cohort?

Video Information Packet Video Guided Notes

Teacher Incentive Allotment Timelines by Cohort

Cohort A-D Readiness and Next Steps

Video Information Packet Video Guided Notes

Cohorts A and B

Readiness and Next Steps

Cohorts A and B Readiness Checklist
Cohort A Next Steps Cohort B Next Steps

Cohort C

Readiness and Next Steps

Cohort C Readiness Checklist Cohort C Next Steps

Cohort D & Beyond

Readiness and Next Steps

Cohort D Readiness Checklist Video Guided Notes
Cohort D Self-Assessment
Cohort D Next Steps I Cohort D Next Steps II



We are a team of certified school counselors and licensed mental health professionals striving to support student wellness in schools. Our mission is to assist school counselors, school-based therapists, community licensed mental health practitioners, licensed specialists in school psychology, mental health educators and advocates seeking resources, training, and support that will maximize mental health wellness of all students. We provide expert assistance, high quality training and CEU opportunities for licensed counselors and social workers, technical assistance, and consultative services.

Our professional development opportunities are specifically designed to support licensed mental health professionals needs related to research-based best practices, developing partnerships and programming with schools, ethics, personality and mood disorders, trauma-informed care, play therapy, and much more!

Please join our Region 13 Mental Health Professionals email list to receive continual updates about upcoming CEU workshops and webinars. We look forward to connecting with you!


Mental Health Series Upcoming Workshops:


Webinar: Play Therapy and Nurture Groups

Live Zoom Broadcast, April 28, 2020
Time: 1:00-4:00pm
Workshop ID:  SP2043838 Cost: $85

Register Now   Download Flyer


Trust-Based Relational Intervention (TBRI)

Live Zoom Broadcast, May 13, 2020
Time: 1:00-4:00pm
Workshop ID: SP2042068 Cost: $85

Register Now   Download Flyer




Each week our specialists are keeping you connected, updated, and engaged through a series of online webinars, meetups, and office hours. We're collaborating with our distance learning team to bring you high quality professional development and educational support, no matter where you're located.

Weekly Webinars


Digital Office Hours

Online Courses

We've got self-directed and faciliated online courses happening all year round. Our specialists collaborate with experts, research best practice strategies, and work with districts and campuses throughout Texas to help educators grow.


The Texas Education Agency announced on April 2nd that, "in recognition of the disruption caused by the COVID-19 emergency, TEA is proposing to label all districts and campuses Not Rated: Declared State of Disaster for the 2019 - 2020 School year." They also say that this "rating does not break the chain of consecutive years of unacceptable ratings for purposes of accountability interventions and sanctions." You can read the whole announcement here.

How does this impact sanctions?

According to TEA, "districts and campuses shall continue to implement any previously ordered sanctions and interventions" and that "ordered sanctions and interventions carried out by districts and/or campuses in school year 2019 - 2020 will carry over and continue for school year 2020 - 2021."

Updates on School Improvement

The TEA is delaying pending submissions for required school improvement interventions for the remainder of this school year. Instead they'll be focusing on guidance and resources to allow campuses and districts to reflect and plan for a strong start to the 2020 - 2021 school year. 

Read their full response related to school improvement efforts here.

Resources for Accountability

Our Weekly Accountability Newsletter

Each week our accountability team wraps up the latest important info related to accountability and sends it to our audience. You'll also get accountability resources, strategies, and some additional guidance.

Sign up for the newsletter


TEA's School Improvement FAQ Doc

The Texas Education Agency has created an FAQ doc answering some of the common questions asked to them about School Improvement.

Read help doc


TEA's Accountability FAQ Doc

The Texas Education Agency has created an FAQ doc answering some of the common questions around the changes to the accountability system in Texas.

Read help doc


Bring those who are part of your TIA district decision making team and join us for a professional development series to learn about the Teacher Incentive Allotment (TIA) Success Factor One: Strongly Calibrated Teacher Observation System. Choose to attend some or all 4 sessions depending on your district's TIA readiness needs. Attend all 4 sessions and leave ready to plan your district’s calibration system, or refine an existing one that meets the TIA Readiness Checklist for all cohorts. Please click on each workshop below for details.

COVID-19 is a fast spreading coronavirus that's spread across the world and is impacting every continent and most countries. If we all work together, fewer of our friends and family will be affected by the coronavirus. Hospitals won't be overloaded and lives will be saved. It's how, by keeping apart, we all stand together. To learn more about the health impact of COVID-19, check out the texas department of health and human services COVID page.


What you can do


Practice social distancing
If you must go out, avoid public spaces and keep your distance.



Keep your hands clean
Use soap and water for 20 seconds, or use 60% alcohol hand sanitizer.



Clean and Disinfect
Disinfect frequently touched objects and surfaces often.




Stay home when sick
Call your doctor if you have a fever, cough, or shortness of breath.




Don't spread germs
Don't touch your eyes, nose, or mouth. Cover a cough or sneeze using your elbow.



Symptoms of COVID-19

The general symptoms of COVID-19 are fever, dry cough, and shortness of breath. These symptoms may appear any time between 2-14 days after exposure.

Why it's dangerous

Most of us will be fine. But, if we allow the virus to spread, many people who don't have to could die.

Finding food and meals


The State Board of Education (SBOE) will issue Proclamation 2021 in April 2020. The adoption of materials under Proclamation 2021 will occur in November 2020. 


Proclamation 2021 calls for instructional materials for English and Spanish Pre-Kindergarten Systems


Adopted materials under Proclamation 2021 are scheduled to go into classrooms in the 2021–2022 school year.

Please note that Health K-12 and PE materials will be up for adoption under  Proclamation 2022.

The SBOE requires that all Proclamation 2021 pre-adoption samples of instructional materials submitted for adoption be made available to the public in physical, hard copy format consistent with actual materials that will be purchased and used in the classroom. Samples are only to be accessed for review purposes and may not be reproduced without the consent of the publisher.

A list of publishers with materials up for adoption can be found on the TEA Proclamation 2021 website

Please contact Laura Varney to schedule an appointment to view the samples at Region 13 during normal business hours Monday - Friday. After hours appointments are available on Tuesday & Thursday. 

Publisher Information

Exhibit tables and breakout sessions will be available for purchase in November 2020.

The purchase of an exhibit table will include one 6'x3' table and two chairs. Electricity is available free of charge. Publisher representatives may bring in their own laptops or small video screens no larger than 32" for demonstration purposes. Volume must be modulated to a reasonable level to allow other vendors to demonstrate their products. Vendors with equipment not in compliance will be asked to disable or remove the equipment. Publisher set-up is scheduled for Sunday, 1/24/21 between 2:00 pm and 5:00 pm.

Breakout sessions must be purchased separately. Sessions will be scheduled in 40 minute increments in one of our Region 13 training rooms. All rooms are equipped with a ceiling-mounted projector and screen, and a WiFi connected presentation station that includes a Dell laptop computer and room audio. Breakout session times will be assigned after purchase.


District Representatives

Save the Date!!

Proclamation 2021 Instructional Materials Showcase


Date: January 25, 2021

Open: 8:30 am - 4:00 pm (come-and-go)

Where: 5701 Springdale Road, Austin, TX 78723


**A list of Participating Publishers will be posted at a later date

Our specialists created and curated resources for students, teachers, parents, and educators of all types to help during the COVID-19 pandemic. We'll continue working to provide you with the most helpful resources you'll need to set up your digital classroom, get meals for your students, help your parents, or make your life easier during this crisis.



Resources for distance learning

Our distance learning team compiled a list of helpful resources for those schools and districts switching to online teaching or distance learning. 

View website


Resources for special education

Our special education specialists have created a Google site to gather all resources parents, teachers, and educators will need to help with special education services during COVID-19.

View website


Resources for parents, teachers, and coaches

Our instructional coaches team has created whiteboard 13, a site for parents, teachers, and coaches. You'll find home learning opportunities, instructional support for remote learning, and support for instructional coaches.

View website


Bilingual, ESL, and Migrant Resources

Our bilingual, ESL, and Migrant specialists rounded up the best bilingual, ESL, and migrant external resources for parents, teachers, and students.

View resources


Resources for counselors

Our counseling team created a digital counselors toolbox on Livebinder, complete with guidelines, links to external websites, and more you can use to support your counseling practices during this crisis.

View Livebinder


Resource for campus leaders

Our leadership initiatives team created a downloadable resource for campus leaders that provides an example of staff responsibilities during COVID-19.  You may edit the resource or use it as a model for your own communication.

Download Resource


Blog Series

Explore our series of blog posts written specifically to assist and update you with the critical information you need.

View Blog



Online Courses



Professional development training at Region 13

Education Service Center (ESC) 13 will be offering Action Coaching, Data-Driven Instruction, Student Culture, and Lesson Planning and Formative Assessment trainings for campuses and districts looking to increase student achievement overall, and close gaps between student sub-groups.

Learn more about these Targeting and Implementation Options and how they align with the Effective Schools Framework.

Download PDF

COVID-19 Response

Will the cohort timelines or requirements be adjusted?

The Cohort A System Application deadline has been extended to May 15, 2020. The data submission deadline for Cohort A applicants has been extended to June 15, 2020. The teacher buy-in survey for Cohort C applicants is now optional.

Local Teacher Designation

Systems Questions

Can a district phase in groups of teachers over time?

Yes. Districts have local flexibility to develop their local designation systems. For example, a district may choose to include only math and reading teachers in year one, and then expand to include science and social studies teachers in year two, etc. System expansion will require the district to submit and be approved through the two-step application process.

Can a district apply for TIA only at specific campuses in their district and not others?

Yes. Districts specify the campuses on which they want to designate teachers under TIA. However, any campus in the district that has designated teachers working on it will generate TIA funding to be spent on teacher compensation on that campus.

Will there be a clearing house of plans like Districts of Innovation?

Once designations are approved for the 2019-2020 school year, TEA will likely post exemplar designation systems and strategic compensation plans.

Q: Can 1882 partners apply for a local designation system?

Yes. 1882 partners may apply for a local designation system. 1882 partners and their districts must work together to ensure that the funding is transferred from district to campus. All system applications will require the district superintendent’s signature.

Stakeholder Engagement Questions

When should districts begin communicating with teachers about their local designation system?

Districts are encouraged to communicate with teachers early in the process and throughout the development and implementation of their local designation system. The TIA Readiness Checklist includes a section on community and teacher communication. This checklist and additional TIA resources can be found on TEA's HB3 in 30 website. More resources will go live in early spring.

What stakeholder groups should be included in developing the local teacher designation system?

Best practices indicate that including teachers, campus leaders, district leaders, and community members in planning and reviewing a local teacher designation system results in a stronger system with more buy-in. In addition, school board input and approval are recommended. Please refer to the TIA Readiness Checklist for additional best practices in stakeholder engagement.

System & Data Submission Review

What is the timeframe to apply, and what happens after a district’s local designation system is submitted for review?

Timeframes to apply are based on the data capture year a district plans to use when submitting the teacher observation and student growth data for the purposes of TIA. Please note there will be a two-step review process: (1) local designation system review by TEA and (2) data submission review by Texas Tech University. For details on the timelines and next steps for each cohort, please review the Cohort Next Steps and Timelines documents on the TIA website.

What student growth measures can be used for teachers in non-tested subjects?

Districts can use locally developed student growth measures, as long as they are valid and reliable. Examples include SLOs, pre- and post-tests, and student portfolios. Districts may find the T-TESS Guidance on Student Growth Measures helpful as they consider different student growth measures. For more information, visit

How will TEA know if Student Learning Objectives (SLOs) are measuring growth effectively?

During the System Review process, districts will be required to explain in detail their procedures and protocols for SLO implementation including procedures for setting student preparedness levels at the beginning of the year, protocols for collecting the body of evidence of student work, and rubrics/protocols used to approve SLOs at the end of the year. TTU will review SLO growth measure data during step two of the system approval process.

Many districts allow eligible teachers to waive an annual appraisal. Will an annual appraisal be required for teachers to earn a designation?

Districts must have observation and student data from the data capture year for each teacher put forth for designation. Teachers not submitted for designation are not required to have an annual observation. Once a teacher has earned a designation, opting out of his/her annual appraisal will be a local decision. Appraisals must comply with §21.351 and §21.352.

Exactly what data will schools be required to submit for the data review process?

At minimum, districts will be required to submit data on teacher effectiveness, which will include teacher observation data and the teacher’s student growth rubric rating. TEA will communicate specifics around what other data might need to be submitted as part of the data review and approval process.

What will Texas Tech be checking during the data review process?

Texas Tech University will be reviewing the data that districts provide to verify the validity and reliability of the data. More guidance on the data validation process can be found on the TIA website.

Will districts have to submit data every year?

Districts will submit data for all teachers in eligible teaching assignments each year that they put forth new teachers for designation.

What if a system is not approved? Can a district resubmit the following year?

TEA will work with districts throughout the step one system review with the goal of approving systems with a high likelihood of passing the step two data validation. Systems who fail to pass the system review or data validation may resubmit the following year.

Teacher Designations and Eligibility

Who is eligible to earn a designation through a local designation system? What about charter school teachers who are not required to be SBEC certified?

LEAs must verify that each teacher meet the following eligibility requirements before submitting them for a designation:

Can interventionists or inclusion teachers earn designations?

This will depend on how a teacher is coded in district PEIMS reporting. Role ID 087 includes teachers of record, assistant teachers, and support teachers. Interventionists, reading specialists, inclusion teachers, etc. are generally coded as 087. Districts must check with their PEIMS specialists and payroll personnel to ensure that teachers meet eligibility requirements before submitting them for designation.

What if a designated teacher moves to a non-teaching role, such as an instructional coach, counselor, or administrator?

Designated teachers who move to a Role ID other than 087 will maintain their designation if their teacher SBEC certificate is valid, however they will not generate annual allotment funding if are not in a 087 teaching role for that year of service.

Are designations attached to a particular grade level or subject area?

Unlike certificates, designations are general. The designation will be placed on the teacher’s SBEC certificate and will not specify a certification area or subject/grade level. A teacher may change teaching assignments and will still generate allotment funding. The same applies to National Board Certified Teachers (NBCTs).

What if a designated teacher’s performance level changes within the five year period? Can their designation level change?

Teacher designations are valid for five years. Within the five year period, teachers may be put forth for a higher designation if their performance qualifies them, but they cannot be submitted for a lower designation. Some district spending plans may include variability based on continued performance levels.

What happens after the five-year designation expires?

Designated teachers who meet performance standards and district qualifications can be put forth for a new designation in their final year of designation. Once the designation expires, it will be removed from the SBEC certificate and allotment funding will no longer be generated.

Allotment & Spending Questions

Is the allotment for the teacher or the campus?

Funding for teachers designated as Recognized, Exemplary, and Master under TIA will flow to districts, which in turn must spend at least 90% of the funds on teacher compensation on the campuses where the designated teachers work. Statute states that allotment funds are not considered a property right. During the system review process, districts will submit their spending and communication plans for TEA review.

TEC Section 48.114 (i)(1)(A): A district shall annually certify that funds received under this section were used as follows: At least 90% of each allotment received was used for the compensation of teachers employed at the campus at which the teacher for whom the district received the allotment is employed.

What is the funding schedule?

For the first year of a teacher’s designation, districts will be notified of funding amounts by designation level and campus in the spring, and funds will arrive the following September in settle-up. Following the initial payment, districts will receive regular funds based on projections according to their regular FSP payment schedule, with settle-up each September.

Will there be spending codes for TIA funds?

There will not be PIC codes for TIA funds. Funding and reimbursement of fees will each be a separate line item in FSP payments.

When do teachers get paid?

For the first year of designations, districts may choose to compensate teachers in advance of September funding, or to wait until funds arrive. TEA will post timelines and sample spending scenarios on the TIA website in spring 2020. Spending plans are a local decision, provided they comply with the 90/10 requirements in statute. Some districts plan to change their salary schedule, and other districts plan to issue stipends.

If a district does not have a local designation system as part of the Teacher Incentive Allotment, but employs designated teachers, will the district receive allotment funds for those teachers?

Yes. Districts that employ teachers who have earned designations will receive funding for those teachers based on the TIA formula, even if the district does not have an approved designation system in place. For example, a district that does not have a designation system in place could employ a teacher that earned a designation in another district or a teacher who automatically earned a Recognized designation for having achieved National Board Certification. Districts will need to develop a plan for how to spend allotment dollars that they receive, in accordance with the rules of HB3.

Will the campus socio-economic tier data be recalculated every year?

Yes. Given that a school’s student enrollment changes yearly, the campus’ socio-economic tier will be recalculated annually. As a reminder, this calculation uses the home address of the student that attends a particular campus. Allotment funds for each designated teacher will be based on the campus, and not the individual students assigned to the designated teacher.

If a designated teacher moves campuses from one school year to the next, will the allotment that teacher generates be recalculated? What if a teacher leaves in the middle of the year?

Yes. There will be set points in time at which TEA will calculate the allotment for a teacher based on the teacher’s designation and school characteristics (socio-economic tiers and rural status). Designated teachers must be compensated for a creditable year of service as a teacher (PEIMS Role ID 087) to generate allotment funds. In rule, TEA defines a creditable year of service as a for 90 days at 100% of the day (equivalent to four and one-half months or a full semester) or 180 days required at 50-99% of the day and compensated for that employment.

Will the agency monitor district compliance?

The agency will utilize authority found in TEC §48.004, §48.270, and §48.272 to audit districts in their compliance with Texas Education Code and Texas Administrative Code.

Fees & Reimbursements

Will districts need to submit fees and how will those fees and reimbursements work?

Yes. Districts will pay a $500 fee per teacher put forth for designation at the time of data submission. Once the local designation system is approved, all fees will be reimbursed. TEC 21.3521(i) and TEC 48.114(g). Please visit the TIA website to learn more about National Board Certification fees & reimbursements.

Will districts be required to follow the 90/10 spending requirement for reimbursed fees?

Fee reimbursements are not subject to the 90/10 spending requirements.

Will fees be reimbursed if a system is not approved after the data review?

Fees will not be reimbursed until the system is approved, however fees paid will be “credited” when the district reapplies.

Can generated Teacher Incentive Allotment funds be used to pay for fees associated with the Teacher Incentive Allotment?

Up to 10% of allotment funds can be used towards teachers earning designations. This may include fees for submitting new teachers for designation.

National Board Certification Questions

Please visit the TIA website to learn more about National Board certification in Texas.


Governor Greg Abbott used his authority as governor of Texas to suspend annual academic assessment requirements for the remainder of the 2019 - 2020 school year. The Texas Education Agency has also released an assessment guide for your graduating, non-graduating, and former students. Our testing and assessment specialists are following all updates related to state testing and assessment and will keep you updated on any and all changes as they happen.

What's changed:

State Testing
Governor Greg Abbott has used his authority to suspend annual academic assessment requirements for the remainder of the 2019-2020 school year. Read more about what that means from our specialist Butch Hudson.

Read more


End of Course STAAR Assessment Info
STAAR assessments are cancelled for the rest of the 2019 - 2020 school year and TEA has issued an assessment guidance document for districts / campus. Read more about these changes from specialist Butch Hudson.

Read more


Resources for state assessments

TEA's Assessment Guidance Document
Released by TEA, this document answers tons of different questions related to graduating, non graduating, and former students.

View Document


TEA's Guidance on Individual Graduation Committees

Released by TEA, this document answers questions about individual graduation committees. 

View Document


Assessment FAQs help doc

Our specialists rounded up some frequently asked questions related to state assessment changes.

View Document


The Multi-Tiered Systems of Support team will be hosting Make it Work Mondays digital office hours from 10:00-11:00.

The MTSS team is here for you as you address student learning outside the school building.  We will provide you with on-going support by answering your questions, brainstorming solutions to your problems, or being a sounding board for your concerns. Our team’s mission is to provide on-going technical support with Academic/RtI, Social-Emotional Learning Support, Behavior support, Trauma, and Mental Health. If we don’t have the answer, we will do our best to find it for you. We hope you can join us!

Register to Join our Digital Office Hours


COVID-19 is an unprecedented global pandemic. Our specialists are working around the clock to gather the latest updates both nationally and locally related to this crisis. We'll continue to update this page with info on how COVID-19 affects your school schedule, accountability ratings, testing schedules, switch to online teaching, access to nutrition, instruction, and anything else you need to make your job as an educator easier.


We're here to support you!



Elsasser Head Shot

Rich Elsasser, Ed.D.

Dr. Elsasser is the instructor for the TExES Review sessions in TSCI. Rich is currently serving as Executive Director of Region 13 Education Service Center in Austin, Texas. Regional Service Centers were established in 1965 to support school district and charter school needs. There are 20 ESC’s throughout the state helping the 5.5 million students in Texas. Region 13 serves nearly 400,000 students in 57 school districts, 24 charter schools, 8 institutions of higher education, and 17 private schools across 17 counties. Prior to becoming Executive Director, Rich was Superintendent of Schools of Fayetteville ISD from 2011- 2014. He also served as a Program Coordinator for the Superintendent and Principal Certification Program at Region 13, a Middle School Principal and a Science teacher in Burnet CISD. Dr. Elsasser is a graduate of Texas Tech University and received his Masters degree in Curriculum and Instruction from Houston Baptist University. He and his family live in Georgetown, Texas.

Einfalt Head Shot

Lori Einfalt, Ph.D.

Lori Einfalt, Ph.D., is the instructor for the Organizational Development course in TSCI. She began her career as a classroom teacher and has enjoyed teaching at all levels—ES, MS, HS, and college. Lori served as an assistant principal at MS and HS before having the opportunity to open a new high school ​from the belief system up as principal. Lori has served in various Central Office roles including Secondary Curriculum Coordinator, Executive Director of Human Resources, and Assistant Superintendent, before retiring as Chief Schools Officer in 2014. She is now an Assistant Professor at Concordia University and is the Director of M.Ed. Programs. In this position, she oversees the CTX Principal Preparation program. Her research interests include leadership development and developing professional and organizational capacity through coaching. Lori is a statewide trainer for T-TESS, and a Trainer of Trainers for T-PESS, and AEL. She is the co-founder of an educational consulting company called LCM—​Leading, Coaching, and Mentoring​ . Supporting the development of outstanding campus leaders is the primary mission of LCM.

Snell Head Shot

Steven Snell

Steven Snell is the instructor for the Community Needs and Interests course in TSCI. First and foremost, He is a Christian, husband, and father. Steven was born and raised in Houston and graduated from Texas Tech University with a Bachelor’s in History and a Master’s in Educational Leadership. He has 26 years of experience in education, 23 of which are in administration. He taught Texas History in Amarillo for three years. Later on, he moved to Brazosport where he was Assistant Principal for five years, Junior High Principal for four years and a 5A High School Principal for five years. After that, he served as Assistant Superintendent of Administration and Strategic Planning in Hutto for three and a half years. He then became the Superintendent of Spring Hill ISD in Longview. He is in his 5th year as Superintendent and currently leads in this role as Superintendent of Liberty Hill ISD. He feels blessed with a supportive family. He and his wife Amy met in college, and they have been married for 23 years. They have two children; Madison (19) and Will (15). Madison is a Junior at Texas Tech University and Will is a sophomore at Liberty Hill High School.

Estrada Head Shot

Becky Estrada

Becky Estrada is the instructor for the Budget and Resource Allocation course in TSCI. She has been involved in public education since 1976. She is currently serving as the Chief Financial Officer for the Lackland Independent School District on Lackland Air Force Base in San Antonio. She has served in this role for the past 17 years. She served as the Assistant Superintendent for Finance at Southside Independent School District in San Antonio for 8 years. Her duties in both of these roles included finance, payroll, human resources, maintenance/operations, transportation, food service, police department, data processing, PEIMS, records management, and construction. She also served in several other roles in public school districts for 18 years. She received her undergraduate degree from Incarnate Word College and her MBA from Our Lady of the Lake University in San Antonio, Texas. She served as President of the TASBO organization in 2010 and as an officer or chair of a TASBO affiliate and research committee. Becky has earned the designation of Registered Texas School Business Administrator through TASBO. She regularly presents at TASBO Academies, Workshops, Conferences, and Webinars. She has been involved in management reviews for school districts, charter schools, and associations throughout the State of Texas. She has facilitated the ESC 13, PCN and TSCI Budget Modules for several years.

McBurnett Head Shot

Keith McBurnett

Keith McBurnett is the instructor for the District Culture course in TSCI. He has served as superintendent of Burnet CISD for the past 8 years. In his 26 year career in public education, his service includes public school teacher; assistant principal; principal; and numerous central office positions including executive director, assistant superintendent, chief academic officer, and deputy superintendent. He is proud to have begun his career with the Hurst-Euless-Bedford ISD after earning his Bachelor’s and Master’s Degree from the University of North Texas. He has held central administrative positions with Keller ISD and Pflugerville ISD. Since being named superintendent, McBurnett has been responsible for Burnet CISD securing over $5 million in grant funding; passing a $26.75 million bond program to renovate and expand existing campuses; implementing historic pay raises for staff, passing a Tax Ratification Election with a 90% approval rate; and implementing numerous programs to increase college and career readiness opportunities for students. In addition, under his leadership, Burnet CISD was named the 2015 HEB Excellence in Education Small School District Award winner. In 2018, McBurnett was recognized as the Burnet Chamber of Commerce’s Citizen of the Year.

Smith Head Shot

Terry Smith, Ed.D.

Dr. Terry Smith is the instructor for the Political and Legal Issues course in TSCI. He has served the education community in the State of Texas for 35 years and currently works with school districts on school finance issues related primarily to property tax agreements, school board training, planning, group facilitation, and efficiency reviews. Smith previously spent 20 years working for Texas Education Service Centers. He served as Executive Director for Education Service Centers, Region 13 (ESC-13) in Austin and Region 20 (ESC-20) in San Antonio. As Executive Director, Smith led significant organizational changes at both ESCs and under his leadership, both Centers developed products and services utilized across the state by school districts of all sizes and procured multiple state-wide projects through Texas Education Agency and the U.S. Department of Education. Additionally, during his tenure, each ESC was recognized as an Outstanding Workplace. Prior to becoming an Executive Director, Dr. Smith worked as a Deputy Executive Director for ESC-13 and also held positions as Field Service Agent and Director of Information Systems Support while at ESC-20. Dr. Smith gained his public schools experience working in rural schools on the Texas South Plains. He served as Superintendent of Schools for the Southland Independent School District and held administrator positions in Special Education and Career and Technical Education. Dr. Smith began his education career as a High School Agricultural-Science teacher. Dr. Smith grew up in Lubbock, Texas. He earned bachelor's degrees in Agricultural Economics and Agricultural Education at Texas Tech University. He also holds a master's degree in Educational Administration from Texas Tech and earned an Education Doctorate from Texas A&M University.

Graves Head Shot

Ann Graves

Ann Graves is the instructor for the Implementing and Supporting Instruction course in TSCI. She is the current Director of the TEKS Resource System, an online curriculum management system adopted by 920 districts throughout the state of Texas. She has a successful background in education and retired from a district in 2010 as a Deputy Superintendent. She has 50 years of educational experience including teaching kindergarten students through the university level. Teaching art was one of her favorite positions and currently focuses on the administrative field. Ann’s scope of work includes working with private schools, public schools, private companies and consulting. Her passion for education continues to drive her as she supervises, mentors, supports, and encourages others to “love what you do!” An advocate for positive thinking and actions, Ann serves on committees and fills her time with not only work but also family and friends. Ann and her husband currently reside on a “franch” between Smithville and Bastrop. Though they grow hay, have nine horses and other animals, the term franch fits their lifestyle best!

Conovan Head Shot

Jeff Conovan

Jeff Conovan is the instructor for the Facilities Planning and Management course in TSCI. He retired after 29 years in education to use his tools to serve those in need and influence those that lead. He consults and trains district and campus leaders all across Texas. Jeff has trained or consulted with administrators in over 70 school districts and charter schools. He is a product of Region 13’s Principal Certification Network (PCN) and Texas Superintendent Certification Institute (TSCI) programs. Jeff served as a campus principal and in a couple of different executive director roles. He has headed up all student and staff services from human resources to special education. Jeff has been a TSCI facilitator for five years and the TSCI Field Agent for three years. He specializes in leadership training and closing gaps for students that struggle with academics and behavior. Jeff is also a certified mediator and enjoys the challenge of resolving conflict. Jeff and his wife Lois, have a son, Cash, and a daughter, Courtney.

McWilliams Head Shot

Rhonda McWilliams, Ed.D.

Dr. Rhonda McWilliams is the instructor for the Human Resource Management course in TSCI. She graduated from Stephen F. Austin State University with a Bachelor of Business Administration in Business Education. She also holds a Master of Science degree in Occupational (Vocational) Education from the University of Houston and a Master of Education degree in Counseling from the University of Houston/Victoria. She earned a doctorate in Professional Leadership from the University of Houston. Her certifications include HCLE (Human Capital Leadership in Education); Standard Superintendent; Professional Mid-Management Administrator; Standard School Counselor; Standard Special Education School Counselor; Provisional Vocational Office Education; Provisional Secondary Business Composite. She was a high school teacher for 8 years in LaMarque High School and Houston ISD. She has 16 years of campus leadership experience as High School Principal, Assistant Principal, Associate Principal and Dean of Instruction, and as a Middle School Principal in Houston, Galena Park, Cleveland, and Fort Bend ISDs. Furthermore, she has 13 years of Central Office leadership as Area Superintendent, Chief HR Officer, Director of Secondary Education and Executive Director Student Affairs in Pflugerville, Fort Bend, and Alief ISDs. She was also an Adjunct Professor in the Department of Education at Concordia Texas University. She is currently an Interim Assistant Superintendent Human Resources in Waco ISD.


Millie Klein Headshot
Millie Klein

Deputy Executive Director
Strategic Initiatives
Phone: 512-919-5105

LaWanda Carley Headshot
LaWanda Carley

Senior Coordinator: Educator Evaluation and Leadership
Strategic Initiatives
Phone: 512-919-5208

John Andrews Headshot
John Andrews

Administrative Specialist: Strategic Planning
Strategic Initiatives
Phone: 512-919-5114

Teacher Incentive Allotment

at Region 13

What is Teacher Incentive Allotment (TIA)?

View TIA Blog View Workshops

The Teacher Incentive Allotment (TIA) was established in June of 2019 with the passing of House Bill 3 (HB3), and provides the opportunity for teachers to increase their salaries when certain performance and evaluation criteria are met.

Qualifying for pay increases requires a lot of planning and preparation, and we at Region 13 have created resources to help you reach that goal, including webinars, planning sessions, and informative blog posts.

To learn more about the Teacher Incentive Allotment and how to benefit, please take a look at our blog, or sign up for one of our workshops!


LaWanda Carley Headshot

LaWanda Carley

Action Coaching Lead
Phone: 512-919-5208

Megan Cruz Headshot

Megan Cruz

Data-Driven Instruction Lead
Phone: 512-919-5134

Robin Southall Headshot

Robin Southall

Student Culture Lead
Phone: 512-919-5176

Mary Black Headshot

Mary Black

Program Manager

Melinda Marquez Headshot

Melinda Marquez

Coordinator: School Improvement & Accountability

Kendra Monk Headshot

Kendra Monk

Project Coordinator: School Improvement

Jennifer Gillen Headshot

Jennifer Gillen

Education Specialist

Kim West Headshot

Kim West

Education Specialist

Paula Freeman Headshot

Paula Freeman

Education Specialist

Deborah Brennan Headshot

Deb Brennan

Administrative Specialist

Adrienne King Headshot

Adrienne King

Administrative Specialist


Texas Instructional Leadership Logo

at Region 13

Free Information Sessions

Click the session times to register and learn more

DDI: May 19th, Campus Leaders/Principal & Principal Supervisor

In this virtual session district and campus leadership teams will learn more about the implementation of the DDI (Data Driven Instruction) component of Texas Instructional Leadership.

AM Session | PM Session

DDI: May 26th, District Leaders/Principal Supervisor

In this virtual session district leadership teams will learn more about the implementation of the DDI (Data Driven Instruction) component of Texas Instructional Leadership specific to district systems and processes that enable effective implementation of DDI.

AM Session | PM Session

AC: May 20th, Campus Leaders/Principal & Principal Supervisor

In this virtual session district and campus leadership teams will learn more about the implementation of the Action Coaching component of Texas Instructional Leadership.

AM Session | PM Session

AC: May 27th, District Leaders/Principal Supervisor

In this virtual session district leaders responsible for coaching principals will learn more about the implementation of the Action Coaching component of Texas Instructional Leadership.

AM Session | PM Session

SCR: May 28th, Campus Leaders/Principal & Principal Supervisor

In this session district and campus leadership teams will learn more about the implementation of the SCR (Student Culture Routines) component of Texas Instructional Leadership.

AM Session Only

SCR: June 4th, District Leaders/Principal Supervisor

In this session district and campus leadership teams will learn more about the implementation of the SCR (Student Culture Routines) component of Texas Instructional Leadership.

AM Session | PM Session

Building the Capacity of District
and Campus Leaders

The Texas Instructional Leadership (TIL) program is a suite of trainings intended for campus and district leaders to grow concrete instructional leadership skills to foster continuous improvement in their organizations. The goal of TIL is to support campus and district leaders to build the capacity of the educators they manage. TIL training supports leaders in the area of observation and feedback, student culture, and data driven instruction.

Texas Instruction Leadership (TIL) trainings are aligned with many of the best practices described in the Effective Schools Framework (ESF), and Region 13/ESC 13 is among the approved vendors for schools seeking a capacity builder to support the execution of a campus improvement plan. TIL is ideal for campus and district leaders who want to increase overall student achievement and close educational gaps in their organization.

Components of Texas Instructional
Leadership Training

There are three components to each TIL training program that include face-to-face workshops, on-site implementation support, and one-on-one coaching. Trained and certified Region 13/ESC 13 staff will deliver the face-to-face training component for campus and district leaders. Following the face-to-face professional development, trainers will walk alongside participants and observe as they put practice into action on their campus and in their district. Principal Supervisors will receive one-on-one coaching from trainers on how to best guide principals towards successfully strengthening and implementing their new skills for sustainable change.

Texas Instructional Leadership Approach Graph

Face-to-Face Professional Development

Education Service Center (ESC) 13 will be offering Action Coaching, Data Driven Instruction, School Culture, and LessonPlanning and Formative Assessment trainings for campuses and districts looking to increase student achievement overall, and close gaps between student sub-groups. Texas Instructional Leadership trainings have a face to face professional development component. Campuses and districts that choose to participate in a training will be part of a cohort of campuses that will meet together learn instructional leadership best practices, and have an opportunity to practice their new skills together in a low stakes environment.


ESF Essential Actions
1.1, 5.1, 5.3

Learn More

Data Driven Instruction is a highly effective, research-based training that guides teachers and administrators to spend less time teaching their students what they already know and more time on what their students need. Based on the protocol developed by Paul Bambrick-Santoyo and described in his books Driven by Data 2.0 and Leverage Leadership 2.0, TIL DDI advocates for a deeper analysis of student work.


ESF Essential Actions
1.1, 5.1

Learn More

Leaders are trained to plan for and assess student learning by answering the following questions: What are students supposed to be learning? How do I know students are learning? Leaders will unpack standards to create daily objectives that address the most critical conceptual understandings of the standard and also to plan backwards from and design both daily and weekly formative assessment (s). The training puts the tools to ensure lesson alignment and design quality formative assessment in the hands of the leader.


ESF Essential Actions
1.1, 3.1

Learn More

TIL Student Culture is based on the work of Paul Bambrick-Santoyo in Leverage Leadership 2.0 and trains leaders to develop their cultural vision and the systems to bring that vision to reality, monitor it throughout the year, and how to intervene when necessary to ensure it stays strong.


ESF Essential Actions
1.1, 2.1, 2.2

Learn More

Action Coaching is intended to provide campus and district leaders opportunities to develop proficiency in coaching effective instructional practices in every classroom. Toward that end, it blends the practices and principles in Paul Bambrick-Santoyo’s Get Better Faster: A 90-Day Plan for Coaching New Teachers with the T-TESS appraisal framework.




For questions or support with payments made to this program please contact:

Angela Isenberg
Program Manager: Behavior
Academic Services

Grady Basler
Dept. Budget Manager: Learning Systems
Academic Services


PCN Work Breaks



All dates/times/classes are subject to change without notice.

The open date of each online module is a face-to-face class.

TEA Logo

PCN is approved by the Texas Education Agency and is subject to any changes mandated by the State Board of Educator Certification as well as other necessary program adjustments.


Principal as Instructional Leader Certification Test Prep Session

Session Dates: May 9 and June 27

The Principal as Instructional Leader Certification test prep session is designed to provide students in approved Texas Preparation Programs an opportunity to review and practice applying their skills for the 268 assessment. The new ONLINE session will allow principal preparation candidates to have access to advance training for 268 and skill building exercises from home!

Learn More Register Online

Leadership Ready Course - Prep for Principal Certification

Use discount code inside for 20% off!

Leadership Ready Product

This course will introduce users to the TEA Guide for Principal Certification exam 268, and prepare them for the state of Texas Principal Certification exam.

Order Here

What Principal Mentors Should Know About PASL

If you’re a principal mentor, there’s some new changes in the certification process that you need to know about. There are now three performance assessments an aspiring principal must complete, known as the Performance Assessment for School Leaders (PASL). Watch our video or read the transcript to learn more about the assessment.

Learn More

Constructed-Response Overview

Download our free resource that helps with the Constructed-Response questions on the Principal as Instructional Leader (268) test!

Download PDF

Free PASL Breakdown Resource

Download this free PDF outlining a breakdown of responsibilities for students and mentors.

Download PDF


Student's Name
Student's Name


TexQuest is a statewide digital resources program that provides anytime, anywhere access to high quality, authoritative digital resources to all educators, students, and students' immediate families in Texas K-12 public schools and open enrollment charter schools. Supported, in part, by appropriations from the Texas State Legislature, Texas districts pay a small per student participation fee to gain access to TexQuest resources from the providers listed on this page.

The Texas State Library and Archives Commission administers all aspects of the TexQuest program and is responsible for selection and coordination of all TexQuest resources. as well as district invoicing.


Region 13 has offered the Behavior Coach Program since 2003. The Behavior Coach Endorsement Program is a yearlong program running from January through December. Our program is an intensive 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist. Classes take place on the 1st and 3rd Monday from 6:00-9:00 in the evening and on the 3rd Saturday from 9:00 am-3:00 pm. If class falls on a holiday or holiday weekend, adjustments will be made to the schedule. This schedule runs from January-May and resumes again in September-December. Participants will have 5 days of training over the summer and a book study to complete.

This program focuses on a multi-tiered system of behavior supports, as we spend the 240 hours training you in the following topics:


Training Details

The cost of the program is $3000. Our Special Education Department values continued learning and is currently offering a $1500 stipend toward participant’s tuition in the program while funds last. Funds are applied when acceptance has been given to the program.

Applications are being accepted now for the 2020 cohort. To apply for our program click on the link below to complete the application no later than January 1, 2020 to be considered for the program.

For more information, contact Angela Isenberg

Apply Now

The 86th session of the Texas Legislature enacted many changes to statutes in efforts to help improve safety and security in our schools. The Texas School Safety Center has created videos to highlight the statutory changes for school safety to guide schools toward improving safety and security and to maintain an effective and nurturing learning environment. They provide information on each subject and outline expectations now and as more guidance is released. They include a posting date by month at the beginning of each video as we will continue to update the videos when more guidance on these topics is finalized, such as policies and procedures that are being developed in the coming months. Visit The School Safety Center website for access to videos.



School Safety Audits

The Texas Education Code §37.108 states: “At least once every three years, each school district shall conduct a safety and security audit of the district’s facilities. To the extent possible, a district shall follow safety and security audit procedures developed by the Texas School Safety Center (TxSSC) or comparable public or private entity”.  The current three year cycle will end August 31, 2020.

Let Region 13 ESC be the lead with your team in the auditing process.  Having someone from outside the school helps ensure the objectivity and accuracy of the audit process.   The Region 13 ESC team members are observant, detail oriented, and able to accurately articulate their findings.

Audits focus on the identification of facility hazards, access control procedures, Emergency Operations Plan, drills and exercises, and school climate through surveying students, teachers, staff, and parents. Conducting a safety and security audit of a facility consists of, an intruder assessment, an onsite visit, and a document review.  Data collected from the audits should be used to assess the safety and security of a district’s facilities and address any concerns that may have been discovered.

A written report should be presented to the school board.  Region 13 ESC provides the demographics, results of interviews and surveys in a graphic format, document review, audit components, commendations and recommendations.  This summary helps in reporting results to the TxSSC and can be incorporated into the statewide report for the public.

For more information, email Linda Kutach.

Email Linda



Threat Assessment

Behavioral Threat Assessment and Management provides a proactive, evidence-based approach for identifying individuals who may pose a threat and for providing interventions before a violent incident occurs. The School Safety Center in San Marcos has developed a toolkit that introduces the concept of threat assessment and outlines how a threat assessment program functions in a school setting.

An effective, functioning threat assessment team is a critical component of keeping your school safe and preventing violence. You will learn the process of how a threat assessment team identifies, assesses, and manages threats. The toolkit also includes guidance and resources for forming and implementing a team in your school or district. Visit The School Safety Center website to access the toolkit.

For more information, email Linda Kutach.

Email Linda

The Behavior Specialist Cooperative is designed to provide highly qualified specialists to districts and campuses to support their needs relating to behavior issues. ESC Region 13 will provide cooperative members with support for general education as well as special education needs. Membership in the cooperative provides districts with the opportunity to contract the services of behavior specialists in order to avoid having to incur the cost of a full-time specialist position or to provide additional support to a specialist position. ESC Region 13 can support your district and/or campus with a full continuum of services.



Join the Cooperative

For more information on the Behavior Specialist Cooperative, contact Mocia Kurtz or visit the commitment forms site to sign up. 

Email Monica


IDEA states that each public agency must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. Region 13 offers support for the continuum of behavior services in a district, charter, or campus. Our services focus on systems to support a student in the general education environment as well as in inclusion settings or in a more restrictive structured learning environment. Our programs focus on developing a student's skills in order for them to be successful in the classroom.


Behavior Specialist Cooperative

The Behavior Specialist Cooperative is designed to provide highly qualified specialists to districts and campuses to support their needs relating to behavior issues. ESC Region 13 will provide cooperative members with support for general education as well as special education needs. Membership in the cooperative provides districts with the opportunity to contract the services of behavior specialists in order to avoid having to incur the cost of a full-time specialist position or to provide additional support to a specialist position.

Learn More



Prepare Behavior Inclusion Program

Our model of inclusion hinges on students developing prosocial competencies in a proactive, structured, classroom environment. We’ll teach the four distinct program components: curriculum, data collection and analysis, staff training, and onsite coaching and assistance. Your students will have one dedicated class per day to target behaviors that limit their success. We’ll spend two days teaching you, and then follow that up with 10 days of onsite coaching and support per year. 

For more information, email Monica Kurtz. 

Email Monica



Structured Learning Environment (SLE)

A Structured Learning Environment is a self-contained behavior unit for students who are not successful in other settings.  Our model hinges on students developing prosocial competencies in a proactive, structured, classroom environment.  The ultimate goal is for these students to return to a less restrictive environment.  SLE staff will use the Prepare Curriculum to intensively teach, model, practice, and reinforce the prosocial skills these students need in order to be successful in the school environment and beyond.  Teams will create entrance and exit criteria, learn how to develop a daily schedule, provide structure and organization, outline rules and expectations, monitor positive reinforcement and provide corrective consequences.  Teams will receive 3 days of training on the SLE model and Prepare curriculum.  They will also receive 7 onsite coaching visits as they create criteria, teach and support students in the program, and make data-based decisions on  student progress.

For more information, email Janice Burtch

Email Janice

Classroom management can be frustrating and exhausting all at once. Sometimes you can feel like you're stranded and alone.  We're helping you out by bringing our classroom management coaches to your classrooms. Our coaches work hand-in-hand with you, or your teachers, in a non-evaluative way to figure out what's working in the classroom and what's not. We observe your classroom, give feedback, and give you strategies and tips to help you along your journey. By observing the structure of the classroom, how things are taught, how students are behaving, teacher/ student interactions, and more, we are able to identify strategies that are working well and areas for growth.  The whole process is custom crafted to your classroom. We work with what you're already doing because, after all, you're the expert.



Our Process


Step One

Our coach visits your campus and meets one-on-one with up to eight teachers. We talk through any issues they might be having, what is already working, and what they would like to improve.

Step Two

Our coach uses the STOIC model to make classroom observations. We observe the structure of the classroom, how things are taught, how students are behaving, how the teacher and students interact with each other, and how the teacher corrects student behavior.

Step Three

After the observation, our coach meets with the teacher to discuss and debrief.  We talk about what worked, what could work better, and we build a custom plan of strategies, skills, routines, and best practices to learn throughout the next seven visits of observation and coaching.



Virtual Coaching

Virtual coaching involves the campus creating a 20 minute recording of the classroom, sending the video to our staff, scheduling a time to virtually debrief, and Region 13 staff providing follow-up plan of action.


Staff Development Options on Your Campus

If you are looking to train a team, grade level, or your whole staff, consider bringing one of our experts out to your campus instead of sending multiple people to a training at the service center.  You would be able to select the date, time, and topics to meet your needs.  Here are some of the options we offer but contact us for a customized staff development plan.


Bring a Behavior Specialist to your classroom

For more information about our on-site coaching and staff development options, contact Janice Burch.

Email Janice


Ready, Set, K! School Readiness Guides
Updated Oct. 2018 - source

Free Online Training

The webinar offered last year has been updated to reflect new competencies and converted into an online courses you can watch any time. After taking a short quiz, you will receive professional development credit for each course you complete. Courses are offered free of charge to you, so please make time to access these free resources!
Learn More and Register

Student Data Collection

What does student data look like?  How much data might you collect for each student during each grading period?

Example student portfolios for the first 9 week grading period
pdf Simon's Portfolio pdf Maria's Portfolio pdf Sophia's Portfolio
pdf Example checklists collected during the first 9 weeks grading period

Competency Checklists

Competency Expectations by Domain

Information for Parents


1st Annual Battle of the Bluebonnets Statewide Championship


Event has been canceled per decision reached by the TLA Executive Board,

the TBA Coordinator, the TASL and CRT Chairs.


ESC Region 13 apologies for this change in event plans.

Full Day STEM Camp Experiences

Design and Build Your Own Remote Controlled Boat

Let your students experience hands-on, minds-on challenges

You will design your boat to accomplish a given mission, solder and assemble your remote controller, connect your propellers, and test your boat in the pond. This is a powerful opportunity to have fun and learn transferable skills that lead to postsecondary success. You will keep your boat so that you can continue to innovate and build at home.

What is included?

  • Full day facilitated camp for up to 25 students.
  • Camp will be located in-district.
  • Student Showcase and Competition\
  • Materials will include:
    RC Boat Kit for up to 25 students.
    Handouts of the presentation for teacher use


  • Materials for up to 25 students, one facilitator - $3,700
  • Materials for up to 25 students, two facilitators - $4,550

3 Hour STEM Camp Experiences

Introduction to the Micro:bit

Look no further for a great first step in teaching students how to code!

This presentation will introduce students to elements of block coding using the Sparkfun Micro:bit. Students will be engaged in creating simple actions, and fun games. After the presentation, you can continue to learn about the Microbit using free downloadable teacher lessons created by Sparkfun.

What is included?

  • 3 Hour facilitated camp for up to 25 students
  • Camp will be located in-district
  • Materials will include: 
    Kit of your choice for up to 25 students
    Double A Batteries for up to 25 students
    Handouts of the presentation for teacher use


  • Camp with Inventor's Kit for up to 25 students - $2,500
  • Camp with Go Bundle Kit for up to 25 students - $1,500


Request a STEM Camp

Mental Health Series: Spreading Awareness and Education

The Mental Health Series is designed for individuals who want to broaden their knowledge and understanding of trending topics and issues in the mental health profession. Although this series is open to all participants, it is specifically designed to reach the following audiences: school-based therapists, individuals working in private practice, mental health agencies/institutions, and persons wishing to expand their mental health awareness.  Mental health professionals will receive CEU credits upon completion of each workshop.

For more information about the Mental Health Series, please contact Laura Roberton at or 512-919-5112.

Register for the Series

Upcoming Workshops

Date  Workshop Workshop ID Time
September 11, 2019 Anxiety and Depression FA1942065 9:00 - 4:00
December 4, 2019 Eating Disorders in Children and Adolescents FA1942066 9:00 - 12:00
March 24, 2020 Play Therapy and Nurture Groups SP2041990 9:00 - 12:00
May 13, 2020 Trust-Based Relational Intervention (TBRI) SP2042068 9:00 - 12 PM


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The State Board of Education (SBOE) issued Proclamation 2020 in April 2018. The adoption of materials under Proclamation 2020 will occur in November 2019. The adopted materials are scheduled to go into classrooms in the 2020–21 school year.

Proclamation 2020 calls for instructional materials for the following subjects:

Adopted materials under Proclamation 2020 are scheduled to go into classrooms in the 2020–2021 school year.

Please note that Health, PE and Pre-Kindergarten Systems materials will be up for adoption under Proclamation 2021.

The SBOE requires that all Proclamation 2020 pre-adoption samples of instructional materials submitted for adoption be made available to the public online. Samples are only to be accessed for review purposes and may not be reproduced without the consent of the publisher.

Links to preview samples can be found on the TEA Proclamation 2020 website.

If you are unable to access the digital samples from your office or home, you may make an appointment Monday - Friday to come to Region 13 to view the electronic samples. Please contact Laura Varney to schedule your appointment. 

Publisher Information

The purchase of an exhibit table will include one 6'x3' table and two chairs. Electricity is available free of charge. Publisher representatives may bring in their own laptops or small video screens no larger than 32" for demonstration purposes. Volume must be modulated to a reasonable level to allow other vendors to demonstrate their products. Vendors with equipment not in compliance will be asked to disable or remove the equipment. Publisher set-up is scheduled for Sunday, 2/20/20 between 2:00 pm and 5:00 pm.

Breakout sessions must be purchased separately. Sessions will be scheduled in 40 minute increments in one of our Region 13 training rooms. All rooms are equipped with a ceiling-mounted projector and screen, and a WiFi connected presentation station that includes a Dell laptop computer and room audio. Breakout session times will be assigned after purchase.

District Representatives

Register Now for the Instructional Materials Showcase!


          Date: February 3, 2020

          Open: 9:00 am - 4:00 pm (come-and-go)

          Where: 5701 Springdale Road, Austin, TX 78723

Follow these links for Showcase Information

Participating Publishers

Breakout Session Schedule

**Check back frequently for changes.

















Gifted/Talented and Advanced Academics



Curriculum Resources



Curriculum Resources and Advanced Academics



We drive student success through innovation, partnerships, and effective support

The Academic Services Division of Region 13 (Dr. Jesse Lopez III, Deputy Executive Director) established Curriculum Resources and Advanced Academics (CRAA) to positively impact student performance through innovation, partnerships, and effective support.  Aligned with this mission, CRAA streamlines and leverages the expertise and resources of its component programs to ensure that students are college-ready, career-ready, and life-ready.




Texas STEM Coalition Conference

January 22 - 24, 2020

Renaissance Hotel, Austin TX

The Texas STEM Coalition Conference brings together over 1,100 STEM educators to learn about cutting-edge technologies, STEM best practices, innovative approaches to teaching & learning, successful partnership strategies, and more.

Learn More


1. Role of the ESC Region 13:

The purpose of this contract is to provide certified technical services to the Participating District to meet their computer maintenance, networking, servers, and/or any other technical needs.  This contract includes remote and on-site support as needed.  The district will schedule On-Site support with a technical service specialist

●  On-Site support
Travel time will be changed for onsite service visits.

●  Remote support
A technical services specialist is available between 7:30 AM and 4:00 PM Monday through Friday except on ESC Region 13 Staff Days. Unless agreed upon by both parties prior to work being performed, work outside of these hours will be charged at a rate of 1.5 to 1 meaning that each hour will be counted as 1.5 hours and 2 to 1 during Weekends and Holidays.

● Documentation:
Education Service Center Region 13 will provide detailed documentation for purpose of both billing and E-Rate filing requirements.

2. Project Limitations:

This agreement does not cover the entering, filing, or completion of E-Rate forms and/or applications or Technology Planning.  The technician may assist in the recommendation of technologies to be included on E-Rate applications  or Technology Plans. 

In cases where two or more techs are needed at the Participating District to complete a job to meet timelines imposed by the Participating District, hours will be assigned to each tech and subtracted from the total hours remaining on this contract.  For example; if two techs travel and work on-site for a total of 8 hours, 16 hours will be documented and subtracted from the subracted from the bank of prepaid hours.

Consecutive day visits must be scheduled in advance, and dependent on availability.

3. Role of Participating District (include, but not limited too):

When appropriate, the Participating District should provide the materials, supplies, hardware/network support, and maintenance needed for the technical support specialist to complete the assigned task.

The Participating District will create or give ESC Region 13 tech access to create a domain admin account called “esconett”.  The password will be specified at time of creation and must meet minimum password complexity requirements as defined by Microsoft.        

4. Rate Structure: 

See Technical Support Rates          

Total Contract Cost to be billed on or after September 1.

Our Region 13 Social Studies Leadership Forums provide opportunities for Curriculum Directors, Coordinators, and Specialists to network and stay updated on the latest news from the Texas Education Agency. These meetings are highly collaborative, participant-driven, and are at no cost to our clients.


Upcoming Forums

Our Region 13 Math Leadership Forums provide opportunities for Curriculum Directors, Coordinators, and Specialists to network and stay updated on the latest news from the Texas Education Agency. These meetings are highly collaborative, participant-driven, and are at no cost to our clients.


Upcoming Forums

Coming soon!

Sarah Reuwsaat

Coordinator: Administrator Quality
(512) 919-5325

Jeannette Hanon

Program Assistant
(512) 919-5154

Is there financial assistance available?

Can a participant take more than one module at a time?

If needed, could the participant take a break during the program?

If the participant takes a break and misses a module, how long will it be before the module is offered again?

Will university credit be given for any of the modules?

If someone already has university credit toward certification, can course credit take the place of any of the modules?

What is the maximum group size for each of the modules?

What is needed for completion of a standard superintendent certificate?

What skills are needed to be a School Administrator?

What if I have a concern about the program?

Can I find out more about Region 13’s TSCI program and how well it has been doing to prepare candidates for the superintendency?


TSCI is approved by the Texas Education Agency and is subject to any changes mandated by the State Board of Educator Certification as well as other necessary program adjustments.

The TSCI program is formatted as 10 on-site sessions (approximately once per month). Each module requires an opening on-site session and a closing on-site session over the course of two Saturday meetings; the remaining coursework is completed conveniently online, and includes interaction with the other participants and the course facilitator. Additional pertinent training and professional development activities will be offered on weekends and/or week days during the summer. You can begin TSCI at the start of any scheduled module; apply now and you can be pursuing your superintendent certification within the next 6-8 weeks!


Below is the TSCI rolling admission schedule for the 2019-2020 school year.

Module Start Date: February 29, 2020

Module Start Date: April 4, 2020

Module Start Date: May 2, 2020

Module Start Date: May 30, 2020

Module Start Date: June 27, 2020

Module Start Date: August 15, 2020

Module Start Date: September 19, 2020

Module Start Date: November 7, 2020

Module Start Date: December 12, 2020

Module Start Date: January 23, 2021

Module Start Date: February 20, 2021

Module Start Date: March 27, 2021

Module Start Date: April 24, 2021

Module Start Date: May 22, 2021

Module Start Date: July 10, 2021

Module Start Date: August 14, 2021


The TSCI training aligns to Superintendent Standards: Values & Ethics, School District Culture, Human Resources Leadership and Management, Policy and Governance, Communication and Community Relations, Curriculum and Instruction, Organizational Leadership, Budget/Finance.

Additional training includes Leadership Seminars, Guest Lecturers, Texas Principal Evaluation and Support System and other topics important to district leaders.
In addition, participants are required to attend a review session to prepare for taking the certification exam.


TSCI is approved by the Texas Education Agency and is subject to any changes mandated by the State Board of Educator Certification as well as other necessary program adjustments.

Financial Aid:

A+ FCU Higher Education Loan: A+ Federal Credit Union offers a Higher Education Loan for a financing option. Call 512-302-6800, option 2, option 3, option 3 to apply or for further details. Team members are available to assist Monday-Friday 8am-7pm and Saturday 10am-1pm. If not already a member of A+ Federal Credit Union, please visit to join.

How to apply:

College Access Loan Program: The College Access Loan Program provides alternative educational loans to Texas students enrolled in an alternative certification program who are unable to meet the cost of attendance. The CAL may be used to cover part or all of the student’s Expected Family Contribution (EFC); student do not have to demonstrate financial need. This loan program is part of the Hinson-Hazlewood College Student Loan Program administrated by the Texas Higher Education Coordinating Board (THECB). For more information, visit

The cost of the Texas Superintendents’ Certification Institute program, including fees and materials, is listed below. Participants may pay the $6,000 program cost in full up front or pay in 8 equal monthly payments of $750 beginning the month following the first module start date.

Texts, materials, TExES exam fee, and certification fees are paid separately prior to completion of the program.

Application Fee $100 (Due at application) Non-refundable
Registration and Training Fee $600 (Due by acceptance in program) Non-refundable
Program Fee $6,000 Non-refundable
Textbooks $400 (approximately) Paid separately
TExES Fee $131  Paid separately
Certification Fee $78 Paid separately


TSCI is approved by the Texas Education Agency and is subject to any changes mandated by the State Board of Educator Certification as well as other necessary program adjustments.

Start Online Application  

If you are interested in applying for TSCI, please contact:

Admission Criteria

Admission to the Texas Superintendents’ Certification Institute is based on academic criteria and leadership experience:

How to Apply

Application to the TSCI program is a three-step process. Note that there are limited opportunities for enrollment after the application deadline based on number of seats.

Step 1 - Online Application

Complete the Online Application, including payment of the required, non-refundable fee. You will be able to save your application over time until you are ready to submit it for review.

Step 2 - Submit Admission Documents

  1. Master's Degree and any other relevant higher education degree transcripts showing overall minimum 3.0 GPA
  2. Three (3) recommendation forms mailed/e-mailed directly from recommender to Region 13's TSCI at the address listed above
  3. Service record showing credential years of managerial experience in a public school district
  4. Principal or mid-level management certificate
  5. Recent employment performance evaluation

Step 3 - Interview

If you qualify, participate in a structured interview that will focus on the presence of leadership attributes.

Stacey Durham

Coordinator: Curriculum and Instruction
(512) 919-5163


Elena Sammon

Project Manager: Region 13 Content Services
(512) 919-5187

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Name of the Game is an 8 part webinar series dedicated to vocabulary learning for children with hearing loss. The focus is on children who use listening and spoken language, however applications are made to sign language learning when appropriate.

Each video is 1 hour long and gives one hour of credit each. They can be viewed in any order (though we suggest viewing them in the order presented) and they're also individual offerings, so you can take one of them, some of them, or all of them.

Vocabulary Outcomes and Word Learning for Children with Hearing Loss

Part 1

In this one-hour webinar you'll identify factors that affect vocabulary growth in children with hearing loss, summarize vocabulary outcomes for children with hearing loss, explore a model of word learning, and relate that model of word learning with specific outcomes for children with hearing loss.

Learn More

Breadth and Depth of Vocabulary Knowledge

Part 2

In this one-hour webinar you'll compare breadth of vocabulary knowledge with depth of vocabulary knowledge, identify the differences in these types of knowledge between hearing loss and non-hearing loss students, and describe four types of vocabulary depth and how children with hearing loss develop this knowledge.

Learn More

Types of Vocabulary Knowledge and their Relation to Language Development

Part 3

In this one-hour webinar you'll first identify the types of vocabulary that expands language development. Then, you'll learn how these vocabulary types differ in children with and without hearing loss. You'll move on to evaluating the relationship between vocabulary and grammartical development, and finally learn how to teach vocabulary types to contribute to grammatical development.

Learn More

Types of Vocabulary Knowledge and their Relation to Academic Success

Part 4

In this one-hour webinar you'll first learn the relation between vocabulary size and high-school literacy and mathematical problem solving outcomes for children with hearing loss. Next, you'll identify how vocabulary knowledge contributes to comprehension and word reognition during reading. You'll tehn recognize concept vocabulary knowledge embedded in academic work across subjects, and finally learn vocabulary knowledge deficits in Tier 1 and Tier 2 words in children with hearing loss after learning.

Learn More

Teaching Vocabularly to Children with Hearing Loss: Early Listeners

Part 5

In this one-hour webinar you'll learn the range of recommendations for teaching vocabulary to children with normal hearing. You'll then learn how to identify possible barriers to word learning for children with hearing loss in everyday contexts, and how to build vocabulary learning opportunities within the framework of learning new words.

Learn More

Teaching Vocabulary to Children with Hearing Loss: School-Age Learners

Part 6

In this one-hour webinar, we'll teach you evidence-based strategies for teaching concept and abstract words to children with hearing loss. Then you'll learn how to identify opportunities for pre-teaching across multiple types of vocabulary words. Finally you'll get strategies for teaching associative and taxonomic knowledge to children with hearing loss.

Learn More

Vocabulary Learning in Children with Hearing Loss: An Overview for Parents

Part 7

In this one-hour webinar, you'll learn how children with hearing loss struggle to learn words the same way as children without hearing loss. You'll then learn how to identify the steps of word learning, and strategies for overcoming word learning barriers for children with hearing loss.

Learn More

Embedding Vocabulary Instruction Throughout the Day

Part 8

In this one-hour webinar, you'll learn how to describe fatigue and listening effort affect on-line processing of new vocabulary for children with hearing loss during the day. You'll also learn how to identify ways to use parents and other professionals as partners in vocabulary embedding for academic content.

Learn More

What is "Ready, Set, K!"?

How do I purchase Ready, Set, K! for my district/campus?

Do I need to provide a TSDS Unique Id for each student?

Are there any system requirements?

I received an e-mail from Ready, Set, K! asking for my username and password. What should I do?

I've forgotten my password for Ready, Set, K!. Can you reset it for me?

Is there any online training available for this system?

How can I obtain further help with this system?

Explore the use of Ready, Set, K! - Online System



Note: RSK used to be know as CTGSR. It's functionally identical to Ready,Set,K!.

Additional Materials

Visit the E3 site for RSK! for more videos and materials.


Ready, Set, K! is a developmentally appropriate tool for Pre K teachers that provides benchmarks, assessments and instructional strategies based on TEA's Pre-K Guidelines, TEKS, and best available research.

The assessment is systemic and ongoing, allowing teachers to gather valid and reliable data on their students over a period of time in order to inform their instruction.

We offer Ready,Set,K! as an online tool that can improve the quality of early childhood programs. The tool empowers teachers to gather more accurate student data through authentic assessment, group children for differentiated instruction, and align their teaching with the Pre-K Guidelines. Ready,Set,K! helps strengthen connections between assessment, planning, and instruction – cornerstones of best practice in early childhood education.
What can you do with Ready,Set,K! ?
Account access includes:


We provide 2 levels of support for the Ready,Set,K! program and online tools:

It is recommended that both trainings be provided to teachers new to the Ready,Set,K! program, while teachers already familiar with the program may benefit from participating in the Ready,Set,K! in Practice training as a standalone workshop.

Ready, Set, K! content was developed by central Texas early childhood educators led by E3 Alliance and ESC Region 13 and is offered through a district commitment form.

Pricing and sign-up details can be found in our FAQ.

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Content Services at Region 13


Our Mission

We provide workshops, coaching, strategies, resources, tips and tricks for K-12 Educators in ELAR, Math, Science, and Social Studies. We support our clients with research-based, professional learning, that positively impacts student learning and fosters professional growth.

Who We Are 

We're a group of passionate educators, committed to making sure each and every student succeeds in the core content areas. We partner with our clients to ensure that our workshops are data-driven, responsive to student learning needs, and learner-centered. 

What We Offer

Content Areas

The ESC Region 13 Content Services team provides a flexible range of services to support our clients with the implementation of the Texas Essential Knowledge and Skills (TEKS), College and Career Readiness Standards (CCRS), and the English Language Proficiency Standards (ELPS).




school ready logo

Spring 2019 Workshops @ ESC Region 13

Online Workshops - View-able any time!

Instructional Practice


English Language Learners ( ELL )

School Community

Classroom Management


See more workshops on our website -

Workshop registration instructions -

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Internet Service Agreement Terms and Conditions

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The New Coach Academy is a 6-day series intended to provide new coaches, administrators, and teacher leaders with the foundational knowledge, skills, and support needed to coach effectively.  Through the academy, participants will use the Region 13 Balanced Coaching Framework to define the roles and work of an instructional coach, as well as learn essential instructional coaching practices and strategies, including:


Upcoming Trainings

New Coach Academy 2019-20 


Meeting Dates:


Contact Us:

Stacey Durham
C&I Coordinator


Angela Buckingham
Program Manager

Laura Varney
Program Assistant



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Since 2014, each school district must designate a TED (Transition and Employment Services Designee). The requirements for TEDs are outlined in TEC §29.011:

(b) The commissioner shall require each school district or shared services arrangement to designate at least one employee to serve as the district’s or shared services arrangement’s designee on transition and employment services for students enrolled in special education programs under this subchapter. The commissioner shall develop minimum training guidelines for a district’s or shared services arrangement’s designee. An individual designated under this subsection must provide information and resources about effective transition planning and services, including each issue described by Subsection (a), and interagency coordination to ensure that local school staff communicate and collaborate with:

  1. students enrolled in special education programs under this subchapter and the parents of those students; and
  2. as appropriate, local and regional staff of the:
    (A) Health and Human Services Commission;
    (B) Texas Workforce Commission;
    (C) Department of State Health Services; and
    (D) Department of Family and Protective Services.

To find contact information for a district or charter school in Texas, access the list of Transition and Employment Services Designees posted to the Legal Framework website.

If you are the Transition & Employment Services Designee (TED) for your district or charter school, be sure to check out these resources:

Example Form Screenshot

Lori Merrell

Education Specialist


Lindy Frazer

Education Specialist

Coming Soon!

STAAR Alternate 2 Instructional Decision-Making Guides

Region 4, in collaboration with ESCs 3, 9, 11, 12, and 20 and with permission from the Texas Education Agency (TEA), created a series of TEKS-based, instructional decision-making guides for educators working with students on alternate academic standards (prerequisite skills that are linked and/or aligned with grade-level standards.

The guides were developed to cluster prerequisite skills (within an essence statement) and combine several aspects of the State’s Vertical Alignment and Curriculum Framework documents for greater ease in selecting instructional targets. A separate guide was created for each essence statement (even those not assessed in a given year) in math, reading, writing, science, and social studies. Educators will want to examine the current year’s essence statements to be sure they are instructing in all of the essence statements to be assessed within a particular school year.

Essence Statement Documents:

Separate guides were created for subject-area process skills and standards that are to be incorporated into assessment tasks in all or most of the reporting categories and related prerequisite skills. In one subject the guide is a combined document; in several other subjects there are separate guides for each grade within that subject due to either varied process skills or standards in each grade level. In other subjects, there are no guides because there are no separate process skills or standards within the Curriculum Framework documents.

STAAR Alternate 2: Instructional Decision Making Guides

The Region 13 New Counselor Institute (NCI) is limited to 30 counselors with less than 3 years experience per cohort so that a collaborative, empowering, supportive, and effective model can be developed for counselors who are new to the profession. The NCI is a place where participants can seek guidance while collaborating and networking with other new counselors in the region. Through this empowering learning opportunity, counselors will not only leave with a multitude of concrete tools to build a successful program, but they will also leave feeling supported and inspired.

Through the Region 13 New Counselor Institute (NCI), we hope to increase retention in school counselors. Studies show increasing levels of burnout in school counselors due to the challenges and job demands associated with their profession. The institute will provide support to new counselors and help campuses/districts grow their counseling programs so that students and families are able to develop strong connections and relationships within their school communities.

Register for $600.00





September 12, 2019 

October 25, 2019 

February 4, 2020 

March 4, 2020  

New Counselor Conference in Fredericksburg

June 8, 2020 from 10:00-3:00

June 9, 2020 from 9:00-12:00

Hotel accommodations for the night of 6/8/2020 and some meals are included in the NCI registration fee.



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Connect. Collaborate. Transform.

We created the Rural School Leadership Network (RSLN) in collaboration with Region 13's Community of Leaders. We're bringing together principals and assistant principals serving children and families in our rural communities. Getting to Austin can be a challenge (that traffic, ya'll), so we're taking a different approach. 

The RSLN meets close to your home and school, and brings the experts, information, and tools you need right to your doorstep. Services for 2018-2019 will be available in RSLN West (Johnson City Area). Take advantage of joining the network with your neighboring districts.

What you can expect from attending our sessions:

Critical updates that keep you in the know: A-F Accountability & TEA Updates

Tools to foster effective instruction: T-TESS & Student Growth Measures

Implementation support for campus programs: CTE, Special Education, Restorative Discipline

What you need to support your students: School Safety, Substance Abuse, Child Nutrition

Targeted support for leading well: Networking, Problem-solving, and T-PESS-aligned skills


Throughout the 2018-2019 school year network members will receive:
Monthly on-site area professional development opportunities
Access to the private group for RSLN on Principal to Principal

Network Membership: $500 per person

Additional Seats: $50 per session

Contact Information: Dr. Millie Klein, 210-857-7940,

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Data Integration

lead4ward website
lead4ward is an industry leader in consultation and professional development services. Their highly trained team assists districts to transform leadership and teacher practices to create a sustainable structure to support student growth and success on STAAR. The partnership between Eduphoria and lead4ward has expanded over the past few years to include multiple, dynamic reports and data views in Aw data views in Aware that are compatible with the 3Di and staar4ward series.

Item Banks

We have formed partnerships with reputable companies to seamlessly integrate their item banks into Aware. Your test writers and assessment designers will be able to efficiently create quality, valid tests with the available integrated partner items banks.

Certica websiteCertica website

The Navigate Item Bank from Certica contains over 60,000 TEKS-aligned items for grades K-12 Math and ELA, grades 3-12 Science, and grades 6-12 Social Studies. Items are searchable by cognitive level and are available in a variety of item types, including mode-specific writing prompts, constructed response, and multiple choice. Over 7,500 items have been translated to Spanish.


Inspect website

Inspect® is a formative assessment item bank and suite of over 300 pre-built assessments. This solution offers an industry-leading combination of rigor, innovation, and integrity. The result is ease of assessment delivery that provides specific feedback to teachers so they can quickly inform instruction to increase student learning. Inspect® is developed by Key Data Systems, an industry leader in educational psychometric services and standards-based assessment.


TEKSbank website

TEKSbank includes more than 40,000 test questions developed and aligned to the TEKS. The questions are based on in-depth analysis of TEKS, STAAR released items, and assessment best practices. The bank includes items for grades 2-11 and Spanish items for grades 3-5. All items have been content proofed and contain cognitive and procedural rigor standards that are compatible with the 3Di and staar4ward series.

Assessment Scanning

Click for a list of Supported Scanners



Melinda Marquez Headshot
Melinda Marquez

Coordinator of School Improvement & Accountability
Phone: (512) 919-5286
Fax: (512) 919-5215

Kendra Monk Headshot
Kendra Monk

Project Coordinator - School Improvement
Phone: (512) 919-5279
Fax: (512) 919-5215

Dixie Binford Headshot
Dixie Binford

Administrative Specialist
Phone: (512) 919-5148
Fax: (512) 919-5215

Butch Hudson Headshot
Butch Hudson

State Assessment Specialist
Phone: (512) 919-5411
Fax: (512) 919-5215

Robert Garcia Headshot
Robert Garcia

Admin Specialist - School Improvement
Phone: (512) 919-5131
Fax: (512) 919-5215

Adrienne King Headshot
Adrienne King

Administrative Specialist - Strategic Initiatives
Phone: (512) 919-5211
Fax: (512) 919-5215

Natalie Weber Headshot
Natalie Weber

Administrative Specialist - District Support
Phone: (512) 919-5174
Fax: (512) 919-5215

Rick Kutcher Headshot
Rick Kutcher

Administrative Specialist - Data Systems and Accountability
Phone: (512) 919-5343
Fax: (512) 919-5215

Mary Howard Headshot
Mary Howard

Program Assistant - School Improvement
Phone: (512) 919-5171
Fax: (512) 919-5215


Jerry Vaughn

Field Service Agent



Craig Spinn

Deputy Director


Casey Sledge

512-484-2932 mobile

512-365-1888 office

  1. Because you aren't an expert: You are depending on numerous project providers to make your decisions for you. You need someone to guide you on this journey; to tell you how to manage your risks and when to push back.
  2. Your project isn't as healthy as you think: Evidence shows even construction projects that appear to be in good health often aren't. Design that misses the mark, change orders hidden in contingencies, and other hidden symptoms will cost your taxpayers. If you've hired good firms and are just hoping for good bids, your project needs a check-up.
  3. It's effective: Projects we work on are proven to reduce waste, increase cost-effectiveness, meet all applicable Codes and regulations, and are sustainable with healthy life cycle costs.
  4. To prove to your taxpayers that you care about their money and families: We believe all taxpayer funded projects should be Reasonable, Accountable, Transparent, and Efficient. We think public projects should be the most accountable and well-delivered projects that exist. When people are trusting you with their hard-earned money, you should make sure you are delivering everything you've promised.
  5. This is the best insurance you can get: Facilities and construction are too expensive to only rely on others to make your decisions. There is simply too much risk. Something that affects the cost of your project by even 1% can be huge. What about 2%? 10%?

facilities services header logo

We recognize facilities are essential for educational effectiveness and a part of school funding. Navigating complex building codes and regulations can lead to scope creep or unexpected expenses.

You are an expert at running a school and being a leader, but maybe not design or construction. Let us guide you on this journey with our expert facilities and finance services. 

Our Facilities Program was designed to be accessible and affordable to every school district—with “On-Demand” expertise and no commitment to expensive contracts.

We have teamed with Sledge Engineering, a Texas licensed engineering firm with high levels of experience representing Texas school districts with facilities and construction advice. Our team includes experienced former Superintendents, engineers, architects, and accountants familiar with school construction, renovations, and finance.

We do not design or build; we focus on helping you make the best decisions for your district. Our partnership will focus on

We will keep your project reasonable, accountable, transparent and efficient for your taxpayers. Contact us today to get started!


Download the Early Childhood Outcomes and Prekindergarten Guidelines Alignment document


Order a spiral bound copy from our store or download for free.


Explicit Instruction Coaching

Our Explicit Instruction program is fantastic, but sometimes campuses and districts need a bit more help implementing Explicit Instruction.


Our coaching program is designed to help educators, campuses, and districts of all shapes and sizes to better implement Explicit Instruction in their classrooms. We work with your admin staff to create a custom package that fits your campuses needs, that contains a combination of onsite visits and professional development opportunities. The end result is that your teachers get Explicit Instruction training and coaching that helps them succeed.

Most of our packages are custom-crafted for your campus or district, because what works for one campus or district doesn’t always work for another. However we’ve put together possible packages to help you gauge what we can offer.

Small Package: 1 Day of PD + 4 Days of Coaching


Our small package is great for campuses or districts looking to dip their toes into Explicit Instruction, or who have highly specialized needs. We’ll bring our specialists to you, providing 1 day of PD to multiple staff members. We’ll then follow it up with 5 days of coaching for your teachers.

contact kim

Medium Package: 2 Days of PD + 5 Days of Coaching


Our medium package is a step up, providing one more day of PD for multiple staff members, and combining that with 5 days of Coaching

contact kim

Advanced Package: 3 Days of PD + 10 Days of Coaching


Our advanced package sends 10 teachers through our Explicit Instruction Institute, and then provides custom followup coaching for those teachers.

contact kim
  1. Reach out to us.

    Contact our specialist, Kim Watts via email or phone and let us know what you’re looking for and your classroom needs. We’ll chat, determine a plan that works for you, or create a new custom one.

  2. We'll bring our PD to you.

    Before the coaching begins, we’ll schedule any Explicit Instruction professional development you’ll need. Our specialists will train your campus staff and prepare them for using Explicit Instruction. If you’ve already had Explicit Instruction, we’ll jump straight into the coaching.

  3. We'll meet virtually via ZOOM

    Our first visit will be via zoom where we’ll talk with your teachers, principals, or other staff members necessary. We’ll use this session to get a feel for what your specific needs, anxieties, or concerns are related to Explicit Instruction.

  4. We'll come observe your classes.

    After meeting virtually we’ll meet in person for observations. We’ll observe your teachers during their classes, making notes on what’s going great and what could need some help. We’re not there to evaluate, just to lend a helpful hand.

  5. We’ll debrief and create a plan.

    Post-observation, we’ll debrief with teachers, principals, and all necessary staff members to create a custom improvement plan. We’ll work with your teachers to help them fine-tune their participation, engagement, assessment, or whatever they might need help with.