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

Ashlie Scott

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: June 15, 2019

Module Start Date: July 20, 2019

Module Start Date: August 17, 2019

Module Start Date: October 5, 2019

Module Start Date: November 9, 2019

Module Start Date: January 4, 2020

Module Start Date: February 1, 2020

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: July 18, 2020


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.

A+ Federal Credit Union offers a Higher Education Loan for a financing option. Call 512-302-6800 ext. 6831 to apply or for further details, Monday-Friday 8am-7PM and Saturday 10am-1PM. Their website is: https://aplusfcu.org/educators/.


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.

Our 2018-2019 application cycle is open!

Apply Now  


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

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 - https://www.esc13.net/schoolreadyteam/workshops/

Workshop registration instructions - https://region13.helpscoutdocs.com/article/4-how-to-register

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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



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: http://tea.texas.gov/student.assessment/special-ed/staaralt/essence/

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



• Data driven programs supporting Campus Improvement Plans
  and the new A-F Accountability System for Texas
• Effective proactive problem-solving strategies to best support
  administrators, teachers, students, and parents
• Reserach-based best practices
• Nurture and build professional confidence
• Incorporate effective and healthy self-care to manage this unique role
• Skills/Information/Tools delivered and shared
  as they arise throughout the school year



September 12, 2019 from 9:00-12:00

October 25, 2019 from 9:00-3:00

February 4, 2020 from 9:00-4:00

March 4, 2020 from 9:00-12:00

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, millie.klein@esc13.txed.net

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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

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

Kendra Monk

Administrative Specialist, Case Manager (IR-Federal)
Phone: (512) 919- 5279
Fax: (512) 919- 5215

Ashlie Scott

Program Assistant
Phone: (512) 919- 5154
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!


Announcing 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.

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Grow your skills as an instructional leader with Region 13!

Participants in our instructional leadership classes will develop the skills they need as school leaders to improve student achievement outcomes:

Join us on September 20th, 2018 for the first class in our series:

Data Smart Instructional Leadership


Leading Teams & Using Student Data to Inform Instruction (AM)

Instructional Leadership Moves & Tools (PM)




Principal Tip: Building Capacity, Data Walls and PLCs



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region 13 community of leaders

We created Community of Leaders to bring together school leaders like you- the kindest and the brightest in our field.  Together, we'll take on the challenge of improving learning outcomes for all our students. In short, we're committed not to just sharing ideas, but to collectively achieving results.

There’s no question it’s a different approach. And a new one, which may have a bit of a learning curve. We're seeking principals who care about improving 1) their own practice as leaders, 2)  the student outcomes in their school, and 3) the systemic outcomes of our field as a whole. We are in pursuit of shared expertise.

But principals can't do it all alone- instructional team members, teacher leaders, and district administrators play a critical role, too. That's why we've created a place for teams of leaders to learn together. 

Our specialists are veteran principals, leadership coaches, and learning specialists, and we're here to support you and your work. 


What You Should Expect From Community of Leaders:



Community of Leaders is for educators who are ready to:

Create a strong and supportive school culture for students and for staff

Inspire belief in the potential of EVERY student to achieve at high levels

Develop great teachers committed to improving their instruction for all students

Use data to inform instructional decisions and for continuous improvement

Coach and grow talented teachers at every stage of their career


Our Network will host three luncheons in 2018-2019, as well as opportunities for school site visits and instructional learning walks.

Registration now open!

Wednesday, September 26th, 2018:  Creating Student Cultures of Excellence  

Wednesday, January 23rd, 2019 :   Increasing the Instructional Capacity of Your Campus to Meet the Needs of All Students

Wednesday March 6th, 2019   Every Teacher Wants to Work Here: Engaging, Motivating & Retaining Your Staff


Texas Coaching Study Logo

TXCS is based on the tenants of the TXLS, only it is structured for Instructional Coaches.  This deep-dive into the research-based practices helps lend itself to rich discussions, scenarios, and ideas to help move instruction forward through the lens of an Instructional Coach.


To become a part of the ICN or for more information contact: Vejheh Tavakoli, vejheh.tavakoli@esc13.txed.net; Tricia McCarthy, tricia.mccarthy@esc13.txed.net


Stacey Durham
C&I Coordinator
(512) 919-5163
Lana Cecil
Education Specialist

Laura Varney
Program Assistant
(512) 919-5137


We're accepting applications for Cohort 13 of our Behavior Coach Endorsement Program. Our program is an intensive 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist.

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

  1. Whole school behavior interventions and preventions.
  2. Intensive interventions for students with significant challenges.
  3. Best Practice models of behavior and discipline.
  4. Social Emotional Learning training.
  5. Restorative Discipline training.

Our program normally runs throughout the school year with Monday night meetings and one Saturday meeting per month. We're currently accepting applications for Cohort 13 for the 2019 - 2020 School Year. To apply for our program send a current resume no later than January 1st, 2019 to be considered for the program. 

Resumes should be emailed to Angela Isenberg at Angela.Isenberg@esc13.txed.net


Email Angela Isenberg


ICC logo

July 22 - 24, 2019

Sheraton Austin/Georgetown

Region 13's Instructional Coaching Conference hosts the best thought leaders in instructional coaching. We invite presenters from across the globe to share their knowledge and expertise. Along with the 40+ amazing learning opportunities, you can enjoy live music as well as ample opportunity to network with our keynotes and others just like you! Click below for more information on how to register, or to become a presenter at the 2019 conference.

Learn More

Contact Us:

Stacey Durham
C&I Coordinator
Angela Buckingham
Program Manager

Laura Varney
Program Assistant



R13 edcamp at Region 13 Logo

We are partnering with our sponsor for this event, EdCamp.org. This is a great opportunity for teachers, leaders, and administrators to network and learn from one another in shared areas of interest.


Stacey Durham
C&I Coordinator
(512) 919-5163
Angela Buckingham
Program Manager

Laura Varney
Program Assistant


Distinguished Classroom at Region 13 Logo

Close the gap in the new appraisal system and move classrooms from teacher-led instruction into student-centered learning. Learn what it takes to move along the T-TESS continuum from Proficient to Distinguished.


To sign up or for more information, contact Denise Ramey, denise.ramey@esc13.txed.net.


Stacey Durham
C&I Coordinator
(512) 919-5163
Angela Buckingham
Program Manager

Laura Varney
Program Assistant



Texas Lesson Study. Research. Reflect. Refine.

Lesson Study is job-embedded professional development that uses a systematic process to foster a collaborative, professional environment. It helps teachers improve their effectiveness, share best practices, improve student outcomes, and provides a platform to show mastery within the teaching profession. Through small teams of 2–5 teachers we:  


This framework for collaborative instructional research and lesson design can be implemented by any campus. The makeup of the Lesson Study groups can vary based on your campus size and needs. For example, groups may be comprised of teachers that teach the same subject, grade level, or any combination of the two.

Facilitators lead full-day or half day trainings and lead hour-long meetings once a week for 7 weeks. Teachers receive 3 paid substitute days as well as a $500 dollar stipend for participation.


To join a cohort or for more information, contact Carolyn Beardsley, Carolyn.beardsley@esc13.txed.net. Our Fall and Spring Cohorts are created on a first-come first-served basis.  We are looking for more groups. If you are interested contact us here.


Stacey Durham
C&I Coordinator
(512) 919-5163
Angela Buckingham
Program Manager

Jackie Moore
Program Assistant


Classroom management can be frustrating and exhausting all at once. Sometimes you can feel like you're stranded, alone, up a creek and without a paddle, life jacket, or even a canoe!

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. Observing the structure of the classroom, how things are taught, how students are behaving, teachers interact, and more.

The whole process is custom crafted to your classroom. We work with what you're already doing because, after all, you're the expert.

Contact Us

  1. Step One

    Our Coach Visits your campus and meets one-on-one with your teacher. We talk through any issues you might be having, what you already feel is working, and think about what you'd like to improve.

  2. Step Two

    Our coach uses the STOIC system to make 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.

  3. Step Three

    After the observation our coach meets with the teacher, the principal, and any other necessary teams to discuss and decompress. From there we talk about what worked and what could work better. We then start building a custom plan of strategies, skills, routines, and best practices to learn throughout the next 4 days of coaching.

Bring Classroom Coaching to Your School.

Our coaches are on standby, pencils sharpened, and brings ready to get to work.

Contact Janice

The State Board of Education (SBOE) issued Proclamation 2019 in April 2017. The adoption of materials under Proclamation 2019 will occur in November 2018. The adopted materials are scheduled to go into classrooms in the 2019–20 school year.

Proclamation 2019 calls for instructional materials for the following subjects:

Please note that High School ELAR materials will be up for adoption under Proclamation 2020.

The SBOE requires that all Proclamation 2019 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 2019 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. 

IMA Showcase

IMA Logo

Region 13 will host an IMA Showcase on February 4, 2019. This event is free to district staff, and will allow publishers with materials up for adoption to showcase their products, answer questions, and provide additional information to assist districts in choosing the products that most meet their district needs.

Publisher Breakout Schedule 

Publisher Presentation 1 Presentation 2
American Reading Company

9:00 am

Reading K-8 Eng/Sp

1:00 pm

Reading K-8 Eng/Sp

Benchmark Education

11:00 am

Grade K - 5

2:00 pm

Grade K - 5


12:00 pm

ELLA 7-8 & Financial Literacy

3:00 pm

Financial Literacy

*Center for the Collaborative Classroom

9:00 am

ELAR K - 5

1:00 pm

ELAR K - 5

Edmentum 10:00 am 3:00 pm
*Eduspark 12:00 pm  --
Empowering Writers LLC 9:00 am 2:00 pm
*EMC Publishers

10:00 am

ELAR 6 - 8

2:00 pm

ELAR 6 - 8


12:00 pm

Financial Literacy

Heinemann Publishing

11:00 am

Grade PreK-6

3:00 pm

Reading, Writing Phonics K-8


*Houghton Mifflin Harcourt

9:00 am

Grade 6 - 8

1:00 pm

Grade 6 - 8

*Learning A-Z

10:00 am


3:00 pm


*Learning Without Tears

10:00 am

Handwriting K-5 Eng/Sp

2:00 pm

Handwriting K-5 Eng/Sp

Lexia Learning

11:00 am


3:00 pm


*McGraw Hill Education

11:00 am

Grade K-5

3:00 pm

Grade 6-8 & 9-12

*Pearson Education

9:00 am

Grade K - 5

1:00 pm

Grade 6 - 8

*PLC Perfection Learning 10:00 am 2:00 pm
*Ramsey Education Lampo Group

12:00 pm

Financial Literacy

Rosen Classroom 1:00 pm  --
Tanglewood  --  --
*The College Board 11:00 am 3:00 pm
*Think CERCA

9:00 am

Grade 6 - 8

12:00 pm

Grade 6 - 8

TPS Publishing  --  --
*Universal Publishing

10:00 am

Handwriting K-5

1:00 pm

Handwriting K-5

*Zaner-Bloser 11:00 am 2:00 pm




















*TEA Approved Publisher

If you are are a district representative and would like to attend the Region 13 IMA Showcase, please register here.




This page will automatically redirect to https://www.texastroopstoteachers.org/

Resources and Support

Click on link for more information

TEC §29.169, Program Evaluation

Data and Reports (Information from TEA website)

Prekindergarten Longitudinal Study:  A recent analysis of eligible Texas students who participated in public Pre-K in 1999 showed them today persisting in college at a 6.8 percent higher rate than their peers who were eligible, but did not attend public Pre-K

The Early Childhood Data System (ECDS) is a new state reporting feature in the Texas Student Data System (TSDS). The ECDS will be used to collect early childhood data to inform school districts, communities, and early childhood programs about the effectiveness of pre-kindergarten programs in preparing children for success in kindergarten under Texas Education Code (TEC) §29.161 

To The Administrator Addressed Letter: Early Childhood Data System (ECDS) for Public Prekindergarten, High Quality Prekindergarten Grant Program, Private Prekindergarten Providers and Kindergarten Data

2016-2017 Section 10 – TSDS Core Collections – ECDS


Education Service Center TSDS Champions

Resources and Support

Click on link for more information

TEC §29.167, Teacher Qualifications

Resources and Support

Click on link to access information.

TEC §29.167, Prekindergarten Progress Monitoring

Resources and Support

Click on link to access information.

TEC §29.167, Curriculum

Information from TEA Website

For questions regarding Rider 78, please see the FAQ document.

For questions regarding High-Quality Prekindergarten, please contact Tamala Olsby at tamala.olsby@tea.texas.gov or Howard Morrison at howard.morrison@tea.texas.gov

The General Appropriations Act, Article III, Rider 78, was passed by the 85th Texas Legislature, 2017, and signed by Governor Abbott on June 12, 2017. Rider 78 ensures that state-funded prekindergarten programs implement high-quality prekindergarten consistent with the High-Quality Prekindergarten program requirements in Texas Education Code (TEC) §29.167 – 29.171 and consistent with the provisions of TEC Chapters 41 and 42. These requirements include use of a curriculum aligned with the Texas Prekindergarten Guidelines, increased prekindergarten teacher training and/or qualifications, implementation of student progress monitoring, program evaluation and development of a family engagement plan. For program implementation, please refer to the rider, statute, resources and guidance listed below.

Article III, Rider 78, FSP Formula Funding for High-Quality Prekindergarten Programs:

Included in the amount appropriated above in Strategy A.1.1, FSP - Equalized Operations, is an estimated $1,580 million in the 2018-19 biennium for formula funding entitlement for prekindergarten programs. Of this amount, the Commissioner shall ensure that school districts and charter schools receiving these funds shall use not less than 15 percent of their entitlement, an estimated $236 million statewide, to implement prekindergarten consistent with the requirements of a High-Quality Prekindergarten program, as established in Education Code, §§29.167 - 29.171, and consistent with the provisions of Education Code, Chapters 41 and 42.

High-Quality Prekindergarten Program 15% Minimum Quality Allocation

Rider 78 ensures that school districts expend 15% of the districts’ prekindergarten foundation school program (FSP) funding on High-Quality Prekindergarten programs over the period of the biennium. As an example, the TEA State Funding Division has calculated the 15% minimum to be allocated for High Quality Prekindergarten programs in the 2018-19 biennium based on the four-year-old prekindergarten half-day average daily attendance (ADA). Please see the calculation for your school district or charter school.

The TEA Office of Early Childhood Education will provide guidance and technical assistance regarding implementation of the following High-Quality Prekindergarten programs as specified in statute:

TEC §29.167, Curriculum, Progress Monitoring and Teacher Requirements

a.    A school district shall select and implement a curriculum for a prekindergarten grant program under this subchapter that:

1.    includes the prekindergarten guidelines established by the agency;

2.    measures the progress of students in meeting the recommended learning outcomes; and

3.    does not use national curriculum standards developed by the Common Core State Standards Initiative.

b.    Each teacher for a prekindergarten program class must:

1.    be certified under Subchapter B, Chapter 21; and

2.    have one of the following additional qualifications:

A.    a Child Development Associate (CDA) credential or another early childhood education credential approved by the agency;

B.    certification offered through a training center accredited by Association Montessori Internationale or through the Montessori Accreditation Council for Teacher Education;

C.    at least eight years' experience of teaching in a nationally accredited child care program;

D.    be employed as a prekindergarten teacher in a school district that has received approval from the commissioner for the district's prekindergarten-specific instructional training plan that the teacher uses in the teacher's prekindergarten classroom; or

E.    an equivalent qualification.

c.     A school district may allow a teacher employed by the district to receive the training required to be awarded a Child Development Associate (CDA) credential from a regional education service center that offers the training in accordance with Section 8.058. Training may not include national curriculum standards developed by the Common Core State Standards Initiative.

d.    A school district must attempt to maintain an average ratio in any prekindergarten program class of not less than one certified teacher or teacher’s aide for each 11 students.


TEC §29.168, Family Engagement Plan

a.    A school district shall develop and implement a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. The family engagement plan must be based on family engagement strategies established under Subsection (b).

b.    The agency shall collaborate with other state agencies, including the Health and Human Services Commission, that provide services for children from birth through five years of age to establish prioritized family engagement strategies to be included in a school district's family engagement plan. A parent-teacher organization, community group, or faith-based institution may submit to the agency recommendations regarding the establishment of family engagement strategies, and the agency, in establishing the family engagement strategies, shall consider any received recommendations. The engagement strategies must be:

1.    based on empirical research; and

2.    proven to demonstrate significant positive short-term and long-term outcomes for early childhood education.


TEC §29.169, Program Evaluation

a.    A school district shall:

1.    select and implement appropriate methods for evaluating the district's program classes by measuring student progress; and

2.    make data from the results of program evaluations available to parents.

b.    A school district may administer diagnostic assessments to students in a program class to evaluate student progress as required by Subsection (a) but may not administer a state standardized assessment instrument.

c.     An assessment instrument administered to a prekindergarten program class must be selected from a list of appropriate prekindergarten assessment instruments identified by the commissioner.


TEC §29.170, Program Funding Evaluation

a.    The commissioner shall evaluate the use and effectiveness of funding provided under this subchapter in improving student learning. The commissioner shall identify effective instruction strategies implemented by school districts under this subchapter.

b.    Beginning in 2018, not later than December 1 of each even-numbered year, the commissioner shall deliver a report to the legislature containing the results of the evaluation.

c.     This section expires December 31, 2024.


TEC §29.171, Eligible Private Providers

a.    A school district participating in the grant program under this subchapter may enter into a contract with an eligible private provider to provide services or equipment for the program.

b.    To be eligible to contract with a school district to provide a program or part of a program, a private provider must be licensed by and in good standing with the Department of Family and Protective Services. For purposes of this section, a private provider is in good standing with the Department of Family and Protective Services if the department has not taken an action against the provider's license under Section 42.071, 42.072, or 42.078, Human Resources Code, during the 24-month period preceding the date of a contract with a school district. The private provider must also:

1.    be accredited by a research-based, nationally recognized, and universally accessible accreditation system approved by the commissioner;

2.    be a Texas Rising Star Program provider with a three-star certification or higher;

3.    be a Texas School Ready! participant;

4.    have an existing partnership with a school district to provide a prekindergarten program not provided under this subchapter; or

5.    be accredited by an organization that is recognized by the Texas Private School Accreditation Commission.

6.    A prekindergarten program provided by a private provider under this section is subject to the requirements of this subchapter.

Jessica Pruneda
Project Coordinator: Visiting International Teacher Program
Strategic Initiatives


Lauralee Pankonien
Director: Statewide Leadership
Strategic Initiatives

If you've been accepted to the VIT program, use the method below to submit your program payment.

Program Option
Student Name (required)


The VIT program provides districts access to qualified teachers from Spain with the skills needed to provide second language instruction to students in Languages Other Than English (LOTE) programs and/or primary language instruction to limited English proficient (LEP) Spanish-speaking students.

Our Behavior team is working with schools and districts to bring them LSSPs services. We have one LSSP on staff, locally available for contract services.

Our LSSPs conduct evaluations and reevaluations to determine continued and potential eligibility for special education services, academic and behavior intervention planning, and counseling as a related service. We assess for disabilities under IDEA's 13 categories (with the exception of Visual Impairment) including blindness, hearing impairment, deafness, deaf-blindness, and speech or language impairment.

Our evaluation measures include:

  1. Cognitive assessment
  2. Academic achievement
  3. Behavioral assessment (ADHD, executive functioning, Autism, and other psychological disorders)
  4. Adaptive abilities
  5. Records review
  6. Parent and teacher interviewing
  7. Direct observations.

We offer full evaluations and hourly testing services. When we accept a full evaluation we work with all stakeholders to access medical and school records, set up interviews, observations, and testing sessions. We conduct and write evaluations within 45 school days. We provide copies of evaluations to district contracts and parents by the end of the 45th day.

We review evaluation results with parents, in person, in person or by phone, prior to the eligibility determination meeting. We also attend eligibility determination meetings to review results and recommendations with the IEP team. Our evaluations are written for your district, whether it be embedded in a formal program or as a separate word document.

We provide hourly testing support, such as administering and scoring assessments and direct observations and data collection. This is offered to help alleviate the pressure of districts' assessment staff and assist them in meeting timelines.

We also conduct thorough functional behavioral assessments (FBA) and behavior intervention plans (BIP) for students with behavioral concerns. Our services range from completing an FBA and BIP, to attending meetings and training staff on the behavior intervention plan. In addition, we offer individual behavior consultation, Region 13 trainings, webinars, and staff in-services. We specialize in a range of topics including:

  1. Research based behavior interventions
  2. Working with students with psychological disorders
  3. Data collection
  4. Manifestation determination
  5. Social Emotional Learning
  6. Understanding cognitive strengths and weaknesses.

We provide supervision services for LSSP trainees and interns. It includes weekly in-person support, access to Region 13 test materials and resources, and access to the supervisor in person or via email, phone, and text.

Looking for LSSPs?

Looking for a Licensed Specialist in School Psychology? Contact our staff member Amy Fanetti for more information.

Contact Amy

Cheryl Myers
Education Specialist



Immunization Vaccine Requirements for Students in Grades K-12

Flu Vaccination Information Required on Public School Websites

In 2007, the Texas Legislature passed House Bill No. 1059, also known as the Emily Lastinger Act, which requires all public school districts to post immunization information prominently on the school district's website, if the district has one.


Coordinated School Health

Physical Education and Physical Activity

School Health Advisory Councils


School Nurses

Lora Dever
Administrative Specialist



Janet Palms

(512) 919-5278


teachers with booksThe New Administrator Academy (NAA) is a year-long program designed to support new campus leaders through their first year or two of decision-making on a campus.  The Academy kicks off with an Orientation meeting in early September where each participant is paired up with a Pivotal Leadership Coach.

Every new administrator in the Academy will attend a targeted New Administrator meeting followed by a Community of Leaders Network meeting in October, January, and March.  There will also be a Fall and a Spring campus site visit, each being a half day. 

The six coaching calls will be scheduled and arranged by the new campus administrator and will typically be spread out through the entire school year.  The design of the program is to give each new campus administrator the support he/she needs to develop into a dynamic campus leader.

The New Administrator Academy (NAA) is for leaders new to their role or new to the district or campus.  If you are a first- through third-year campus administrator, you are encouraged to join the New Administrator Academy to gain coaching and mentoring that will help you reach an even higher leadership level.new administrator academy at esc region 13

Methods for contracting support

Region 13 provides multiple ways to contact support:  

  1. The optimal method (when not an emergency) is to open a ticket by sending an email to support@esc13.net
  2. Send an email to network@esc13.net for a broadcst email to the entire network team.
  3. Email or call any individual team member. Visit https://www4.esc13.net/txed/contact-us-information-technology/ for individual contact information.


Region 13 has always been an unofficial source of technical support to its Internet Access Service Customers.  Due to many requests and much interest, we’ve added a more in depth service to better support those district’s needs.  Our goal is to help districts by providing expertise, and or supplementing the expertise already in house. The purpose of this document is to help draw a distinction between what we provide for free, and what needs to be provided through an upgrade to our Priority Technical Support Services.

Standard Support

Includes support and troubleshooting for problems that cause an internet access issue for a district and is a part of the Region 13 Internet Access Agreement.  Included but not limited to, the network edge (firewall/router/switch), web-filtering, DNS servers, and any network connectivity problems.  In addition, when time allows, Region 13 support personnel will be happy to advise and help with basic internal questions.  When more in-depth support is required, our Enhanced Technical Support Services is available.

Examples of Standard Support include, but are not limited to, the following scenarios:

Priority Technical Support Service

This service is designed for districts who need the attention of an IT professional on a regular basis, to help with technology projects, desktop support, and the support of all other related technology.  Please note that we cannot be experts in every solution, and there may be times that we need to refer you back to the vendor or product support team.

Examples of Priority Technical Support Services, but are not limited to, the following:

This Agreement is entered into by and between the Education Service Center Region 13 (hereinafter ESC Region 13) and _________________________________ Independent School District.

The purpose of the Agreement is to provide professional technical services to Participating Districts to meet their computer maintenance, networking, mobile devices, servers, and/or other technical needs, above and beyond our standard level of support. 

To view a description of the Standard and Enhanced Technical Support Agreement please visit the Description of Support Services Page .



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

One way travel to the district will be charged in the form of deduction of time from the "bank of hours", for Priority Technical Support customers (maximum deduction of 1.5 hours).  A minimum of 3 hours will be deducted for on-site visists (including travel).

●  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.


The technical services specialist will minimally document the work performed for the purpose of keeping track of hours used.  This is done in order to maximize the time spent fixing issues and not documenting.  If the Participating District wishes to have detailed documentation they should send an email to steve.stroud@esc13.txed.net with a subject of “R13 Tech Support extended documentation” and include in the body of the email the extent of the documentation desired.  The time spent on extended documentation will be tracked as part of the support hours and subtracted from contracted hours.

Support agreement will include:

XX Hours of technical support at $XX per hour.  Extra hours may be scheduled by mutual agreement by both authorized parties listed on the last page of this agreement.   The amount per hour for extra time will be defined at the time of the mutual agreement and a new agreement will need to be signed.

Completion and Submission of Services:

ESC Region 13 Technology Services Department keeps track of the hours used for this contract.  At any time, the Participating District may request the number of hours used and the available documentation for those hours. 

If additional contract hours are purchased in the same school year, those hours will be added to the contract hours already documented for the year.  ESC Region 13 will do its best to provide documentation specific to each contract, but in some cases the hours may overlap and the documentation will cover all hours purchased within that school year.


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.

25% of any hours purchased during the original term, but not used during the fiscal year (September 1st to August 31st) will be carried over to the following school year (year 2).  Hours may not be carried over into a third year and are removed from the bank.

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. Costs:  

Hours as needed per hour ($105/hour)
PrePaid Hours (1-95) as needed ($95/per hour) 
PrePaid Hours (>95) as needed ($85/per hour)


Total Contract Cost to be billed on or after September 1, 2019.



Participating District


Superintendent / Designee
Print Name
Email / Phone






Education Service Center Region 13


Print Name
Email / Phone


Education Service Center Region 13 Technology Services Department offers to meet the computer maintenance, network, and/or server needs of individual schools and/or districts. Contracts and hourly rates are now available to include a remote and/or on-site support from a group of highly trained specialists.


No prepay 1-95 Hours Over 95 Hours
$105.00 per hour $95.00 per hour $85.00 per hour


For more information contact:

Steve Stroud, Coordinator: Information Technology

Questions about this program can be directed to:


Texas Virtual School Network Logo


The Texas Virtual Schools Network is made up of two components:

Course Catalog

The TXVSN course catalog works in partnership with Texas public schools to provide their students opportunities to enroll in high school, Advanced Placement, and dual-credit courses offered by TEA-approved catalog course providers.


Full Time Online Schools

The TXVSN Online Schools (OLS) program offers full-time virtual instruction to eligible Texas public school students in grades 3-12 who enroll in one of the schools approved to participate in the program.



Region 13 supports districts in implementing the TXVSN by providing information, technical assistance, and TEA liaison services.  Please join us for upcoming TXVSN information sessions.


Please download the TXVSN Flyer for more information.

The Region 13 Paraprofessional Certification Institute Trainer of Trainers (TOT) resources are available to participants who have attended the TOT training.  TOTs gain the responsibility and are tasked with delivering quality professional development to provide state recognized paraprofessional certification. The TOT participant training provides trainers with the state expectations, qualification guidelines, curriculum for paraprofessional certification institute, engagement strategies, and delivery methods. Each TOT participant receives access to the training PowerPoints, presenter notes, and 10 copies of the Paraprofessional spiral notebook.  Additional notebooks can be purchased through the Region 13 Product Store.  We ask that TOTs check this TOT Materials Page for recorded webinar updates and updated training materials prior to training in their districts.

PLEASE NOTE: All technical data, evaluations, plans, specifications, reports, documents, power point presentations, software, spreadsheets, teaching aids or other work products provided shall be the exclusive copyrighted property of ESC 13 and may not be given, loaned, sold or conveyed in any manner to any third party without the expressed written consent of ESC 13.

Paraprofessional Certification Training Downloadable Materials Click Folder to View and Download Materials
TOT Paraprofessional Certification Training Materials folder
TOT Parprofessional Certification Training Powerpoints folder
Paraprofessional Certification Testing Materials folder

Paraprofessional Certification Training Participant's Handbook
(Spiral Bound) - Purchase through Region 13 Product Store