LASO Cycle 2

Program Description

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

Districts will be awarded direct grant funding and will be able to choose a provider for their planning support. Certified Education Service Centers and Approved Providers are listed on the official LASO Approved Provider list.

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Instructional Framework Creation | Create a vision and instructional framework for the content area (Math or Literacy) that the LEA selects.
• Primary point of contact | Agree to appoint a primary point of contract and lead for all grant related activities. The initiative lead will be responsible for ensuring all assurances are met by due dates, coordinates with the selected approved provider on a regular basis, attends any check-ins or webinars hosted by TEA, and communicates with TEA should the primary point of contact leave the LEA during the grant period.
• Collective Learning | Completion of all required trainings on the research-based instructional strategies covering math or RLA, assessment, and implementation best practices by LEA’s selected committee.
• Participation of senior leadership | Participation of at least 1 senior district leader at monthly communities of practice. Superintendent or CAO (or equivalent role) signs-off on the final LEA math and/or literacy instructional framework, or other products that are created as a result of completing a collective learning series on math, literacy, implementation, or assessment.
• Creation of District Committee | Districts must create a committee including teachers, coaches, school leaders, and district leaders to participate in collective learning on the research-based instructional strategies, contribute to the creation of an instructional framework, and review drafts of deliverables.
• Evidence of Implementation | Submit evidence demonstrating implementation and impact, surveys, and participate in end-of-grant focus group, upon request.

Funding Estimates

• Estimated total funding available | ~20.8 million
• Estimated range of award |$140K to $400K
• Estimated number of awards | 70-110 LEAs (will vary based on size of LEA)

Program Description

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

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

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

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

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

Districts will be awarded direct grant funding, with LEAs required to use 50% of funds to contract with a provider from the LASO Cycle 2 state approved vendor list; 20% of funds for additional support from the provider and/or salaries for instructional coaches or other positions directly supporting implementation; and 30% of funds for other allowable expenses (e.g., print materials, digital licenses, teacher stipends, instructional coaches). Refer to the Program Guidelines for additional information on required use of funds and information on allowable and unallowable expenses.

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Approval to use instructional materials | Approval by the board of trustees of the district to use the instructional materials and evidence showing classroom teachers support the use of the instructional materials.
• Materials access | Ensuring digital access and rostering (if applicable) and print access for all participating teachers and students. Districts awarded Option A will be provided in-kind print materials. Print materials are not included in Option B or Option C and LEAs will need to provide all print materials.
• Fidelity of implementation | Implementation of the instructional materials with fidelity, including following the year-long scope and sequence, meeting the minimum number of instructional minutes, and using the curriculum-embedded assessments.
• Professional learning | Contracting with an approved provider for professional learning for teachers, coaches, and administrators.
• Participation of school leaders and coaches | Participation of at least 1 school leader per participating campus and at least 1 coach per product.

Funding Estimates

• Estimated total funding available | ~$111,200,000
• Estimated range of Award | $100K to $5M+ (will vary based on size of LEA)
• Estimated number of Awards | 75-150 LEAs

Program Description

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

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

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Current Equipment and Tech Plan | Applicants must provide the availability of existing equipment to students in the LEA and other funding available for the purchase of student technology devices. TEA may request the LEA's technology plan.
• Evidence of Implementation | The LEA may, upon TEA request, provide any performance data necessary to assess the success of the program.
• TEA Available Materials | The LEA must ensure that devices will be prioritized for classrooms and students using TEA Available Instructional Materials.
• Training | The LEA must provide the teacher, associated instructional coach, and students with training in the proper use of the device within 90 days of installation of the device in the classroom.

Funding Estimates

• Estimated total funding available | ~$5 Million
• Estimated range of award | LEAs can receive up to ~225K
• Estimated number of Awards | 50-100 LEAs

Program Description

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

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

The Blended Learning Strategic Operations cohort will support school districts and open-enrollment charter schools in leveraging a blended learning model to make a strategic operational shift to scheduling, staffing and/or budgets. This shift will seek to make robust operational changes in order to optimize campus staffing models for teachers while maximizing academic impact for students. 

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Planning Deliverables | The LEA will submit items based on awarded program; Planning - master schedule, assessment calendar, stakeholder engagement plan, professional learning calendars, Strategic Operations - establish steering committee, develop and submit strategic planning deliverables in the six months of the grant.
• Project Management | The LEA will designate and provide a district-level project manager who will be available to dedicate approximately 50% of his or her time to designing and implementing the Blended Learning plan. 
• Implementation | Planning and Strategic Operations The LEA must use an online curriculum, including an adaptive software program and Tier 1 High-Quality Instructional Material, both approved by TEA.
• Training | The LEA will complete all required training to build competency in the online curriculum.
• Communities of Practice | The LEA will participate in required communities of practice and any additional grant program meetings.

Funding Estimates

Planning Cohort

• Estimated total funding available | ~$ 1.8 million
• Estimated range of award | LEAs can receive up to ~400K
• Estimated number of Awards | 10-12 LEAs

Strategic Operations Cohort

• Estimated total funding available | ~$ 3.7 million
• Estimated range of award | LEAs can receive up to ~500K
• Estimated number of Awards | 10-12 LEAs

Program Description

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

TEA is still contracting for the supplemental math curricula and will communicate provider names once contracts are completed.

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Implementation Expectations | Campus level administration to acknowledge implementation expectations of the provided licenses. This is updated and maintained throughout the duration of the grant. The LEA agrees to attend all required trainings involved with the implementation of the MSC and comply with tasks such as rostering, etc., as outlined by the vendor(s)/TEA.
• Implementation Plans | The LEA will maintain and submit to TEA implementation plans which include the following:
  • LEA contact for the license implementation
  • Acknowledgments from campus administrators where the MSC licenses are to be used.
  • Campus information and contact for license implementation.
  • Total licenses required for each campus.
  • Schedules for dedicated time and use case for allocated licenses.
  • A data monitoring plan for student progress as well as usage monitoring at the campus and district level. 
  • Use of these licenses in any summer programing at participating campuses

Funding Estimates

• Estimated total funding available | ~$25 million.
• Estimated range of award | No direct funding, in-kind supports only
• Estimated number of Awards | 250+ LEAs

Program Description

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

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Planning and Implementation Expectations | The AP CSP course will receive board approval and be offered in the 2024-2025 and 2025-2026 course catalogs with enrolled students beginning Fall 2024.
• Teacher Recruitment and Retainment | The LEA will recruit teachers for the AP CSP course and train them through a College Board approved professional development provider.
• Course Curriculum and Materials | The LEA will select appropriate course curriculum and purchase any necessary technology and materials needed.
• Student support plan | The LEA will provide supports necessary for students to be successful, which may include work-based learning opportunities and field trips to explore a career path in computer science.
• Sustainability plan | The LEA will plan for continuation of the AP CSP course beyond the life of this grant.
• Evidence of Implementation |The LEA will describe and share with TEA their course evaluation procedures and outline student success measures.

Funding Estimates

• Estimated total funding available | $1.2 million
• Estimated range of award | LEAs can receive up to ~100K
• Estimated number of Awards | up to 30 LEAs

Program Description

High-quality, evidence-based summer learning programs help to prevent summer slide, i.e., learning loss created by the lack of student engagement in rigorous content between academic school years. Prekindergarten through 5th grade campuses that meet Additional Days School Year (ADSY) eligibility requirements in the 2023-2024 school year are eligible for this grant. This grant program guides LEAs through a 3-month accelerated support planning process to design a summer learning program aligned with research-based best practices in academics, operations, and enrichment activities. Following the 3-month planning period, implementation of the summer learning program will occur in the summer of 2024. Participation in this grant program is not required to access ADSY funding itself, but rather is intended to strengthen ADSY summer program implementation through evidence-based planning and implementation practices.

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Planning Deliverables | The LEA will complete and submit items such as a comprehensive cross-departmental strategic plan before the start of the Summer 2024 programs and during the 3-month planning process.
• Project Management | The LEA will designate and provide a district-level project manager who will spearhead a steering committee to complete the Strategic Plan
• High Quality Instructional Materials | The LEA agrees to utilize high quality instructional materials for math and reading language arts instruction as defined in the program requirements.
• Summer Program Parameters | The LEA agrees to add 20-30 additional half days of instruction (ADSY days) to the 180 instructional days in a campus’s academic calendar and design a research-based summer program of at least 20 6-hour days, with three hours devoted to math and reading instruction.
• Evidence of Implementation | Conduct an ADSY Summer Learning Accelerator approved pre- and post-summer assessment and agree to share program effectiveness data with TEA, including student outcomes and projected and final student attendance during the summer program.

Funding Estimates

• Estimated total funding available | $9 Million
• Estimated range of award | $25K to $400K
• Estimated number of Awards | 25-35 LEAs

Program Description

The P-TECH grant offers campuses an opportunity to plan to build a Pathways in Technology Early College High School (P-TECH) within their district.  P-TECH Academies offer opportunities for students to earn a high school diploma while simultaneously earning industry certifications, and/or an associate degree on or before the sixth anniversary of a student's first day of high school and at no cost to the student.

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

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• Community College Partnership | The LEA partners with the identified community college to implement the P-TECH model.
• P-TECH Blueprint | The P-TECH campus will implement the design elements included within the 6 benchmarks of the P-TECH Blueprint and strive to fulfill the state standard for student success as measured by the outcomes-based measures.
• Recruitment Plan | P-TECH campuses must establish recruitment and enrollment processes and requirements that are open to all students.
• CTE Study | P-TECH campuses must provide for a TEA CTE program of study that enables a participating student in grade levels 9–12 to combine high school courses and postsecondary courses.
• Postsecondary Training | P-TECH campuses must enter into an articulation agreement with accredited institution of higher education to postsecondary educational and training opportunities.
• Industry Experience | P-TECH campuses must enter into a MOU with regional industry or business partners in Texas to provide access to students for appropriate work-based education at every grade level.

Funding Estimates

• Estimated total funding available | $ 1 million
• Estimated range of award | LEAs can receive up to $ 100K
• Estimated number of Awards | 10 LEAs

Program Description

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

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

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• ECHS Model Planning and Implementation | LEAs will engage months of ECHS model planning and implementation design elements and requirements aligned to the ECHS Blueprint.
• Crosswalks | Together, the LEA and IHE develop course equivalency crosswalks which lead to Level 1 and Level 2 certificates, associate degrees, or completion of the Texas Core Curriculum to provide stackable credentials as students advance on the academic pipeline.
• Personalized Learning Environment | The ECHS shall collaborate with its IHE to personalize the learning environment for students by developing individualized student plans for ongoing academic support, filing a degree plan, and the attainment of long-term goals. The ECHS and IHE shall develop robust college and career advising systems to support student plans and advance academic progress and shall develop a process for collaboration to provide an academic bridge across the two educational systems.

Funding Estimates

• Estimated total funding available | $ 1 million
• Estimated range of award | LEAs can receive up to $ 100K
• Estimated number of Awards | 10 LEAs

Program Description

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

Key Program Commitments to Consider

Note: Intended to provide key program commitments, not an exhaustive list of program assurances or requirements.

• School Action Selection | The LEA team, including senior LEA leaders, will select one of the eligible school actions and related models (restart, create a new school, reassign, or redesign) for each campus.
• Data-informed Evaluation Process | The LEA will use both quantitative and qualitative evaluation processes and criteria for selecting the school action model for the specific campus to be supported with this grant.
• Commitment to a Whole School Action | The LEA will align school action design to the LEA’s overall strategy for support and intervention in low performing schools and/or the LEA’s strategy for expanding high-quality school choices for students and families.
• Communication and Engagement | Plans for implementation of the school action will be communicated to all school community stakeholders, including staff, families, community leaders and the LEA will solicit feedback.
• Project Manager | Districts will identify an LEA staff member to coordinate the planning and implementation of the grant who is both qualified and experienced in project and program management.
• HQIM | LEAs will commit to selection, adoption, and implementation with fidelity high-quality instructional materials to be integrated into the design, and implementation, of the chosen action(s) and model(s).

Funding Estimates

• Estimated total funding available |  $7.9 million- Direct; $2.6 million- In kind
• Estimated range of award | $185K to $500K per campus
• Estimated number of Awards | 36 campuses