The Essential Learning Expectations

Students use digital mind-mapping tools to brainstorm and organize ideas for a research project on Texas history.

TEKS: Grade 7 Social Studies TEKS 7.21(A) - "differentiate between, locate, and use valid primary and secondary sources"

Students use an AI-powered language learning app to practice Spanish conversations, receiving real-time feedback on pronunciation and grammar.

TEKS: Grade 1-5 LOTE TEKS 1.A - "engage in oral and written exchanges of learned material to socialize and to provide and obtain information"

Students use virtual reality headsets to explore the solar system, enhancing their understanding of planetary motion and scale.

TEKS: Grade 6 Science TEKS 6.11(A) - "describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets"

Students analyze news articles from various sources about a current event, identifying potential biases and fact-checking claims.

TEKS: Grade 8 English Language Arts TEKS 8.9(C) - "analyze the author's use of print and graphic features to achieve specific purposes"

Students create digital citizenship posters outlining best practices for online safety and responsible social media use.

TEKS: Grade 6 Technology Applications TEKS 6.2(A) - "demonstrate an understanding of technology concepts"

Students participate in a "fake news" challenge, where they must identify misleading information in social media posts and explain how to verify facts.

TEKS: Grade 7 English Language Arts TEKS 7.9(F) - "analyze characteristics of multimodal and digital texts"

Teacher creates a multilingual word wall featuring key mathematical terms in the languages represented in the classroom.

TEKS: Grade 3 Mathematics TEKS 3.1(D) - "communicate mathematical ideas, reasoning, and their implications using multiple representations"

Teacher provides multiple options for demonstrating understanding of a science concept, including written reports, oral presentations, and visual models.

TEKS: Grade 5 Science TEKS 5.2(F) - "communicate valid conclusions in both written and verbal forms"

Students explore and share cultural perspectives on environmental conservation, relating global issues to local practices.

TEKS: Grade 4 Social Studies TEKS 4.9(A) - "describe ways people have adapted to and modified their environment in Texas"

Teacher implements a daily check-in routine where students share their emotional state and any concerns, fostering a supportive classroom community.

TEKS: Grade K-12 Health TEKS 115.16(b)(10)(A) - "practice communication skills in building and maintaining healthy relationships"

Students work in pairs to solve complex word problems, explaining their reasoning to each other and providing constructive feedback.

TEKS: Grade 6 Mathematics TEKS 6.1(E) - "create and use representations to organize, record, and communicate mathematical ideas"

Teacher implements a peer mentoring program where older students support younger ones in reading comprehension strategies.

TEKS: Grade 3 English Language Arts TEKS 3.6(I) - "monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down"

Students design and conduct an experiment to test the effect of different variables on plant growth, analyzing results and drawing conclusions.

TEKS: Grade 7 Science TEKS 7.2(E) - "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology"

Teacher uses Socratic seminar technique to guide students in analyzing themes in a novel, encouraging them to support their interpretations with textual evidence.

TEKS: Grade 8 English Language Arts TEKS 8.5(H) - "synthesize information to create new understanding"

Students participate in a "Shark Tank" style project where they identify a community problem, develop an innovative solution, and present their ideas to a panel.

TEKS: Grade 5 Social Studies TEKS 5.24(B) - "generate and implement a plan for identifying a problem, gathering information, listing and considering options, considering advantages and disadvantages, choosing and implementing a solution, and assessing the effectiveness of the solution"

Students create a digital portfolio showcasing their best work across multiple subjects, using various multimedia elements.

TEKS: Grade 8 Technology Applications TEKS 1.A - "create and present digital content using appropriate tools and techniques"

Students explore and use a new coding platform to create an interactive story, demonstrating adaptability to unfamiliar software.

TEKS: Grade 6 Technology Applications TEKS 4.D - "create interactive documents using modeling, simulation, or concept-mapping software"

Students use AI-powered language translation tools to enhance their understanding of a Spanish text, discussing the benefits and limitations of the technology.

TEKS: Grade 7 LOTE TEKS 3.A - "use resources (that may include technology) in the language and cultures being studied to gain access to information"

Students create a digital safety plan outlining strategies to protect their personal information on social media and other online platforms.

TEKS: Grade 7 Technology Applications TEKS 2.A - "demonstrate an understanding of technology concepts, including terminology for the use of operating systems, network systems, virtual systems, and learning systems appropriate for Grades 6-8 learning"

Students evaluate a set of websites on a historical topic, ranking them based on credibility and explaining their reasoning.

TEKS: Grade 8 Social Studies TEKS 29.B - "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions"

Students participate in a role-playing activity where they make decisions about sharing various types of content online and discuss potential consequences.

TEKS: Grade 6 Health TEKS 22.B - "explain the importance of taking responsibility for establishing and implementing health maintenance for individuals and family members of all ages"

Students collaborate on a group science project, using online tools to assign roles, set deadlines, and track progress.

TEKS: Grade 7 Science TEKS 3.D - "construct tables and graphs, using repeated trials and means, to organize data and identify patterns"

Students create and deliver a persuasive speech on a current events topic, incorporating multimedia elements to enhance their message.

TEKS: Grade 8 English Language Arts TEKS 1.C - "give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion"

Students participate in a cultural exchange project, collaborating with peers from different backgrounds to create a presentation on global citizenship.

TEKS: Grade 6 Social Studies TEKS 23.A - "explain and give examples of how different groups of people view cultures, places, and regions differently"

Students create and maintain a learning journal, reflecting on their progress and identifying areas for improvement across subjects.

TEKS: Grade 7 English Language Arts TEKS 6.A - "establish purpose for reading assigned and self-selected texts"

Students use a digital tool to set SMART goals for their math performance, regularly updating their progress and adjusting strategies as needed.

TEKS: Grade 8 Mathematics TEKS 1.A - "apply mathematics to problems arising in everyday life, society, and the workplace"

Students complete a learning styles assessment and create a personalized study plan that leverages their strengths and addresses areas for growth.

TEKS: Grade 6 Health TEKS 16.A - "analyze critical-thinking skills for making health-promoting decisions"

Students use the engineering design process to develop a solution for reducing plastic waste in their school cafeteria.

TEKS: Grade 7 Science TEKS 3.A - "analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing"

Students participate in a "Shark Tank" style competition, developing and pitching innovative products to address local community issues.

TEKS: Grade 8 Technology Applications TEKS 6.D - "evaluate technologies and assess their applicability to address personal and workplace needs"

Students use block-based programming to create a simulation of a historical event, demonstrating how computational thinking can be applied to social studies.

TEKS: Grade 6 Technology Applications TEKS 4.G - "use the basic concepts of color theory, including primary, secondary, warm, cool, and complementary colors, to solve design problems"

Administrator develops and presents a comprehensive technology integration plan to the school board, highlighting how it aligns with district goals and prepares students for future careers.

TEA Principal Standards: Standard 1 - Instructional Leadership: (A) ensure the vision, mission, goals, and values of the school are collaboratively developed, widely communicated, and aligned with state goals

Administrator conducts a needs assessment involving teachers, students, and parents to inform a 3-year technology plan that addresses identified gaps and leverages community resources.

TEA Principal Standards: Standard 3 - Executive Leadership: (A) assess current needs of the campus, analyzing a wide set of evidence to determine the campus's priorities, and set measurable school goals, targets, and strategies that form the campus's strategic plan

Administrator attends educational technology conferences and organizes staff professional development sessions on emerging technologies like AI and augmented reality in education.

TEA Principal Standards: Standard 5 - Strategic Operations: (A) outline and track clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes

Administrator develops a technology integration rubric and conducts regular classroom observations to provide feedback on effective tech use in instruction.

TEA Principal Standards: Standard 1 - Instructional Leadership: (D) ensure implementation of appropriate curricula and assessments that are designed to meet the needs of all students

Administrator leads a committee to select and implement a new learning management system, providing training and support for staff throughout the process.

TEA Principal Standards: Standard 2 - Human Capital: (F) support and retain effective teachers by providing ongoing coaching and mentoring

Administrator organizes a professional learning community focused on exploring and implementing research-based technology-enhanced teaching strategies.

TEA Principal Standards: Standard 1 - Instructional Leadership: (B) prioritize instruction and student achievement by understanding, sharing, and promoting a clear definition of high-quality instruction based on best practices

Administrator implements a data dashboard system to track key performance indicators and uses insights to inform resource allocation and improvement strategies.

TEA Principal Standards: Standard 1 - Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions

Administrator creates and presents data visualizations to the school board and staff, illustrating trends in student achievement and areas for improvement.

TEA Principal Standards: Standard 3 - Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills

Administrator leads a task force to evaluate and select appropriate digital formative assessment tools for different subject areas and grade levels.

TEA Principal Standards: Standard 5 - Strategic Operations: (D) implement systems to align resources with the needs of the school and effectively manage the school budget

Administrator implements a digital citizenship program and organizes events to celebrate responsible technology use and digital creativity.

TEA Principal Standards: Standard 3 - Executive Leadership: (C) communicate with all audiences and develop productive relationships

Administrator works with the district to implement a 1:1 device program and ensures all students have internet access for remote learning.

TEA Principal Standards: Standard 4 - School Culture: (A) establish and implement a shared vision of high achievement for all students and use that vision as the foundation for key decisions and priorities for the school

Administrator partners with local businesses and organizations to provide technology resources and training for underserved families in the school community.

TEA Principal Standards: Standard 5 - Strategic Operations: (B) organize curriculum and instruction to align with the school's goals and state accountability system

Administrator establishes an online platform for parent-teacher communication and collaboration with local businesses for internship opportunities.

TEA Principal Standards: Standard 4 - School Culture: (F) implement a system that promotes the sharing of critical information about students and staff to improve outcomes for students

Administrator creates a monthly digital newsletter and maintains an active social media presence to keep the community informed about school initiatives and successes.

TEA Principal Standards: Standard 3 - Executive Leadership: (C) communicate with all audiences and develop productive relationships

Administrator develops a virtual mentorship program connecting students with local professionals in various career fields.

TEA Principal Standards: Standard 5 - Strategic Operations: (C) facilitate the use of technology to support teaching and learning and efficient school operations

Coach conducts a cycle of pre-observation, observation, and post-observation conferences with a new teacher, focusing on implementing differentiated instruction strategies.

TEA Principal Standards: Standard 1 - Instructional Leadership: (B) prioritize instruction and student achievement by developing and sharing a clear definition of high-quality instruction based on best practices

Coach uses video analysis to provide specific, actionable feedback on a teacher's questioning techniques and wait time during class discussions.

TEA Principal Standards: Standard 2 - Human Capital: (F) support and retain effective teachers by providing ongoing coaching and mentoring

Coach organizes a monthly journal club where teachers discuss recent research articles on effective teaching practices and brainstorm ways to apply findings in their classrooms.

TEA Principal Standards: Standard 1 - Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions

Coach co-plans and co-teaches a lesson with a math teacher, demonstrating how to effectively use interactive geometry software to enhance student understanding of complex concepts.

TEA Principal Standards: Standard 5 - Strategic Operations: (C) facilitate the use of technology to support teaching and learning and efficient school operations

Coach leads a team of teachers in conducting a systematic review of various learning management systems, using a rubric to assess their alignment with curriculum goals and ease of use.

TEA Principal Standards: Standard 3 - Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills

Coach organizes a "Tech Showcase" where teachers can explore and evaluate new educational technologies, such as AI writing assistants and virtual reality applications.

TEA Principal Standards: Standard 5 - Strategic Operations: (A) outline and track clear goals, targets, and strategies aligned to a school vision that continuously improves teacher effectiveness and student outcomes

Coach facilitates a data team meeting where teachers analyze student performance on common assessments to identify trends and plan targeted interventions.

TEA Principal Standards: Standard 1 - Instructional Leadership: (H) monitor multiple forms of student data to inform instructional and intervention decisions

Coach works one-on-one with a teacher to analyze formative assessment data and develop differentiated small group instruction plans based on student needs.

TEA Principal Standards: Standard 4 - School Culture: (F) implement a system that promotes the sharing of critical information about students and staff to improve outcomes for students

Coach leads a professional development session on using digital formative assessment tools and data visualization software to track student progress in real-time.

TEA Principal Standards: Standard 5 - Strategic Operations: (D) implement systems to align resources with the needs of the school and effectively manage the school budget

Coach designs and facilitates a series of workshops on project-based learning, incorporating hands-on activities and peer collaboration to model effective instructional strategies.

TEA Principal Standards: Standard 2 - Human Capital: (D) ensure all staff have opportunities to participate in and grow through professional learning communities aligned with the school's improvement plan

Coach conducts individual needs assessments with teachers and creates personalized professional growth plans tailored to each teacher's goals and areas for improvement.

TEA Principal Standards: Standard 2 - Human Capital: (E) implement effective, appropriate, and legal strategies for the recruitment, hiring, assignment, and retention of highly effective staff

Coach redesigns the school's new teacher orientation program to incorporate more active learning strategies, peer mentoring, and ongoing support throughout the year.

TEA Principal Standards: Standard 4 - School Culture: (A) establish and implement a shared vision of high achievement for all students and use that vision as the foundation for key decisions and priorities for the school

Coach establishes and facilitates cross-curricular professional learning communities focused on improving student literacy skills across all subject areas.

TEA Principal Standards: Standard 4 - School Culture: (C) create a positive, collaborative, and equitable culture that establishes and communicates high, consistent expectations for all stakeholders and addresses barriers to ensure achievement of campus initiatives

Coach leads a root cause analysis session with a grade-level team to address persistent behavior issues, guiding teachers through a structured problem-solving process.

TEA Principal Standards: Standard 3 - Executive Leadership: (B) prioritize, frame, and solve problems using effective problem-solving techniques and decision-making skills

Coach organizes team-building activities and establishes norms for respectful communication and collaboration during department meetings and professional development sessions.

TEA Principal Standards: Standard 3 - Executive Leadership: (C) communicate with all audiences and develop productive relationships

Students create a simple machine learning model to predict plant growth based on different environmental factors, discussing the model's strengths and limitations.

TEKS: Grade 8 Science TEKS 8.11(A) - "investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition"

Teachers develop and present a series of short videos explaining how AI is used in everyday technology, sharing these with students and parents.

TEKS: Grade 7 Technology Applications TEKS 1(C) - "explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results"

Students analyze the results of AI-powered language translation software across different languages, discussing potential biases and their implications.

TEKS: Grade 8 English Language Arts TEKS 8.9(F) - "analyze how the author's use of language contributes to mood, voice, and tone"

Administrators develop an AI ethics policy for the school district, outlining guidelines for data privacy, fairness, and transparency.

TEKS: Grade 6-8 Technology Applications TEKS 5(E) - "adhere to copyright law and the fair use guidelines for the use of digital information"

Students review scenarios of AI applications in various fields, identifying potential ethical concerns and proposing mitigation strategies.

TEKS: Grade 7 Social Studies TEKS 7.20(E) - "analyze the effects of scientific discoveries and technological innovations on the development of Texas in various industries"

Teachers create a checklist for evaluating the transparency and accountability of AI tools before implementing them in their classrooms.

TEKS: Grade 8 Technology Applications TEKS 6(D) - "evaluate technologies and assess their applicability to address personal and workplace needs"

Teachers use an AI-powered adaptive learning platform to create personalized reading comprehension exercises for students.

TEKS: Grade 6 English Language Arts TEKS 6.6(I) - "monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down"

Instructional coaches conduct a study comparing student outcomes between classes using AI-enhanced learning tools and those using traditional methods in mathematics instruction.

TEKS: Grade 7 Mathematics TEKS 7.1(A) - "apply mathematics to problems arising in everyday life, society, and the workplace"

Special education teachers explore AI-powered text-to-speech and speech-to-text tools to support students with dyslexia in their writing assignments.

TEKS: Grade 6-8 Technology Applications TEKS 3(D) - "acquire and use appropriate vocabulary for the field of technology and computer science"

Students compare AI-generated summaries of historical events with primary source documents, analyzing differences in perspective and accuracy.

TEKS: Grade 8 Social Studies TEKS 8.29(B) - "analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions"

Teachers lead a workshop for colleagues on fact-checking AI-generated content using multiple sources in the context of science education.

TEKS: Grade 7 Science TEKS 7.2(E) - "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology"

Students participate in an AI challenge, developing algorithms to solve real-world problems in environmental science.

TEKS: Grade 8 Science TEKS 8.3(A) - "design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology"

Teachers and students collaborate to create an AI-powered virtual tutor for mathematics, enhancing personalized learning experiences.

TEKS: Grade 6 Mathematics TEKS 6.1(B) - "use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution"

Students use AI tools to analyze large datasets of Texas wildlife populations, uncovering new insights about local ecosystem changes.

TEKS: Grade 7 Science TEKS 7.8(C) - "model the effects of human activity on groundwater and surface water in a watershed"

Art and computer science teachers collaborate on a project where students use AI-generated prompts as inspiration for original short stories, exploring the intersection of technology and creative writing.

TEKS: Grade 8 English Language Arts TEKS 8.11(A) - "compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft"