Introduction

Texas House Bill 1605 was passed in June of 2023 to replace prior processes for vetting and adopting curriculum materials in the state. Its many provisions include stakeholder involvement and the new instructional materials review and approval (IMRA) process.

Each school district is required to develop a formal transition plan for implementing new curriculums approved under IMRA. This transition plan must be formally adopted by the local board of trustees.

To guide districts in meeting these requirements, the Texas Education Agency (TEA) developed a model transition plan using the fictional Crofton ISD, demonstrating a structured approach and highlighting best practices.

Texas House Bill 1605: Develop and Adopt a Transition Plan

Under TX HB 1605, each local school district is explicitly required to:

Draft a Written Transition Plan
The bill stipulates that every independent school district in Texas must create a clear, actionable plan for transitioning to new curriculum, instructional resources, and parental local classroom review procedures.
Secure Local Board Approval
In line with the emphasis on local governance, HB 1605 requires the district’s board of trustees to formally adopt the transition plan. This step underscores the importance of community oversight, stakeholder engagement, and the local board’s central role in educational decision-making.

By including these directives, the state aims to standardize the process for how instructional changes are introduced, thereby minimizing confusion among teachers, parents, and students.

TEA’s Sample Transition Plan for Crofton ISD

To help districts meet these requirements, the TEA drafted a sample plan using the fictional Crofton ISD. This plan was designed as a practical, illustrative tool that showcases each component a transition plan should contain. Key elements in TEA’s sample include:

Clear Goals and Objectives

1. Curriculum Alignment: Ensure curriculum resources adhere to state standards and district goals.
2. Instructional Consistency: Maintain alignment across grade levels and subject areas for seamless transitions.

Roles and Responsibilities

1. District Leadership: Outlines how superintendents and central-office administrators will provide oversight, resources, and guidance.
2. Campus Administrators: Details the role of principals and instructional coaches in implementing and monitoring changes at the campus level.
3. Teachers: Specifies expectations regarding training, resource usage, and communication with parents and students.
4. Support Staff and Community Stakeholders: Emphasizes the importance of librarians, counselors, and parent organizations in supporting and reinforcing new initiatives.

Timeline and Milestones

1. Phased Implementation: TEA’s sample includes a step-by-step schedule, detailing when each phase begins, the expected duration, and measurable checkpoints.
2. Assessment Windows: Clearly marks assessment periods to evaluate the effectiveness of new resources or methods.

Professional Development Plans

1. Training Sessions: Highlights face-to-face workshops, online modules, and collaborative planning sessions designed to familiarize staff with updated materials and strategies.
2. Ongoing Support: Illustrates how instructional coaches and lead teachers provide continuous assistance and feedback, ensuring educators remain confident throughout the process.

Communication Strategy

1. Internal Communication: Emphasizes regular updates via staff meetings, email newsletters, and shared online platforms to keep teachers and administrators informed.
2. External Communication: Stresses the importance of engaging parents and the community through town halls, district-wide bulletins, and social media announcements.

Evaluation and Feedback Mechanisms

1. Surveys and Focus Groups: Encourages the collection of feedback from teachers, students, and parents to gauge the transition’s success.
2. Data-Driven Adjustments: Recommends using student performance data, classroom observations, and teacher input to refine the plan and address emerging needs.

Budget and Resource Allocation

1. Funding Sources: Identifies local, state, and federal funds that can support new curriculum resources and training initiatives.
2. Cost Analysis: Provides an outline of anticipated expenditures, including technology needs and professional development programs.

Contingency Planning

1. Risk Assessment: Examines potential hurdles such as technology failures, staff turnover, or unexpected policy changes.
2. Backup Strategies: Details how the district can pivot quickly if challenges arise, ensuring minimal disruption to teaching and learning.

Approval Processes for Materials Used to Supplement State-Adopted Instructional Materials

One aspect of the TEA’s model plan that can be particularly challenging for districts is the approval process for any additional instructional materials that are used in foundational courses where state-adopted instructional materials exist. Because HB 1605 stipulates that any instructional resource must be reviewed and approved for alignment to the TEKS and other criteria, all instructional materials used in the classroom are subject to the provisions of the law.

While a formal process is prescribed within the law for parents to request an instructional materials review, the process for these and less formal review requests should be documented and adhered to within the district’s transition plan.

According to TEA’s Crofton ISD Transition Plan, districts should do the following for foundational courses if any instructional materials used in the classroom are other than state-approved resources:

Demonstrate Alignment to TEKS (Texas Essential Knowledge and Skills)
Any supplemental or locally developed resources must clearly show how they meet or enhance required standards.
Provide Documentation and Rationale
Districts must be able to produce clear justifications for how these additional materials support or improve upon state-adopted instructional resources.

Local Classroom Review Evidence
Having evidence that the materials have been through the district-approved review process is an important but unwieldy consideration for schools.

This layered process, while ensuring quality and accountability, can be seen by many districts as a significant administrative hurdle. However, it is intended to guarantee that any new or supplemental material fully supports student learning and remains consistent with state and district goals as defined in the transition plan.

Where Texas OER Edition of Classwork.com Comes In

Recognizing the administrative burden associated with review and approval of supplemental materials, the Texas OER Edition of Classwork.com provides a record of adherence to any district’s Approval Process.

Streamlined Documentation: Teachers, PLCs, administrators and instructional coaches can submit and review supplemental materials through an organized dashboard that aligns with HB 1605 requirements.
Approval Request Routing and Reports: permission-based roles support custom workflows and data around local approval processes.

With these capabilities, the Texas OER Edition of Classwork.com minimizes the cumbersome nature of the approval process for supplemental resources, making it easier for districts to comply with HB 1605 and certify that only effective, high-quality materials are being used in their classrooms.

Best Practices Highlighted by TEA’s Transition Plan

By constructing a detailed, fictional model for Crofton ISD, the TEA demonstrates a range of best practices that actual districts can replicate. These include:

Stakeholder Involvement: The plan underscores active consultation with teachers, parents, and community members at every stage.
Transparency and Accountability: Clearly defined timelines, milestones, and responsible parties help foster trust and clarity throughout the district.
Continuous Improvement: Emphasis on data collection and feedback loops ensures the plan remains dynamic and responsive to real-world conditions.
Support for Supplemental Approvals: A clear, multi-step approval process for any new instructional materials—especially under BBL—keeps curriculum aligned and consistent.

Conclusion

The sample transition plan for the fictional Crofton ISD serves as a comprehensive illustration of what Texas school districts should prepare to meet the requirements of TX HB 1605. By mandating written plans, rigorous approval processes—including for supplemental materials—and formal board adoption, the legislation ensures thoughtful, consistent, and transparent transitions in curriculum and instruction across the state.

While these protocols can sometimes feel onerous, solutions like the Texas OER Edition of Classwork.com help streamline the review and approval process, making it easier for districts to maintain compliance with state requirements.

TX HB 1605 Best Practices: Crofton ISD’s Transition Plan