001Good afternoon. Welcome to the local classroom reviews session. This is an overview for parents. We are planning to share updates and details regarding classroom reviews. Our session purpose this afternoon is to take a look at the local classroom reviews and to provide an overview of those reviews highlighting the key statutory requirements and processes that will support implementation of local classroom reviews during the 2025-2026 school year. Our session objectives, we're going to spend our time together really unpacking three important details. The first one we're going to really examine state board and commissioner rules impacting LEA implement implementation of local classroom reviews. The second thing that we're going to spend some time together, we're going to outline the parent process requirements to be used during the local classroom review of instructional materials. And then lastly, we want
002to take a look and outline the steps for the parent request process to be used during the local classroom reviews. We wanted to begin our session with an overview to really answer this key question. What is a local classroom review? So you can see on screen that the local classroom reviews came to us from House Bill 1605. To the top right hand side of the screen highlighted in gray, you can see that the local classroom reviews were established, funded, and can now be initiated via parent requests with the SBOE approval of a grade level rubric. It's also important to remind our parents that after HB 1605, more state support is being provided. We also want to anchor ourselves in the fact that districts have local discretion when selecting instructional materials. So instructional materials decisions remain
003inherently local, and we want to really make sure that our parents remember that districts have the local discretion to recommend or require or neither one the use of certain instructional materials within their classroom, and they have the authority to choose SBOE approved materials and non-SBOE approved materials. Also, we want to remind our parents that you have a right to review all instructional materials per 26.006. So you can see on screen the local classroom reviews are really to support district and parent visibility into the classroom instructional material quality. So HB 1605 required the Texas Education Agency to develop local classroom reviews with rubric approval by SBOE. This particular on screen the statute we're looking at is coming up to us from chapter 31. Very important to remember that this is inside parent parental rights and responsibilities.
004So you can see in section 31.0252 is where we get the very specific language about the objectives for local classroom reviews in Texas. So you can see that on numeral one, the local classroom review is really to determine if what is being submitted during that local classroom review corresponds with the instructional materials adopted by the school district. And we'll spend some time in just a moment unpacking how we would make that determination. And then you can see in numeral two, the second objective of the local classroom review. Does the assignment, does what is being submitted during local classroom review meet the level of rigor of the essential knowledge and skills for the grade level in which it is being used? Very important piece also here in in letter B is that you can see that
005the agency shall develop a rubric approved by the State Board of Education to determine if the instructional materials complies with the rigor requirements described or in number two. So we will talk more about those rubrics a little bit later on. Really wanted to anchor us in what those specific objectives are for the review. So on screen you can see this is at a high level what is the purpose of the evaluation. As I mentioned before, we're trying to answer two key questions. So you can see there are number one, how consistently are the instructional materials used in the classroom, those adopted by the school or the school system. Second question we're trying to answer, how consistently are assignments issued to students on grade level? You can see also we're really taking a look at what
006is being evaluated here by taking a look at the alignment to district and campus adopted materials and grade appropriate rigor. I also think it's really important for us to anchor ourselves in what is the grain size or the scope of the review. So remember this review is at a classroom level. And what materials are we turning in to be reviewed? And those would be student assignments, blank student assignments. And we'll talk more about that in just a moment. I also think it's really important for our parents to understand who is going to conduct the evaluation or who is going to complete the local classroom review. And so those are going to be certified reviewers from our education service center or approved vendors. They have to be TEA trained and certified. When are these evaluations occurring
007or when can we begin submitting local classroom review requests? So you can see on screen there the statewide submission window begins September 1, 2025 and extends through the last instructional day for students. And then we also wanted to share with our parents how is this information going to be reported? What are we going to be reporting on? So we are going to report with a local classroom review report that is going to give you the answer to those two questions listed up top about how consistently instructional materials used in the classroom with those adopted by the school or school system, and number two, how consistently assignments issued to students are on grade level. So at a very high level, a summary of the local classroom review process. As I mentioned before, we really want to
008take a look at the grain size for local classroom reviews. So what materials would be submitted to be evaluated in a local classroom review? And the answer is we would be submitting blank student assignments. So you can see several examples on screen, three blank student assignments. And they're on screen to highlight a couple of things. Number one, it the source of the assignment does not matter. We are able to apply rubrics to any assignment from any source. Also, down below at the bottom of the screen you can see that in the local classroom review we will also collect one week's worth of lesson materials. Those will include the blank assignments, but it could also include the teacher guide, the student readers, and those are going to be gathered and included in the report for maximum
009parental transparency. And we'll talk about how we're going to work with the blank student assignments and how we're going to work with the week's worth of lesson materials in just a moment. All right. As I mentioned before, the local classroom review rubrics are an essential step of this process to be able to begin local classroom reviews in the 2025-2026 school year. So on April 11th, 2025, the local classroom review rubrics were approved by the SBOE. Those rubrics are listed on screen. So you can see English language arts K-3 foundational literacy skills, English language arts K-3 reading comprehension, English language arts 4-8 reading comprehension, and mathematics K-12. Really important to anchor ourselves in the fact that if we have an approved rubric, a local classroom review can occur in that grade level and in that content
010area. So we have approved rubrics in four places, and you can see the grade bands. We would be able to conduct the local classroom review in English language arts and mathematics. One other thing we wanted to highlight for our parents about the local classroom review rubrics is that those rubrics were created by the agency using the imer rubrics because they were previously approved by the SBOE, and we adjusted those rubrics to focus on the criteria that could be evaluated in student-facing assignments. Really important to highlight here that this ensures that the local classroom reviews are aligned to our statewide waiver process without being duplicative. Okay, so we're on to process requirements for the local classroom reviews and these are really really important because they facilitate the local classroom review process at the local level. So
011we wanted to begin this particular section with who can request a local classroom review. As we started the session, we mentioned that parents can now initiate a request of a local classroom review. So the first question is why would a parent request a local classroom review? There are three use cases listed there on the screen. So the first use case, parents might want access to what their children are doing in class and what the teacher is using to teach. The second use case, I'm not sure what my child brought home or did in class is rigorous enough for their grade or their course. And then the third use case, I don't think what my child brought home or did in class is appropriate for that grade or course. What we really want to highlight here
012is highlighted in yellow, you can see the use case that is directly aligned to the objectives of the local classroom review and that is to determine if what is going on what is being what your students are engaging with in classes rigorous for their grade or course. So that direct alignment with the local classroom review is in that second use case. As I mentioned before, the local classroom review can be requested beginning September 1, 2025. Parents will be can request a local classroom review through their local school systems and we'll talk more about what that means shortly. But each school district will establish a process for parents to request a local classroom review. How will the costs of the approved reviews be covered? Parent requests approved by the school district will be prioritized and conducted
013at no cost to parents. It's going to be funded through a grant for local classroom reviews. Once again, highlighting how will the results of the review be reported at the local classroom review report and it will be published on the district's website. So what are some key process requirements that parents should understand about local classroom reviews as as each school district designs and implements specific policies to facilitate the reviews? So on screen, there are three really important details, important processes, key takeaways that will support parents as they engage in the local classroom review process. The first one, that each district is going to establish a process for parents to request a classroom a local classroom review. You can see in the right-hand side what those process requirements are. You can also see that they are
014going to establish parent petition processes to help parent facilitate the parents requesting the local classroom review at the district level. There will also be an appeals process for parents if if a petition is denied by the local school district board of trustees. So we'll talk more about that. At a high level, that's a summary of the processes that will support parents as they engage with the local classroom reviews at the local level. So let's let's take a look at the five very important key takeaways for our parents as they engage with the local classroom review process. Number one, the parent request process. We want to make sure in this session we understand the local process for parents to request a local classroom review and really understanding what parts of that process are anchored in statute
015and we really want to take a look and unpack some of the questions there on that process just to make sure we understand. Number two, we really want to make sure we understand the minimum requirements for parent petition to the local school board including some of the submission guidelines and timelines. Number three, we really want to take a look at the parent appeals process understanding what that process is for parents if a local school board denies the petition. Number four, we really want to take a look at local classroom review teacher participation and why that impacts parents because the understanding that the school district may not authorize the review of instructional materials used by a classroom teacher for a specific subject or grade level at a specific campus more than once per year. So number
016four, we'll unpack that shortly. It's very important. As teachers in specific subjects and grade levels can engage with the local classroom review one time per year. And then as we've talked about before in number five, we're going to talk about how we're going to share the results of the local classroom reviews so that those are particularly visible to our parents and easily accessible. So let's engage with each one of these key takeaways individually. Let's begin by unpacking the parent request process. And in each section, we'd like to begin with the language from the statute so that we make sure we understand that many of these features that you'll see on the process maps are coming from the language of the statute. So on screen, we're going to engage first with particularly in letter A, lowercase
017A, that the board of trustees of each school district shall establish a process. So remembering that there will be things that are true in every district, but there will also be things that are going to be unique to that district because it's a process that they're adopting at a local level. We want to turn our attention to lowercase C because we can see bolded on screen that we have some of the parents of at least 25% of the students enrolled at a campus and we also have petition highlighted and we have 50% of the students enrolled at a campus. So we really want to take a look at these percentages as they are coming to directly from the statute and how those are translated into the process. Want to pause here for just a moment
018to let our parents engage with this process map. So this process map is an outline of the parent request for local classroom reviews per the statute. So we really want to unpack each aspect of this process map because remember parents submitting a petition to the local board triggers the local review of classroom instructional materials. So let's dive in and unpack this process. As I mentioned before, we were really taking a look at lowercase C because there are percentages listed here in lowercase C that you see translated on the process map. So you can see we have 25% of the students enrolled at the campus and again 50% of the students enrolled at the campus and it has a different impact on how the local education agency attends to your local review classroom review request. So
019let's take a look. So on screen, you can see how those percentages are actually represented in our process map. So if we take a look at why are these percentages included in the parent request process, these percentages are coming from the actual statute. So they're not coming from the school district or the Texas Education Agency. Those percentages that you see listed here in the light gray boxes are the percentages that are translated from the statute. So let's begin to unpack that a little bit. So if you submit a petition to the local school board, there's one of three things that are going to happen. Number one, if that petition represents 25% of the parents from that campus, you you can see that no local classroom review would be required. So that's scenario number one. Then
020let's go to the bottom of the process map where we have more than 25% but less than 50% of the parents being from the campus. So in that particular case, um 25 between 25 and 50%, you can see that that could lead to a local school board taking a majority vote to either conduct the review or not. And we'll look at the statute language in in just a moment um to see where that uh lands. So that is scenario number two. And then you can see at the very top in that third light there in the light gray box that if we have more than 50% of the parents from that particular campus, that there is a approval right for that particular petition because the percentage the threshold is high enough um to warrant moving
021forward with the local classroom review. So we'll talk more about that in a minute, but just really want to anchor um our parents in where the percentages are coming from and how that impacts um what's happening at the local level. So once again, on screen, why are the percentages in the parent request process? Because they come from the statute, so you can see those um dotted blue lines pointing directly to um where those are coming from. And then you can also see why does the parent request process include a majority vote from the local school board um in this in the case the second scenario where it's um between 25 and 50%, you can see that listed here in the statute and highlighted by the dotted blue arrow. All right. So we are working with
022the light gray boxes. So now the second question is going to be why are the uh questions from the uh light blue boxes included? So it's really important to understand that the question is has there already been a review of this greater subject at this campus this school year? And the reason that question is there is because remembering statute, we saw that a teacher is only eligible to um participate in the local classroom review process one time per year. So we'll talk more about where that is in the statute language in just a moment, but that is why those questions are featured in the light blue box. So let's go back to the statute and you can see why are we having um the parent request process ask if the greater subject was reviewed at
023the campus this school year? And you can see on screen with the dotted blue lines where that's highlighted in number three that the teacher for a specific subject or grade level at a specific district school district campus can participate no more than one time per school year. Highlighted on screen. So once again, the parent process reflecting language that is coming to from the statute. All right. So as we take a look at the first part of this parent request process, we can see the percentages that are needed for the petition. We can also see if there has been um a review for that particular teacher, then the review it can't move forward um and there won't be another review required. However, if that teacher has not been reviewed that school year, then of course the
024LEA moves forward to consider um the approval of that particular request. And so we want really want to anchor ourselves in where some of this language is coming from. And that is essentially a summary of the first part of the parent request process. So let's go ahead and engage with the second half of the process map um and we really want to take a look at why are these questions being included in the parent request process? So once again, we have the light blue boxes asking us if the materials have been reviewed by EMRA. And we also have the second blue box asking us were the materials approved by the SBOE? These are two critical questions as we have SBOE has the final approval um on these materials and we'll talk about that in just
025a moment, but it also has a bearing on a local classroom review. So we'll talk more about that in just a moment, but let's take a look at why those are included. So the EMRA process was also enacted under HB 1605 and it really brings um the State Board of Education uh into the instructional materials process. And the State Board of Education has the final authority on the process, the criteria, and the approvals of those um instructional materials. So we really want to be sure and be mindful that we are aware of uh the status of the materials if they're approved or not by the SBOE. And you can see um the parent request process if um the materials have been approved by EMRA, that also means that they've been heavily vetted and analyzed um
026through that process. And so we have a very very good idea about quality standards of those materials. And we also um can tell uh share with parents if those materials have been approved or rejected as you can see here on the screen and be able to provide those reports about those specific materials. So let's go back to our process map and see how that's translated into the process. So if the materials have been reviewed by EMRA, right? We would be reviewing materials for alignment only. And so we really want to take a look at that. However, if the the instructional materials have not been reviewed by EMRA, the local classroom review would move forward and answer the two key questions that we've been discussing during our time together this session, which is are those materials
027submitted corresponding with the adopted materials for the district? And number two, do they meet grade level rigor? So the EMRA process really drives whether or not we're going to take a look at number two. So on screen, you can see we're back to what two key questions the local classroom review answers. And remember, we want to anchor ourselves in what is the purpose of the evaluation and remembering that it's at a classroom level. The second thing we want to remind ourselves of the two key questions that are bolded on screen and indicated here or pardon me highlighted um in blue, what are we evaluating? What are we trying to determine and what are we going to report on? Is also bolded on screen with numerals one and numerals two. And then the scope of the
028review being at the classroom level. All right. Now on screen when we take a look at our our process map, our request process map, were the materials approved by the SBOE? If the materials were not approved by the SBOE, then we would provide the EMRA report to that particular parent. There is um not a need to conduct a local classroom review because we already have a very strong sense from the SBOE and the EMRA process to the quality of those materials. And remember just on screen, those reports are going to be coming from um the EMRA team on the SBOE website, so you can see on screen um the rejected materials if they were not approved, those materials have a report and it explains in depth why those materials were not approved um and it
029really gives the quality report uh that parents may be looking for. All right. So after we unpack the parent request process and look at it for a second time as a whole, the parent request process represents some of the key statutory language that came to us from House Bill so that we can ensure that the local we can leverage and maximize the use of the local classroom review process while also um complying with the statutory language. Okay. So that brings us to our second process to support parents, and that is the parent petition process. Our goal here with this particular piece is to understand the minimum requirements for a parent petition to the local school board, including submission guidelines and timelines. So, let's take a look to unpack the parent petition process. Once again, as
030always, we will begin with the statutory language, and you can see that the petition pieces are highlighted in lowercase C at the bottom. Um and it really is important to take a look at the petition and the role it plays as the catalyst or the the way to begin the local classroom review process. And on screen, wanted to share some of the parent petition uh pieces that are really important for our parents to know. So, for the purposes of the parent petition for local uh classroom reviews, a parent means the parent who is listed on the school registration form of the campus. And that's really, really important. And your school district may have a process to submit in their parent portals um the request, but just know um that the school registration form will play
031play a big role. The other thing for parents to keep top-of-mind is the confidentiality of the petition, the signers and the students is at a very high level, um and it is our recommendation that um those are provided individually. The third thing we want to make sure that our parents are keeping top-of-mind is that the parent request submission window begins September 1, 2025. And we do want to make sure that we have equitable equitable access for our parents across the state for local classroom reviews. Um we want to also make sure that we have one parent signature per enrolled student. You can also see highlighted and bolded on screen that we want to make sure that our teachers um are engaging in this process one time per year for a specific subject or grade level
032at a specific campus. Really, really important to to note here. And then, we really will also want to state up that the petition be submitted to the school board president and the district superintendent. So, our third process to support parents in local classroom reviews would be the parent appeals process. So, we really want to highlight here is making sure we're understanding the appeals process for parents if a petition is denied by the school district board of trustees and what that might look like. Once again, anchoring in the statutory language for this particular piece, you can see bolded on screen on uh lowercase B, numeral two, that the board of trustees of the school district can determine if the request will be granted either originally or through an appeals process. So, each district will be able
033to facilitate the appeals process after they get that in place. However, we wanted to name for all of our parents on our session today that the parents appeals process for the denial of a local classroom review by a school board could take the shape of three levels. So, if informal means are not successful, parents may initiate the formal process described below by filing a formal written complaint form at the local level following local level policies. So, level one could be engaging with the school or campus principal. Level two could be engaging with the superintendent or the superintendent's designee, and level three could also be engaging with the school board of trustees or the charter school board. Please note, if after exhausting the local grievance process levels one through three, a parent is still aggrieved by
034the school district's decision, the parent can file an appeal in writing to the commissioner of education. And you can see the icon here, the complaint navigator, parent complaint navigator to the bottom right to facilitate that process. All right. So, for number four, key process for parents is being aware of teacher participation. So, we want to make sure we're building our understanding that the school district may may not authorize the review of instructional materials used by a classroom teacher for a specific subject or grade level at a specific campus more than one time per year. Very, very important that we keep that in mind, that the teacher participation um is at the forefront. And that is coming to us from uh 31.0252. So, these are very important considerations for the local classroom review. So, you can
035see uh there on the first icon that we're trying to make every effort to minimize the extent possible the time a teacher is required to spend complying with a review conducted under this uh section. It is also really important to remember that uh we really want our teachers engaging with children in the classroom in the learning process and supporting them in every way they can. And so, we want to make sure, if at all possible, that we do not require teachers to spend more than 30 minutes collecting materials for the review. And then, as I mentioned before, that we cannot authorize the review of instructional materials for classroom teacher more than one time per year. So, teacher participation is really important. So, for number five, sharing results of the local classroom review. As I mentioned
036before, the school district uh is going to um make the process to request a local classroom review visible for parents, and the results of the local classroom review um with parents is going to get a report, and we'll talk about the report in just a minute. And those reports um will be publishing those results on the district website so that parents can access those reports easily. Let's unpack that just a little further in terms of how we're going to share the the report. So, you can see on screen the local classroom review reports will detail the extent to which the assignments meet grade level rigor and align with instructional materials adopted by the school district or campus. Those are the two questions, two key questions we're trying to answer with the local classroom review. You
037will also see, and just a moment we'll unpack that a little bit more deeply, that the materials, a full week's worth of materials, um that has been collected for the local classroom review, will also be provided in the report for maximum transparency for our parents. And then, the other piece, the last bullet there that you can see, is that the local classroom review reports will be published on district websites within 10 days of receiving the report. Of course, those reports would not include any teacher or student information prior to posting. So, when we take a look at the processes that are going to be used to support our parents, there are really those five key processes. So, really want to anchor us in the summary that we really want to understand the parent request process,
038the parent petition process, they're featured in number two, the parent appeals process in number three, the local classroom review teacher participation in number four, and then how those results and those reports are going to be shared on number five. Now, let's engage with the local classroom review, the specific components that are going to be really, really important to answer those two questions that we've been mentioning throughout our time together. So, you can see, hopefully, something that's familiar now, uh chapter 31 on screen, and you can see those two key questions highlighted in orange. And we really want to ask ourselves, how are we going to determine if what is submitted corresponds with the instructional materials adopted by the school or the school district campus? And then, how are we going to determine if the assignments
039that are submitted meet grade level rigor. So, we want to spend some time making that really clear to our parents about what we're going to use to make those determinations for number one and number two. Once again, a summary of the specific components for this particular section, in number one, we're going to take a look at the certification and provision of instructional materials form. And this particular form is going to be used to help us determine the answer to question number one. Is what is submitted corresponding to what is adopted by the school district campus? So, we'll talk unpack that more deeply in just a moment. For number two, the local classroom review rubrics. Those rubrics have been approved by SBOE and are going to help us determine grade level rigor, the number two that
040we've been talking about. Number three, we're also going to talk about how we're going to report on those two key questions and we'll unpack that more deeply in just a moment. And then number four, we're going to take a look at the local classroom review appendix and this appendix is going to present a collection of resources for parents to understand the report. And we'll talk about what's going to be included in that appendix including the week's worth of materials that were collected from the classroom. And then number five, last but not least, the local classroom reviews. What is going to be scorable materials and what will be non-scorable materials? So, we really want to take a moment to unpack each one individually just to make sure we have clarity. So, let's begin with number one.
041What role is the certification of provision of instructional materials form going to play in the local classroom review process? So, once again on screen, we're going to work with question number one there highlighted in orange. Or pardon me, numeral one highlighted in orange. And we're going to take a look at how do we know what the district adopted for their materials in a grade level and a subject? And the answer is we know from the certification of provision of instructional materials form. So, each district submits this form to the Texas Education Agency annually and there is a process for those district adopted materials. But really want to anchor ourselves and and really let our parents know that this is the form that we're going to use to determine if what's being submitted that was in
042the student's fourth grade folder actually aligns to what the district adopted for fourth grade. As you can see, the certification of provision of instructional materials form is submitted annually and it is required for all the subjects. It's really helpful for us to use during the local classroom reviews as we attend the local classroom reviews in English language arts and mathematics. So, as you can see on screen, if we're going to try to answer question number one, does the assignment submitted for the local classroom review correspond to the materials adopted in the in the school district? The first thing that we're going to do is take a look at the assignment here on the left-hand side of the screen that has been submitted for the local classroom review. So, that is a blank student assignment. The
043source of that assignment is identified down there at the bottom of the screen. You can see Edmentum and Study Island. And then we just simply need to compare on the right-hand side of the screen for the materials used in math in that district, what did they identify? And you can see that they identified that yes, indeed, they have adopted Edmentum Study Island. So, when we need to answer the question, does this assignment submitted for local classroom reviews correspond to the materials adopted in the district? In this particular case, the answer is yes because Edmentum assignment source came in and Edmentum is what has been adopted by the school district. Now, in another example, if we say, does the assignment submitted for the local classroom review correspond to the materials adopted in the district? In this
044particular case, what has been submitted for the local classroom review, you can see the assignment source is SplashLearn and that does not correspond with what has been adopted by the district. And so, in this particular case, the answer would be no. We do not have an assignment that is corresponding to the materials adopted by the school district. Now, when we look at another specific component of the local classroom reviews in number two, the local classroom review rubrics approved by the SBOE play a pivotal role in helping us work with question number two. So, the rubrics are going to be applied to assignments to see if those assignments meet grade level rigor. And so, the rubrics will play a let's say a pivotal pivotal role in these particular grade bands and subjects. So, just a reminder
045that the local classroom reviews can occur in subjects and grade levels where we have approved rubrics. So, those are on screen just as a reminder. But let's take a look at another example. So, if we're trying to answer question number two, does the assignment submitted for the local classroom review meet the level of rigor for that grade level? What we would do is we have the math assignment there on the left-hand side that has been submitted for the local classroom review. Our TEA certified reviewers would then evaluate that blank student assignment using the rubric, the math K through 12 local classroom review rubric on the right to say yes or no that this assignment meets grade level rigor. And so, in this particular case, the the example given on screen, this particular assignment based on
046TEKS alignment, depth and coherence, balanced conceptual and procedural understanding and productive struggle, the answer is yes to the question, the critical key question number two for the local classroom review. In another example on screen, remember this is question two where we're trying to determine if we're meeting grade level rigor. On the left-hand side of the screen, you can see the ELAR assignment submitted for the local classroom review. You can also see the assignment source. And then on the right-hand side, you can see the SBOE approved rubric for ELAR grades four through eight. So, our TEA certified reviewers would take that rubric and apply it to the assignment to evaluate the degree to which it meets the rubric standards. And in this particular case, the assignment does not meet grade level rigor. All right. So, on
047our specific components and our takeaways here on number three, we really wanted to dive into the local classroom review score report. So, we're going to use a standardized yes/no format just to help everyone be clear. So, let's take a look at the local classroom review results are going to be directly connected to the components outlined in the statute. So, you can see when we're working with question one, do we have alignment to the district adopted materials? It's either going to say yes or no. And question two, does it meet expectations for grade level rigor? You're going to get a report that says yes or no. To make it very very clear for everyone involved about the these two key questions for the local classroom review report. All right. So, let's talk about the appendix for
048the local classroom review. The appendix is going to offer additional insights. It's going to also offer a couple of things here. Let's let's take a look on screen. So, the appendix one, you can see on screen, these are going to be the documents, everything that all the blank student assignments that were submitted for the local classroom reviews are going to be included in the hyperlink in appendix one so that you can see what was scored, what the certified reviewers actually applied the rubric to in terms of blank student assignments. Also remember, in appendix one, we will include a full week's worth of lesson materials and all the other pieces that were going on in that classroom as a non-scorable materials and we'll talk about that in just a minute so that our parents have maximum
049transparency and can see what a week's worth of instructional materials for their children looks like and that will be behind the link that will be on the report in appendix one. It also has the SBOE approved approved rubrics for the local classroom reviews so those are very very visible to parents and you can see them for four approved rubrics there, some scoring methodology pieces, will also include the EMAC process and the glossary. Just to try to assist um in case there are uh any other materials or any other uh elements that need further explanation. And then in number five, the specific components or takeaways, we really wanted to take a look at the local classroom reviews, what is scorable and what is non-scorable. So remember, our the scorable pieces of the local classroom reviews are
050the blank student assignments. So we're going to apply the SBOE approved rubrics to blank student assignments. What are non-scorable materials in the local classroom review? Those are going to be all of the other materials. Um and so we really wanted to gather those materials to make them visible to parents. As we were just discussing, really that uh appendix one is going to be divided into two parts. You're going to see the blank student assignments that were scored with the rubric, like what you see on the left-hand side of the screen here, but the math blank student assignment. And then on the right-hand side of the screen, you're going to see all the other materials that were included from the week's worth of uh instructional materials, and those will be classified as non-scorable materials. In other
051words, we're not applying the rubric to the materials that were submitted as non-scorable materials, but we definitely want to collect them and make them visible to parents. So really our key question for this section is what were the specific components of the local classroom review and how will results be reported? How are we going to determine the answer to the two key questions for the local classroom reviews? And once again, back to our summary uh and our specific takeaways for this particular section, um like I said, five key takeaways for our parents in terms of how the certification of provision of instructional materials form is going to be used to determine if what is submitted corresponds with what is adopted by the district. Number two, the rubrics really going to help us evaluate whether or
052not the assignment is at grade-level rigor. The score report, what that will look like and how it reports directly on the two key questions for the local classroom review. And in number four, we were talking about how the appendix is going to help us have um a line of sight into the full week's worth of instructional materials. Uh and then number five, how those materials are going to be organized in the appendix. They're going to be scorable materials if they're blank student assignments, they're going to everything else will be non-scorable materials, and only the scorable materials will have the rubrics applied to them. Okay. In circle the local classroom reviews, we wanted to bring you uh an update for on on the grant funding and how that works for parents. And we can summarize it
053um very simply. Our parents are uh parent request processes, pardon me, our parent requests approved by the school district are going to be prioritized and conducted at no cost to parents. And those are going to be funded through a grant for local classroom reviews. We do want to share our contact information with you. Um we we are going to put regularly and periodically post um resources and updates about on the local classroom review webpage on the TEA webpage, and do invite you um to check in periodically with us um as we are working throughout uh the summer and the fall semester to launch the local classroom review process. I also want to encourage you to reach out to our email address if there's a specific question that you have that our team might be able
054to assist you with. We are happy to help and do our best to to answer your questions about the local classroom review. We do want to thank you for taking the time to join the overview for parents of the local classroom review process. And we want to want to thank you for all that you do to support your students each and every day at school um because it is so incredibly important our partnership as we work together to do the best we can for all the students in Texas.