Lever 4

High-Quality Instructional Materials and Assessments

All students engage daily with TEKS-aligned, high-quality instructional materials, and assessments that support learning at appropriate levels of rigor.

ESF framework graphic

District Commitments:

District commitments describe what local education agencies do to ensure that schools are set up for success.

  • The district provides the campus with standards-aligned, highquality instructional materials that include the full unit and daily lesson plans, aligned assessments, scope and sequence, integrated supports to meet the needs of all students including special populations, and all necessary materials for implementation with fidelity.
  • The district provides access to interim assessments aligned to the standards and the expected level of rigor.
  • The district’s annual academic calendar includes days for schoolbased professional development activities that align with the assessment calendar and allow for data-driven reflection.
  • The district provides an interim data assessment platform to capture assessment data by item and student level.
  • District policies support the effective use of standards-aligned, highquality instructional materials and assessments.

Essential Action

Essential Actions describe what the most effective schools do to support powerful teaching and learning. The first essential action listed under the priority is foundational — schools should address first in continuous improvement efforts, as they provide the foundation upon which the other essential actions develop.



Daily use of high-quality instructional materials aligned to instructional planning calendars and interim and formative assessments

  • Daily lesson-level, unit, and interim assessments are administered to determine if students learned what was taught. Assessments are at the appropriate level of rigor and aligned to TEKS and instructional materials. Time for reteach is built into the scope and sequence.
  • High-quality instructional materials are consistently used across classrooms, including resources intentionally designed to meet the needs of students with disabilities and English learners, along with other student groups with diverse needs.
  • Campus instructional leaders frequently review how teachers internalize, modify and use lesson plans, providing feedback and lesson planning support regarding alignment to the scope and sequence, the standards, and the expected level of rigor.