IMRA Cycle 2026 · Staff Quick Reference · 100s Deck — Side A
IMRA 100s — Overview, Criteria & Reviewer Roles
Pre-Work Reference
What Is IMRA?
  • SBOE's annual Instructional Materials Review & Approval process — established by HB 1605 (88th Legislature, 2023)
  • Provides objective, statewide data so districts can make informed adoption decisions
  • Does not replace district review processes
  • Does not require districts to adopt only approved materials
  • Final reports published at im.tea.texas.gov
Key Terminology
Program OfferingAll programs from one publisher across a grade band (e.g., Mockingbird Math K–5)
ProgramMaterials for one specific grade & subject
ComponentIndividual part of a program — each requires a unique ISBN
ArtifactAn individual unit, lesson, activity, image, etc. that lives within a component — e.g., Unit 4, Lesson 1, Activity 3
Full-Subject Tier-OneCovers ALL TEKS for a grade/subject — no supplementation needed if implemented as designed
Partial-Subject Tier-OneCovers a portion of TEKS — complete for the standards it addresses
SupplementalAssists with one or more TEKS; not designed to stand alone
TEKSTexas Essential Knowledge & Skills — the state standards reviewers evaluate materials against
ELPSEnglish Language Proficiency Standards — apply to English learners in Texas
HQIMHigh-Quality Instructional Materials
6 SBOE Criteria
Four criteria evaluated before the SBOE vote (reviewer responsibility). Two apply after (TEA and publisher responsibility).
Before the SBOE Vote — Reviewers
✓ Standards Alignment100% coverage required (Cycle 2026)
✓ Quality ReviewRubrics + three-cueing compliance
✓ Suitability7 rubric categories
✓ Factual ErrorsBoth QRs and SRs responsible for identifying and reporting
After the SBOE Vote — TEA and Publisher
◷ Physical & Electronic SpecsAccessibility, alt text, captions, color contrast — TEA verifies
◷ Parent PortalPublishers must make materials accessible; districts can report non-compliance
Reviewer Types
Quality Reviewer (QR)Suitability Reviewer (SR)
Primary focusStandards alignment & qualitySuitability compliance & excellence
Also doesFlags suitability issues; factual errorsFactual errors; publisher feedback
Team size5 reviewers3 reviewers
Consensus?Yes — alignment & quality scoresNo — each submits independently
Two-Week QR Cycle
  1. Unpacking Meeting (Sundays) — align on indicator expectations; build evidence collection plan
  2. Evidence Collection — independent review Mon–Sun
  3. Consensus Meeting (Mondays) — compare evidence, score, cross-align
  4. Drafting Meeting (Wednesdays) — translate consensus into written Descriptive Evidence Summaries
  5. Report Drafting & Feedback — finalize; respond to Reporting Coach
  6. Submit (Sundays, 11:59 PM) — by deadline
IMRA Cycle 2026 Timeline
WhenWhat
April 2026Async training begins; Pre-Work
April 22–30Staff training sessions (virtual)
May 1–4QR In-Person Kickoff, Dallas TX
June 2026Standards alignment ends; Phase 1 appeals open
August 2026Phase 2 appeals begin
September 2026Preliminary reports to SBOE
November 2026Final reports; SBOE vote
Dec 2026–Apr 2027Cure period
What's Reviewed in Cycle 2026
  • Math K–12 & Advanced Math 6–8
  • ELAR K–5 & English Phonics K–3
  • SLAR K–5 & Spanish Phonics K–3
  • Supplemental ELAR K–5 & Supplemental SLAR K–5
  • Fine Arts K–12
  • CTE (Batch 1)
Key Coaching Roles
Review CoachPrimary QR team contact; facilitates Unpacking Meeting; supports standards alignment & consensus protocols; provides weekly feedback
Reporting CoachFacilitates Drafting Meeting; takes Consensus notes; supports accuracy of written submissions
Suitability CoachPrimary SR team contact; ensures decisions align with rubric expectations
Written Submission SupportOne QR per team; leads DES drafting; guides indicator-level reporting
Coaches support consistency and rigor — they do not make decisions for review teams. Each coach supports multiple quality review teams.
Three Principles of Evidence Collection
Stay True to the ProgramReview based on what the materials actually contain — not assumptions or expectations
Stay True to the RubricAlign evidence directly to rubric criteria; maintain consistent interpretation of rubric language
Give Meaningful InsightPrioritize the strongest evidence to serve districts, parents, and other stakeholders
IMRA Cycle 2026 · Staff Quick Reference · 100s Deck — Side A of 2
im.tea.texas.gov
IMRA Cycle 2026 · Staff Quick Reference · 100s Deck — Side B
IMRA 100s — Conduct Rules, Suitability & Reporting
Pre-Work Reference
Reviewer Conduct Rules (TAC §67.29)
⚠ Violations must be reported immediately to the Commissioner of Education & SBOE Chair. You are not responsible for others' violations — but you ARE responsible for reporting them.
No Gifts or BenefitsNever accept meals, entertainment, gifts, or favors from publishers, authors, agents, or anyone with a financial interest in approval — regardless of size or intent
Official Meetings OnlyDiscuss materials only during official virtual or in-person review meetings, and only with assigned panel members — not informally with colleagues or other reviewers
No Outside CommunicationNo discussion of materials with SBOE members, unions, organizations, publishers, or anyone with a financial or political interest until the official list is posted
No-Contact PeriodFrom the moment you are contracted through release from duties: zero contact — direct or indirect — with anyone who has an interest in the approval of materials. Applies even at conferences or public settings. Even a polite greeting = walk away and report it.
Duty to ReportIf a publisher, author, or anyone with a financial interest contacts you, walk away immediately and report the contact to the Commissioner and SBOE Chair
Factual Errors
SBOE DefinitionA verified error of fact OR any error that would interfere with student learning — includes grammatical errors, inaccurate calculations, misaligned information, incorrect hyperlinks
Critical ruleA factual error in cited content is NOT a reason to reject the citation. Vote on the citation separately, then report the error in the dashboard. All team members vote on reported errors.
Suitability Rubric: 7 Categories
#CategoryKey Prohibition / Requirement
1Common CoreNo CCSS reference or alignment — explicit or implicit. Note: multilingual supports for EBs are not CCSS evidence.
2Public Education's Constitutional GoalSupports self-governance, American patriotism, founding documents, free enterprise. No gratuitous violence, lawlessness, race/sex superiority. 1776 = founding year (not 1619). Historical protests are NOT prohibited.
3Parental RightsMust not interfere with parents' right to direct moral & religious training (Family Code §151.001)
4No Forced Political ActivityCannot require teachers to address controversial topics; no grades for lobbying or political activism at any level
5Protecting Children's InnocenceNo harmful, obscene, pervasively vulgar, or sexually explicit content. Evaluated holistically — consider grade level.
6Sexual Risk AvoidanceK–3 firewall: no sexuality or reproductive health content of any kind. Grades 4+: abstinence presented as preferred and only 100% effective option; no abortion promotion.
7CIPA ComplianceDigital materials: no harmful images; pre-screened external links; moderation tools for user-generated content. Print-only programs are exempt.
Section 1 vs. Section 2 Flags
🚩 Section 1 — Prohibition (Red Flag)

Content that must not appear. Both specific (one location) and thematic (repeated pattern — requires 3 documented instances at different locations) apply.

✅ Section 2 — Excellence (Green Flag)

Positive evidence of required content (patriotism, founding documents, free enterprise). Required for all programs except supplemental math. Specific flags only — no thematic excellence flags.

Every flag must be tied to specific rubric indicator language. Personal opinion or general concern is not a reportable flag. If you cannot point to a rubric indicator, you do not have a flag.
Suitability Reporting Form Fields
  1. Reviewer type: Quality Reviewer or Suitability Reviewer
  2. Flag type: Section 1 (prohibition) or Section 2 (excellence)
  3. Suitability category & subcategory
  4. Publishing company & program offering name
  5. Component title & ISBN (auto-populates)
  6. Specific or Thematic
  7. Page number — never blank; use navigation text for digital (e.g., "Unit 2, Lesson 4")
  8. Hyperlink to exact location; type N/A for print-only programs
  9. Description of Location — use directional language: "bottom right corner of page 16…" / "under the orange 'Student Action' heading…" / "beginning at 1:34 and ending at 4:57…"
Thematic flags require three sets of the above fields (one per instance). All three must be at different locations.
Three-Cueing (K–3 RLA Programs Only)
Prohibited by TEC §28.0062(a-1). Only Quality Reviewers on RLA K–3 and Supplemental RLA K–3 programs are responsible for flagging this.
DefinitionUsing Meaning (semantic), Structure/Syntax, or Visual cues to identify words instead of decoding — the MSV system. Prohibited only for word identification, not comprehension or writing.
Red flag prompts"Look at the picture to figure out the word" / "What word would make sense here?" / "Skip the word and come back" / "Check the first letter — does it match what you said?"
Not three-cueingEmbedded mnemonics (e.g., snake image → /s/ sound); fluency practice once automaticity is developed; reading comprehension or writing instruction
ReportingSame fields as a specific suitability flag. Reported separately from suitability flags.
Key Takeaways — 100s
  • SR teams work independently — no consensus required for suitability
  • QR teams reach consensus on alignment scores and quality scores
  • Coaches provide feedback weekly; reviewers have 5 days to correct
  • Category 5 (obscene content) ≠ Category 6 (sexuality instruction)
  • IMRA informs district decisions — it does not mandate them
IMRA Cycle 2026 · Staff Quick Reference · 100s Deck — Side B of 2
im.tea.texas.gov
IMRA Cycle 2026 · Staff Quick Reference · 200s Deck — Side A
IMRA 200s — RLA & Math Research-Based Instructional Strategies
Pre-Work Reference
The Simple View of Reading
Reading Comprehension = Decoding × Language Comprehension
  • A weak decoder limits comprehension regardless of language skills — both sides must be developed
  • The brain needs three connected representations of a word: visual (spelling), speech (sound), and meaning
  • Explicit instruction is required to connect all three — this does not happen naturally
  • Once connected, readers develop automaticity (fluency), freeing cognitive attention for comprehension
  • All four RLA RBIS work together — none can substitute for another
Simple View FactorRBIS
DecodingRBIS 1: Foundational Skills
Language ComprehensionRBIS 2, 3, and 4
RLA RBIS 1 — Foundational Skills
Explicit, systematic practice with literacy foundational skills
SystematicSounds and patterns introduced in a carefully determined sequence (K–2)
ExplicitDaily direct instruction: hear it, say it, read it, spell it
Out-of-context practiceIsolated skill practice (word lists, worksheets) — meaning is not the focus
In-context practiceApplying skills in decodable connected text — the most meaningful practice
  • Materials include ELPS linguistic accommodations by proficiency level
  • Embedded mnemonics (snake → /s/) are valid — they strengthen letter-sound connections
  • "Look at the picture to guess the word" is three-cueing — prohibited in K–3
RLA RBIS 2 — Text Complexity
Regular practice with grade-level, complex text and its academic language
  • Most lesson time spent on at or above grade-level text
  • Scaffolds support access — the text itself is never simplified
  • Texts must be well-crafted, diverse, and of publishable quality
  • Complex text = richer vocabulary, ideas, and structures — not just "harder"
  • Leveled-down texts disadvantage emergent bilingual students and struggling readers
RLA RBIS 3 — Knowledge Coherence
Building knowledge and vocabulary through text in all content areas
  • Knowledge and vocabulary are inseparable — you cannot define a concept accurately without both
  • Reading proficiency gaps are often knowledge gaps
  • Reading multiple texts on the same topic accelerates learning (schema-building)
  • Units should build knowledge in: science, history, literature, and the arts
  • Grades 4–8: units must provide 3+ weeks on connected knowledge-building topics
  • Vocabulary must be embedded in content topics — not taught as a standalone word list
  • Coherence = students arrive at a new unit with robust prior knowledge from earlier grades
RLA RBIS 4 — Text-Based Responses
Reading, writing, and speaking grounded in evidence from text
  • Reading, writing, and speaking are reciprocal — each strengthens the others
  • All responses (oral and written) should be grounded in the text
  • Writing must be taught explicitly, not just assigned and evaluated
  • Tasks require: comparing sources, paraphrasing, summarizing, citing evidence
  • Mentor texts are required for each composition type — not optional enrichment
  • Grades 4–8 must include all four types: literary, informational, argumentative, correspondence
RLA HQIM Look-Fors at a Glance
RBISMust see in materials
1Systematic & sequenced phonics; explicit daily instruction; decodable texts; ELPS supports by proficiency level
2Grade-level core texts; diverse & well-crafted; scaffolds for access without simplifying; variety of reading skills
3Scope & sequence for knowledge-building; anchoring text sets; purposeful academic vocabulary; content area integration
4Text-dependent questions; evidence-based tasks; structured discussion guidance; explicit writing instruction; mentor texts
Math RBIS 1 — Balance Conceptual & Procedural
Pursue rigor by balancing conceptual understanding, procedural skill, and fluency
Conceptual UnderstandingComprehension of mathematical concepts, operations, and relations — understanding underlying principles
Procedural FluencyCarrying out procedures flexibly, accurately, efficiently, and appropriately
AutomaticityFast, accurate, implicit retrieval from long-term memory — frees working memory for problem solving
CRA FrameworkConcrete (manipulatives) → Representational (pictorial models) → Abstract (symbolic). HQIM explicitly connects all three and guides students toward efficient procedures.
Conceptual and procedural development are interdependent and iterative — HQIM must explicitly connect them. Daily brief, low-stakes timed practice builds automaticity.
Math RBIS 2 — Depth of Key Concepts
Focus on the most important topics; go deep before moving on
  • The Math TEKS Introduction at each grade K–8 identifies primary focal areas — HQIM must prioritize time on these
  • Tasks must meet the depth of understanding required by the TEKS — not just surface coverage
  • Questions and tasks progressively increase in rigor and complexity across the course
Math RBIS 3 — Coherence of Key Concepts
Connect concepts within and across grades — math tells a continuous story
  • Horizontal coherence: connections across units within the same grade level
  • Vertical coherence: connections to prior grades and to future learning
  • Consistent terminology, tools, and representations across grade levels support coherence
  • Math is "relentlessly hierarchical" — each new concept builds on what came before
Math RBIS 4 — Productive Struggle
Students problem-solve, explain, and revise — with support, not answers
IS productive struggleIS NOT productive struggle
Problems using explicitly taught skillsProblems requiring untaught skills
Teacher lets students think firstTeacher tells students how to start
Open-ended questions when stuckTeacher tells the next step
Multiple problem-solving methodsSingle required method
Students explain & revise thinkingTeacher corrects without reflection
Retrieval Practice Terminology
  • Interleaved practice (mixed problem types) improves long-term retention more than blocked practice (same strategy repeatedly)
  • Spaced practice (distributed over time) improves retention more than massed practice (concentrated in one session)
IMRA Cycle 2026 · Staff Quick Reference · 200s Deck — Side A of 2
im.tea.texas.gov
IMRA Cycle 2026 · Staff Quick Reference · 200s Deck — Side B
IMRA 200s — Quality Rubric, Standards Alignment & Review Process
Pre-Work Reference
Quality Rubric: Two Categories
Implementation QualityMeasures whether materials support effective implementation. Three sections apply to ALL subjects.
Learning QualityMeasures whether materials include high-quality instructional elements aligned to research. Sections are subject-specific and organized by use case — not all indicators apply to every program. Reviewers should confirm which sections apply before beginning evidence collection.
Rubric entries have: Category → Section → Indicator → Guidance Statements (look-fors reviewers gather as evidence)
Implementation Quality — 3 Sections (All Subjects)
§1 Intentional Instructional DesignAre materials well-designed at course, unit, and lesson level? Must include: scope & sequence with pacing (1.1), unit overviews with academic vocabulary & family supports in English and Spanish (1.2), detailed lesson plans with daily objectives and instructional assessments (1.3)
§2 Progress MonitoringDo materials support frequent, strategic monitoring? Three assessment types required: Diagnostic (what students already know), Formative (where support is needed), Summative (confirms proficiency). Must also include guidance for interpreting data and tools for teachers AND students to track growth.
§3 Supports for All LearnersDo materials help educators teach all learners? Must include scaffolds for students below grade level AND enrichment for students above, flexible grouping, and ELPS-aligned supports differentiated by proficiency level (Beginning, Intermediate, Advanced, Advanced High). A single generic "EL accommodation" does not meet this requirement.
Subject-Specific Additions to Watch For
SubjectNotable requirement
CTEPacing accounts for Early College/P-TECH models; lesson overview lists safety gear; linguistic accommodations cover technical language; SDI guidance required
Fine ArtsPacing accounts for rotational schedules; unit overviews cover discipline-specific vocabulary; student agency (choice) is a required design element
Supp. MathMust include alignment guide, implementation guide, and TEKS correlation with diagnostic-based entry points; digital built-in accommodations (text-to-speech, calculators) that can be enabled/disabled
Supp. RLAEntry and exit criteria required; comprehension must address all three levels: literal, inferential, and evaluative
Learning Quality — Key Requirements by Subject
SubjectUnique Learning Quality Requirements
Math§4 Depth & Coherence: tasks meet TEKS rigor; horizontal + vertical + lesson-level connections. §5 Balance: tasks require interpret, create, and apply models (all three). §6 Productive Struggle: multiple methods; anticipatory misconception prompts
RLA K–3§4 Phonics compliance (TEC §28.0062): explicit/systematic instruction, decodable texts, cumulative practice. §5 Foundational Skills. §6 Knowledge Coherence: knowledge-based units. §7 Text Complexity: grade-level texts, scaffolds maintain rigor. §8 Evidence-Based Tasks: text-dependent; mentor texts required
RLA 4–8Same structure, shifted section numbers. Units require 3+ weeks on knowledge topics. All four composition types (literary, informational, argumentative, correspondence) must be present.
CTE§4 Industry-specific knowledge & vocabulary; employability is required, not supplemental. §5 Career investigations must use real Labor Market Information (LMI), not general internet research. §6 Experiential learning uses industry-specific materials; applied problems must be authentic and industry-specific
Fine Arts§4 Discipline-specific artistic literacy; student agency required. §5 Three feedback roles all required: teacher-directed, peer, and student self-reflection. §6 Cross-curricular connections both within fine arts and between fine arts and core subjects; historical and cultural context must be demonstrated, not just exposed
Supp. RLA§5 Vocabulary: morphemic AND contextual analysis — both explicitly taught. §6 Fluency: rate, accuracy, and prosody addressed. §9 Writing: each step of the writing process; mentor texts required
Standards Alignment: Citations & Voting
Narrative CitationAn opportunity for the teacher to teach or the student to learn a knowledge/skill component
Activity CitationAn opportunity for the student to demonstrate knowledge or practice the skill
Student (S) vs. Teacher (T)Vote on student citations first. An accepted student citation counts toward teacher coverage. Use teacher-only citations only if student citations alone don't meet the requirement.
Standard typeCoverage requirement
TEKS content standard1 narrative AND 1 activity citation accepted per breakout
TEKS process standard1 narrative + 1 activity, OR 2 activity citations
ELPS1 narrative OR 1 activity citation accepted per breakout
Sidebars, captions, and end-of-section questions do not count toward coverage — whether print or digital.
Factual Errors & Reviewer Feedback
Factual ErrorReviewer Feedback
What it isA verified error of fact or any error that interferes with student learning (includes grammatical errors, wrong calculations, incorrect hyperlinks)A professional opinion on how the publisher might improve content quality
Required?Yes — mandatory to reportNo — optional but encouraged
Team vote?Yes — all team members voteNo consensus required
Publisher responseMust submit proposed corrections for accepted errorsMay accept or reject the suggestion
A factual error found within a citation does not invalidate the citation. Evaluate alignment separately, then report the error in the dashboard.
Quality Review Process: Three Meetings
Unpacking Meeting (Sundays)Align on indicator expectations; review scoring criteria, look-fors, examples and non-examples; build shared evidence collection plan
Consensus Meeting (Mondays)Share evidence and scores; discuss; confirm team decisions; cross-align across grade levels; respond to Phase 1 appeals
Drafting Meeting (Wednesdays)Translate consensus into written Descriptive Evidence Summaries (DES); group writing for cross-alignment; Reporting Coach models strong writing
The Three C's for DES: Complete (full picture of what's in the program) · Clear (TEA style, no errors) · Concise (most relevant info only; 2–3 sentences per summary). Always cite the source component or artifact.
Key Takeaways — 200s
  • RBIS 1 and 2 generate the most reviewer questions during the Unpack workshop on Day 3
  • Scaffolding ≠ simplifying text — a common misconception on the floor
  • Knowledge coherence is about the sequence across years, not just within a unit
  • Conceptual and procedural understanding in math are interdependent — one supports the other
  • Factual errors and citation votes are separate — an error in a citation does not invalidate the citation
  • Reviewer feedback is optional; factual errors are mandatory to report
IMRA Cycle 2026 · Staff Quick Reference · 200s Deck — Side B of 2
im.tea.texas.gov