HQPK is a State REQUIREMENT!

  • Every Pre-K program serving eligible four-year-old students in the state of Texas must provide a High Quality Pre-K Program according to statutory requirements.

    High-quality Pre-K components apply to public school districts, open-enrollment charters, and Districts of Innovation.
    Per statute (TEC §29.164 - 29.172) and Commissioner’s Rule (19 TAC §102.1003), the components of a high-quality prekindergarten include: 

    • Curriculum
    • Progress Monitoring
    • Teacher Qualifications
    • Student-Teacher Ratio
    • Family Engagement Plan
    • Program Evaluation

  • Curriculum:

    LEAs are required to implement a state-approved curriculum.

    Per TEC §29.167 (a), 19 TAC §102.1003 (b), and §102.1003 (f) (1), LEAs are required to implement a curriculum in their prekindergarten programs that addresses all ten developmental domains in the 2022 Texas Prekindergarten Guidelines. 

    Ten Developmental Domains: 

    • Social and Emotional Development
    • Language and Communication
    • Emergent Literacy - Reading
    • Emergent Literacy - Writing
    • Mathematics
    • Science
    • Social Studies
    • Fine Arts
    • Physical Development and Health
    • Technology

  • Progress Monitoring: 

    LEAs are required to implement and submit BOY and EOY data for Pre-K.
    LEAs providing Pre-Kindergarten for eligible 4-year-olds must collect data on student progress in these five domains: 

    1. Emergent Literacy: Language and Communication
    2. Emergent Literacy: Reading
    3. Emergent Literacy: Writing
    4. Mathematics
    5. Health and Wellness (this includes the Social and Emotional components of the assessment tool)

  • Additional Qualifications for Pre-K Teachers:

    Statute:
    Per TEC Section 29.167(b): Each teacher for a Pre-K program class MUST be certified under Subchapter B, Chapter 21 ("Certification of Educators").  

    Rule:
    Per 19 TAC §102.1003 (i) (4): In a format prescribed by TEA, a school district or open-enrollment charter shall:
    (4) Report additional teacher qualifications as described.

    19 TAC §102.1003 (d): Each teacher of record in a high-quality Pre-K program class must be certified under TEC, Chapter 21, Subchapter B, AND have one of the following additional qualifications:  

    1. Certification offered through a training center accredited by Association Montessori Internationale or through the Montessori Accreditation Council for Teacher Education

    2. Be employed as a prekindergarten teacher in a school district that has ensured that:

      (A) prior to assignment in a prekindergarten class, the teacher who provides prekindergarten instruction has completed at least 150 cumulative hours* of documented professional development addressing the Texas Prekindergarten Guidelines in addition to other relevant topics related to high-quality prekindergarten over a  consecutive five-year period; OR

      (B) a teacher who has NOT completed training required in subparagraph (A) of this paragraph prior to assignment in a prekindergarten class completes the first 30 hours* of 150 cumulative hours of documented professional development before the beginning of the next school year. The professional development shall address topics relevant to high-quality prekindergarten and other ECE related topics, such as: 

           (I) the Texas Prekindergarten Guidelines;
           (II) the use of student progress monitoring results to inform classroom instruction;
           (III) improving the prekindergarten classroom environment to enhance student outcomes; and
           (IV) improving the effectiveness of teacher interaction with students as determined by an evaluation tool; and

        (ii) the additional hours in the subsequent four years in order to continue providing instruction in a high-quality prekindergarten classroom; and

             (C) at least half of the hours* required by subparagraph (A) or (B) of this paragraph include experiential learning, practical application, and direct interaction
              with specialists in early childhood education, mentors, or instructional coaches.

    1. Child Development Associate (CDA) credential

    2. Documented completion of the Texas School Ready Training Program (TSR Comprehensive)

    3. *Associate or baccalaureate degree in early childhood education, early childhood special education, or a non-early childhood education degree with a documented minimum of 15 units of coursework in early childhood education

    4. at least eight years' experience teaching in a nationally accredited child care program or a *Texas Rising Star Program

    *Updated by House Bill 2729 in the 88th Texas Legislature Effective September 1, 2023.

  • Student-Teacher Ratio:

    LEAs are required to attempt to maintain an average 11:1 ratio. 

    The ratio required under the high-quality prekindergarten requirements is separate from class size limits. Senate Bill (SB) 2081, passed by the 87th Texas Legislature, Regular Session, 2021, added prekindergarten classes to the existing class size limit of 22 for kindergarten through grade 4.   

    While the class size limit is 22 students per class, local education agencies should attempt to maintain an average student-to-teacher ratio of 11:1 across all high-quality prekindergarten classrooms. For example, both requirements would be met if a full classroom with 22 students includes the teacher of record and an educational aide.  Local education agencies may employ various strategies to attempt to maintain an average 11:1 ratio. 

    Please note: In meeting this high-quality component, districts should implement and document their continuous efforts in maintaining the 1:11 ratio until it is achieved. TEC §29.167 (d); 19 TAC §102.1003 (h)(i) 

    *This ratio is for both LEAs, open-enrollment charters, and districts of innovation per TEC §29.167 (d) and 19 TAC §102.1003 (h). 

  • Family Engagement Plan:

    LEAs must write and implement a Family Engagement Plan associated with the district's Prekindergarten program. 

    Per statute:
    A school district shall develop and implement a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. (TEC §29.168(a))

    The Commissioner's Rule:
    A school district or an open-enrollment charter school shall develop, implement, and make available on the district, charter, or campus website a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. An effective family engagement plan creates a foundation for the collaboration of mutual partners, embraces the individuality and uniqueness of families, and promotes a culture of learning that is child-centered, age-appropriate, and family-driven. (TAC 102.1003(f))

    Family Engagement Plans for HQPK should have the following SIX components: 

    1. Facilitate family-to-family support

    2. Establish a network of community resources

    3. Increase family participation in decision-making

    4. Equip families with tools to enhance and extend learning

    5. Develop staff skills in evidence-based practices that support families in meeting their children's learning benchmarks

    6. Evaluate family engagement efforts and use evaluations for continuous improvement

    ⭐ LEAs must make their HQPK Family Engagement Plan available to their community on their website by November 1st of each school year.

    ⭐ LEAs must include the direct link to the HQPK Family Engagement Plan in their annual ECDS submission. (Note: District website will not suffice.)

    TEA now has a rubric in place, which scores Family Engagement Plans as Beginning, Developing, Accomplished, or Exemplar.
    All HQPK Family Engagement Plans should reach or exceed "Accomplished" status.

     

  • Program Evaluation:

    LEAs must evaluate their Pre-K program annually.

    This high-quality component encompasses an ongoing process to improve student outcomes and should be completed annually.  A district's program evaluation should involve internal reflection and evaluation of current practices in order to identify areas of strength and opportunities for growth as a means for continuous improvement of their Pre-K program.


    To support districts in evaluating their programs, TEA has created the following: 

    These are supporting documents.  Districts may use the self-assessment provided by TEA, or they may utilize a different tool.  At a minimum, districts must use student progress monitoring data to evaluate their program.  


    There are webinars available to support districts in completing program self-assessments, as well.

  • Click the image below to visit our dedicated High Quality Pre-Kindergarten website! 

    ESC15 HQPK