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TIA Handbook 2024-25
Explore our detailed handbook on the Teacher Incentive Allotment (TIA), designed to provide a thorough understanding of TIA requirements and processes. Key highlights include:
- TIA Designations: Definitions and distinctions of Master, Exemplary, and Recognized Teachers
- Eligibility Criteria and Duration
- State Requirements: Comprehensive guidelines for teacher observation and student growth measures
- Northside ISD's TIA Plan: Specifics on designation systems, scoring, funding, and communication strategies
- Appendices: Complete list of eligible teacher service IDs
This resource is essential for educators and administrators aiming to maximize the benefits of the TIA program.
NISD Teacher Incentive Allotment FAQ
General Program Information
In June 2019, the Texas Legislature passed House Bill 3. This bill established the Teacher Incentive Allotment (TIA) gives teachers an accessible pathway to earning a higher income while remaining in the classroom, allowing them to make a greater difference in the lives of Texas students. TIA elevates the teaching profession and allows districts to celebrate their top performing teachers with compensation and recognition through teacher designations.
Teachers do not apply for TIA. Unlike previous education programs, the Teacher Incentive Allotments are additional state funding written into statute allowing for sustainable funding. There are no caps on teacher designations or allotment funds.
Designations are distinctions awarded to highly effective teachers. TIA established three levels of designation: Recognized, Exemplary, and Master. Designations are awarded to teachers either through their district’s local designation system or by achieving National Board Certification. Teachers with an active National Board certification may be designated as Recognized by the Texas Education Agency (TEA).
Districts have the option to build a local designation system to designate teachers as Recognized, Exemplary, or Master. Before applying for a local designation system, districts develop evaluation criteria based on teacher observation and student growth data to identify their most effective teachers. A local designation system must be approved by TEA before the district can issue designations. This requires a two-step application and approval process.
While TEA places no restrictions on which teaching assignments are eligible for designations, building a local designation system is complex, and each district has their own unique needs. Districts implementing a local designation system may choose to start with specific campuses, subject areas, and/or grade levels. Many districts begin their system with a subset of teaching assignments, and expand their system to include most or all teaching assignments in subsequent years.
National Board Certification is a voluntary, advanced professional certification for Pre-K-12 educators that identifies teaching expertise through a performance-based, peer-reviewed assessment. Teachers are certified based on standards set by the National Board for Professional Teaching Standards (NBPTS). NBPTS requires three years of experience as a certified teacher before registering as a candidate for National Board certification.
Classroom teachers who achieve National Board certifications may be designated as Recognized, even if their district does not have a local designation system. The designation will be awarded in the same school year in which they achieved National Board certification. National Board Certified Teachers (NBCTs) must be listed in the NBCT DIRECTORY as a Texas teacher and have an active National Board certificate to be eligible for TIA.
NISD is currently in the application phase. The district worked with a stakeholder committee to determine which teachers will be eligible to qualify during the initial roll out.
Per TEA: Districts implementing a local designation system may choose to start with specific campuses, subject areas, and/or grade levels. Many districts begin their system with a subset of teaching assignments, and expand their system to include most or all teaching assignments in subsequent years.
Teacher designations are valid for five years. Within the five years, teachers may be put forth for a higher designation if their performance qualifies them, but they cannot be submitted for a lower designation. Some district spending plans may include variability based on continued performance levels.
Designated teachers who meet performance standards and district qualifications can be put forth for a new designation in their final designation year. Once the designation expires, it will be removed from the SBEC certificate, and allotment funding will no longer be generated.
Teachers must be coded as 087 and must teach students at least 50% of the time.
TIATexas.org website will show payouts by district under the funding map. Payouts are higher for the most high need schools.
Payments are TRS eligible; some rules apply if you are close to retirement on an increase in salary that exceeds 10%.
There are two components:
- TTESS Teacher observation and
- Relative and reliable data on student performance
Some districts have put in place optional additional factors such as teacher attendance. Northside has not added optional factors.
As long as you are coded 087 in PEIMS and teach students at least 50% of the time the money keeps flowing for your five years.
Districts must give 90% of the funds to the teacher. The NISD stakeholder committee decided the local spending plan for the funds. Northside will pay 90% to teachers. The district’s 10% will fund:
- Support for Cohorts for National Board Certification
- Development of Growth Measures for Phase 2 and beyond
- Teacher Support and Training
- Program Administration
The plan looks at Domains 2 and 3 on T-TESS. If a teacher is rated “developing” or "needs improvement” on Domains 2 and 3, you don’t qualify at all. Teachers must score at least proficient on all domains.
TEA requires that all teachers teaching in grades/subjects included in a district’s TIA plan be evaluated annually. Therefore, any teacher that is eligible for a TIA designation cannot waive the T-TESS process for the school year, even if the teacher does not wish to be considered for a TIA designation.
- 55% Recognized Teacher
- 60% Exemplary Teacher
- 70% Master Teacher
- Based on student who met or exceeded growth expectation
*In 2023 STAAR was revamped and these performance levels will likely change before the NISD application is turned in in April.
Yes, if you are nationally certified, you automatically get it at the Recognized level.
The state mandates that a stakeholder committee made up of teachers determines the district’s plan. The committee looked at what student growth assessments are in place and will give valid and reliable data as required in the application process.
Payout amounts are based on campus level of economically disadvantaged students and whether a campus is rural/nonrural. Northside does not have any rural campuses.
**The designation allotment year determines the dollar amount based on the teacher’s campus assignment NOT the teacher’s campus assignment during data collection year.
This is in the spirit of retaining teachers in hard to fill positions.
**Payout amounts will vary annually, as TEA releases updated payout amounts each April.
TEA does not welcome this practice; they want the comparison to be BOY to BOY or EOY to EOY.
Northside set a minimum of 5 students.
The teachers are automatically eligible if they fall into the qualifying teacher group.
- Data capture is 24-25, the first payout would occur summer 2026
- Teachers would then be qualified for 5 years
- Anyone who doesn’t qualify, can attempt every year
- Anyone who does qualify, has the opportunity to increase the following year
You cannot lose designation for 5 years.
Once our application is approved this spring, we have to pass data validation next year.
YES, it is impacting recruitment and retention.
It is public information on SBEC certificates.
Teacher Specific Information
TEA designed TIA with some specific mandates that the district must follow. One is that for a teacher to qualify, their students must show growth on a valid and reliable growth measure. Since EOC’s only have a ‘growth measure’ in the form of transition tables for English I and II, and Algebra 1, the district is only able to include these HS teachers in phase 1.
However, we are currently researching assessments containing growth measures that can be implemented so that science teachers and other subjects will be included in future phases.
TEA requires that all teachers teaching in grades/subjects included in a district’s TIA plan
be evaluated annually. Therefore, any teacher that is eligible for a TIA designation cannot waive
the T-TESS process for the school year, even if the teacher does not wish to be considered for a TIA designation.
No, you must appear in PEIMS as a teacher.
No minimum, A first year teacher could qualify.
A teacher can also be in an alternative certification program and just need to be coded 0875.
NISD may have different phases and look at different growth measures to phase in and could add other teachers in later years.
Not all teachers will appear in phase I of Northside’s TIA plan. Every teacher is eligible through the National Board Certification program and that may be faster for some groups of teachers.
Because a teacher keeps the designation for 5 years, we see qualified teachers helping other teachers and work with them to ensure they get qualified. This strengthens the PLC process and fosters teamwork and not competition in this initiative.
Co teachers assigned as a secondary teacher in qualifying subject areas will be eligible for TIA.
The collab partner or co teacher is qualified based on the students assigned to them as the secondary teacher on the master schedule only.
Yes
Yes, teachers can request a second observer on an observation. This does not apply to the summative. The T-TESS appraiser of that teacher conducts the summative which looks at all observations and walkthroughs to determine the final summative score.
Correct - No Qualification for DAEP campuses.
No, Teacher must be assigned in a qualifying TIA subject. Also, transition tables only reflect student data for first time test takers, therefore, there would be no way to measure student growth for retesters.
As long as you are coded 087 in PEIMS and teach students at least 50% of the time the money keeps flowing for your five years. However for a teacher to be able to requalify in year 5, they must be a teacher in a qualifying subject.
Teachers and students are reported to TEA based on the home campus the magnet resides on.
If they are in a qualifying subject, they must follow the same requirements for all TIA eligible teachers.
No, The state requires two components:
- TTESS Teacher observation and
- Relative and reliable data on student performance (student growth)
Some districts have put in place optional additional factors such as teacher attendance. Northside has not added optional factors.
Map is currently not being used in high school.
As long as you are coded 087 in PEIMS and teach students at least 50% of the time the money keeps flowing for your five years. However for a teacher to be able to requalify in year 5, they must be a teacher in a qualifying subject.
No, the district is working to get additional teacher groups eligible in future phases. Teachers must be coded as 087 and must teach students at least 50% of the time. In addition, teachers must have a minimum of 5 students assigned to them as teacher of record.
Yes, a teacher must have a minimum of 5 students assigned to them in a qualifying subject area.
Co teachers assigned as a secondary teacher in qualifying subject areas will be eligible for TIA. As long as you are coded 087 in PEIMS and teach students at least 50% of the time the money keeps flowing for your five years. However for a teacher to be able to requalify in year 5, they must be a teacher in a qualifying subject.
Co teachers assigned as a secondary teacher in qualifying subject areas will be eligible for TIA. As long as you are coded 087 in PEIMS and teach students at least 50% of the time the money keeps flowing for your five years. However for a teacher to be able to requalify in year 5, they must be a teacher in a qualifying subject.
No
No, they do not have students assigned to them in the master schedule as a daily classroom teacher. The intent of TIA is to keep teachers in the classroom with students.
Yes
No
Placement is determined based on the needs of the students at the campus assignments.
Yes
AVID Excel courses have a student composition made of emergent bilingual students (advanced and advanced high) and are taught by an ESL teacher with the appropriate certification. These courses are part of the MS framework for emergent bilingual students. These teachers are eligible to qualify under reading student growth measures. AVID Excel is a supplemental course while AVID is an elective course.
Administrator Specific Information
TIA was designed for teachers.
The data across the state does not reflect that as a norm.
There are currently no plans to add additional interns or administrators.
There are currently no plans for this.
Only SUMMATIVE ratings in Domains 2 and 3 are scored and submitted for TIA purposes. So what a teacher scores on an individual observation and/or walkthrough doesn’t get submitted.
The February snapshot data is used to submit qualifying teachers and student assignments.
No (DNA Local)
National Board Certification Specific Information
The state reimburses the NBC teacher once it appears on their license, no matter the TIA status of the district they are working in.
Yes, you have to recertify every 5 years.
The difficulty level is reported to be the same as getting a masters and takes about a year and a half.
Yes
Yes, you must be reported as an 087 (teacher) to the state.
Please contact Scott McKenzie in NISD. He has been working closely with Region 20 regarding our current cohort and future National Board cohorts.
No, they are not classroom teachers. TIA is designed to recruit and retain teachers in the classroom.
Yes, if you are nationally certified, you automatically get it at the Recognized level.
T-TESS & Calibration Specific Information
Yes, this is accurate.
All walkthroughs can be as long as you need to collect sufficient evidence. For example, 10-15 minutes will be sufficient.
Every domain is not required to be scored for a single walkthrough.
No, retire/rehire teachers do not need to attend T-TESS training at this time. Retire/rehire teachers will be considered “Off Year” and will not have a formal observation. Further information will be shared around procedures for retire/rehires.
No, there will not be a rubric. T-TESS and student growth are measuring two different things.
The T-TESS appraisal system requires the appraiser to justify their score based on the evidence collected during the lesson and the alignment to the T-TESS rubric. Student growth data is based on a student's cumulative progress over time. If we base T-TESS scores on student growth data, we are completely bypassing the T-TESS rubric and best teaching practices. Administrators will have to complete the annual summative reports prior to knowing student growth measures so we must ground our ratings based on the evidence collected and the T-TESS rubric.
Phase 1 Eligible Teachers
Elementary | Middle | High School | |
General Education | K-5th Math | 6th-8th Math, Algebra I | |
K-5th Reading | 6th-8th ELAR, English I, II | ||
SCE Reading and Math | 6th-9th Math | ||
6th-10th Reading | |||
ESL | K- 5th Dual, Bilingual, ESL and Newcomer | 6th- 8th ESL and Newcomer | 9th- 10th ESL and Newcomer |
Special Education | K-10th Collaborative and ALE/AU (in qualifying classes listed above) |
Growth Measures in reading and math as determined by % of students who met or exceeded expected growth using NWEA MAP and/or TEA Transition Tables. If a teacher administers more than one assessment, then take the higher of the two percentages. In order to be eligible, a teacher must have a minimum of 5 students assigned to them.
Phase 1 by Course and Level
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
1005 | LANG ARTS K | 02625001 | English Language Arts and Reading, Kindergarten | |
1505 | READING K | 02625001 | English Language Arts and Reading, Kindergarten | |
1505C | READING K C | 02625001 | English Language Arts and Reading, Kindergarten | |
1011 | LANG ARTS GR 1 | 02625010 | English Language Arts and Reading, Grade 1 | |
1511 | READING GR 1 | 02625010 | English Language Arts and Reading, Grade 1 | |
1511C | READING GR 1 C | 02625010 | English Language Arts and Reading, Grade 1 | |
1012 | LANG ARTS GR 2 | 02625020 | English Language Arts and Reading, Grade 2 | |
1512 | READING GR 2 | 02625020 | English Language Arts and Reading, Grade 2 | |
1512C | READING GR 2 C | 02625020 | English Language Arts and Reading, Grade 2 | |
1013 | LANG ARTS GR 3 | 02625030 | English Language Arts and Reading, Grade 3 | |
1513 | READING GR 3 | 02625030 | English Language Arts and Reading, Grade 3 | |
1513C | READING GR 3 C | 02625030 | English Language Arts and Reading, Grade 3 | |
1014 | LANG ARTS GR 4 | 02625040 | English Language Arts and Reading, Grade 4 | |
1514 | READING GR 4 | 02625040 | English Language Arts and Reading, Grade 4 | |
1514C | READING GR 4 C | 02625040 | English Language Arts and Reading, Grade 4 | |
1015 | LANG ARTS GR 5 | 02625050 | English Language Arts and Reading, Grade 5 | |
1515 | READING GR 5 | 02625050 | English Language Arts and Reading, Grade 5 | |
1515C | READING GR 5 C | 02625050 | English Language Arts and Reading, Grade 5 | |
1002 | CONCEPTS OF LANG ARTS 2 | 80000ELA | Elementary Language Arts | |
1006 | CONCEPTS OF LANG ARTS PK-1 | 80000ELA | Elementary Language Arts | |
1016 | CONCEPTS OF LANG ARTS 3-5 | 80000ELA | Elementary Language Arts | |
1502 | CONCEPTS OF READING 2 | 8000READ | Elementary Reading | |
1506 | CONCEPTS OF READING PK-1 | 8000READ | Elementary Reading | |
1516 | CONCEPTS OF READING 3-5 | 8000READ | Elementary Reading |
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
2005 | MATH K | 02640005 | Mathematics, Kindergarten | |
2005C | MATH K C | 02640005 | Mathematics, Kindergarten | |
2011 | MATH GR 1 | 02640010 | Mathematics, Grade 1 | |
2011C | MATH GR 1 C | 02640010 | Mathematics, Grade 1 | |
2012 | MATH GR 2 | 02640020 | Mathematics, Grade 2 | |
2012C | MATH GR 2 C | 02640020 | Mathematics, Grade 2 | |
2013 | MATH GR 3 | 02640030 | Mathematics, Grade 3 | |
2013C | MATH GR 3 C | 02640030 | Mathematics, Grade 3 | |
2014 | MATH GR 4 | 02640040 | Mathematics, Grade 4 | |
2014C | MATH GR 4 C | 02640040 | Mathematics, Grade 4 | |
2015 | MATH GR 5 | 02640050 | Mathematics, Grade 5 | |
2015C | MATH GR 5 C | 02640050 | Mathematics, Grade 5 | |
2002 | CONCEPTS OF MATH 2 | 8000MATH | Elementary Math | |
2006 | CONCEPTS OF MATH PK-1 | 8000MATH | Elementary Math | |
2016 | CONCEPTS OF MATH 3-5 | 8000MATH | Elementary Math |
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
1050 | LIT AND HEALTH PROFESSION ELA6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1050C | LIT AND HEALTH PROFESSION ELA6 C | 03200510 | English Language Arts And Reading, Grade 6 | |
1050CD | LIT AND HEALTH PROFESSION ELA6 CD | 03200510 | English Language Arts And Reading, Grade 6 | |
1051 | LIT AND HEALTH PROFESSION ELA7 | 03200520 | English Language Arts And Reading, Grade 7 | |
1051C | LIT AND HEALTH PROFESSION ELA7 C | 03200520 | English Language Arts And Reading, Grade 7 | |
1051CD | LIT AND HEALTH PROFESSION ELA7 CD | 03200520 | English Language Arts And Reading, Grade 7 | |
1052 | LIT AND HEALTH PROFESSION ELA8 | 03200530 | English Language Arts And Reading, Grade 8 | Active 2025-2026 |
1052C | LIT AND HEALTH PROFESSION ELA8 C | 03200530 | English Language Arts And Reading, Grade 8 | Active 2025-2026 |
1052CD | LIT AND HEALTH PROFESSION ELA8 CD | 03200530 | English Language Arts And Reading, Grade 8 | Active 2025-2026 |
1061 | ELA 6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1061C | ELA 6 C | 03200510 | English Language Arts And Reading, Grade 6 | |
1061CD | ELA 6 C D | 03200510 | English Language Arts And Reading, Grade 6 | |
1061ALE | CONCEPTS ELA 6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1061APP | APPLIED ELA 6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1061NC | ELA NC 6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1062 | GLOBAL LITERACY I: MULTI LIT | 03200510 | English Language Arts And Reading, Grade 6 | |
1062C | GLOBAL LITERACY 1: MULTI LIT C | 03200510 | English Language Arts And Reading, Grade 6 | |
1062 CD | GLOBAL LITERACY 1: MULTI LIT CD | 03200510 | English Language Arts And Reading, Grade 6 | |
1066 | ADV ELA 6 | 03200510 | English Language Arts And Reading, Grade 6 | |
1071 | ELA 7 | 03200520 | English Language Arts And Reading, Grade 7 | |
1071C | ELA 7 C | 03200520 | English Language Arts And Reading, Grade 6 | |
1071CD | ELA 7 C D | 03200520 | English Language Arts And Reading, Grade 7 | |
1071ALE | CONCEPTS ELA 7 | 03200520 | English Language Arts And Reading, Grade 6 | |
1071APP | APPLIED ELA 7 | 03200520 | English Language Arts And Reading, Grade 6 | |
1071NC | ELA NC 7 | 03200520 | English Language Arts And Reading, Grade 6 | |
1076 | ADV ELA 7 | 03200520 | English Language Arts And Reading, Grade 7 | |
1077 | ADV ELA 7 GT | 03200520 | English Language Arts And Reading, Grade 7 | |
1096 | GLOBAL LITERACY II: CCP | 03200520 | English Language Arts And Reading, Grade 7 | |
1096C | GLOBAL LITERACY II: CCP C | 03200520 | English Language Arts And Reading, Grade 7 | |
1096CD | GLOBAL LITERACY II: CCP CD | 03200520 | English Language Arts And Reading, Grade 7 | |
1084 | ELA 8 | 03200530 | English Language Arts And Reading, Grade 8 | |
1084C | ELA 8 C | 03200530 | English Language Arts And Reading, Grade 8 | |
1084CD | ELA 8 C D | 03200530 | English Language Arts And Reading, Grade 8 | |
1084ALE | CONCEPTS ELA 8 | 03200530 | English Language Arts And Reading, Grade 8 | |
1084APP | APPLIED ELA 8 | 03200530 | English Language Arts And Reading, Grade 8 | |
1084NC | ELA NC 8 | 03200530 | English Language Arts And Reading, Grade 8 | |
1087 | ADV ELA 8 | 03200530 | English Language Arts And Reading, Grade 8 | |
1097 | GLOBAL LIT III: INQRY AND DISC | 03200530 | English Language Arts And Reading, Grade 8 | |
1097C | GLOBAL LIT III: INQRY AND DISC C | 03200530 | English Language Arts And Reading, Grade 8 | |
1097CD | GLOBAL LIT III: INQRY AND DISC CD | 03200530 | English Language Arts And Reading, Grade 8 | |
1567BAS | LITERACY SKILLS 6 BASIC | 03273410 | Reading Elective, Grade 6 | Supplemental/Dyslexia |
1567INT | LITERACY SKILLS 6 INTERMEDIATE | 03273410 | Reading Elective, Grade 6 | |
1568 | READING 6 SCE | 03273410 | Reading Elective, Grade 6 | Supplemental Reading |
1575BAS | LITERACY SKILLS 7 BASIC | 03273420 | Reading Elective, Grade 7 | Supplemental/Dyslexia |
1575INT | LITERACY SKILLS 7 INTERMEDIATE | 03273420 | Reading Elective, Grade 7 | |
1579 | READING 7 SCE | 03273420 | Reading Elective, Grade 7 | Supplemental Reading |
1587BAS | LITERACY SKILLS 8 BASIC | 03273430 | Reading Elective, Grade 8 | Supplemental/Dyslexia |
1587INT | LITERACY SKILLS 8 INTERMEDIATE | 03273430 | Reading Elective, Grade 8 | |
1589 | READING 8 SCE | 03273430 | Reading Elective, Grade 8 | Supplemental Reading |
1663 | ELD 6 BEGINNER | 03273410 | Reading Elective, Grade 6 | Supplemental EB |
1664 | ELD 6 INTERMEDIATE | 03273410 | Reading Elective, Grade 6 | Supplemental EB |
1665 | ELD 7 BEGINNER | 03273420 | Reading Elective, Grade 7 | Supplemental EB |
1666 | ELD 7 INTERMEDIATE | 03273420 | Reading Elective, Grade 7 | Supplemental EB |
1667 | ELD 8 BEGINNER | 03273430 | Reading Elective, Grade 8 | Supplemental EB |
1668 | ELD 8 INTERMEDIATE | 03273430 | Reading Elective, Grade 8 | Supplemental EB |
1672 | ELD 6 ADVANCED | 03273410 | Reading Elective, Grade 6 | Supplemental EB |
1673 | ELD 6 ADVANCED HIGH | 03273410 | Reading Elective, Grade 6 | Supplemental EB |
1674 | ELD 7 ADVANCED | 03273420 | Reading Elective, Grade 7 | Supplemental EB |
1675 | ELD 7 ADVANCED HIGH | 03273420 | Reading Elective, Grade 7 | Supplemental EB |
1676 | ELD 8 ADVANCED | 03273430 | Reading Elective, Grade 8 | Supplemental EB |
1677 | ELD 8 ADVANCED HIGH | 03273430 | Reading Elective, Grade 8 | Supplemental EB |
9093 | ELD A/AH AVID EXCEL 6 | 03273410 | Reading Elective, Grade 6 | Supplemental EB |
9094 | ELD A/AH AVID EXCEL 7 | 03273420 | Reading Elective, Grade 7 | Supplemental EB |
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
2026 | STEM MATH 6 | 02640060 | Mathematics, Grade 6 | |
2026C | STEM MATH 6 C | 02640060 | Mathematics, Grade 6 | |
2060 | MATH 6 | 02640060 | Mathematics, Grade 6 | |
2060ALE | CONCEPTS MATH 6 | 02640060 | Mathematics, Grade 6 | |
2060APP | APPLIED MATH 6 | 02640060 | Mathematics, Grade 6 | |
2060C | MATH 6 C | 02640060 | Mathematics, Grade 6 | |
2062 | ACCELERATED MATH 6 | 02640060 | Mathematics, Grade 6 | |
2068 | MATH 6 SCE | 02640060 | Mathematics, Grade 6 | Supplemental Math |
2070 | MATH 7 | 03103000 | Mathematics, Grade 7 | |
2070ALE | CONCEPTS MATH 7 | 03103000 | Mathematics, Grade 7 | |
2070APP | APPLIED MATH 7 | 03103000 | Mathematics, Grade 7 | |
2070C | MATH 7 C | 03103000 | Mathematics, Grade 7 | |
2072 | ACCELERATED PRE-ALGEBRA | 03103100 | Mathematics, Grade 8 | |
2076 | STEM PRE-ALGEBRA | 03103100 | Mathematics, Grade 8 | |
2076C | STEM PRE-ALGEBRA C | 03103100 | Mathematics, Grade 8 | |
2078 | MATH 7 SCE | 03103000 | Mathematics, Grade 7 | Supplemental Math |
2080 | PRE-ALGEBRA | 03103100 | Mathematics, Grade 8 | |
2080ALE | CONCEPTS PRE-ALGEBRA | 03103100 | Mathematics, Grade 8 | |
2080APP | APPLIED PRE-ALGEBRA | 03103100 | Mathematics, Grade 8 | |
2080C | PRE-ALGEBRA C | 03103100 | Mathematics, Grade 8 | |
2083 | MATH BRIDGE I | 03103100 | Mathematics, Grade 8 | |
2083DL | MATH BRIDGE I DL | 03103100 | Mathematics, Grade 8 | |
2088 | PRE-ALGEBRA SCE | 03103100 | Mathematics, Grade 8 | Supplemental Math |
2121 | ADV MS ALGEBRA I | 03100500 | ALG 1 | |
2123 | STEM MS ALGEBRA I | 03100500 | ALG 1 | |
2123C | STEM MS ALGEBRA I C | 03100500 | ALG 1 |
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
1100 | ENGLISH 1 | 03220100 | ENG 1 | |
1100 ESL | ENGLISH 1 SHELTERED | 03220100 | ENG 1 | |
1103 | ENGLISH 1 C | 03220100 | ENG 1 | |
1111 | ENGLISH 1 M | 03220100 | ENG 1 | |
1120 | ADV ENG 1 | 03220100 | ENG 1 | |
1121 | ADV ENG 1 M | 03220100 | ENG 1 | |
1170 | ENGLISH 1 SOL | 03200600 | ENG1 SOL | |
1200 | ENGLISH 2 | 03220200 | ENG 2 | |
1200 ESL | ENGLISH 2 SHELTERED | 03220200 | ENG 2 | |
1203 | ENGLISH 2 C | 03220200 | ENG 2 | |
1212 | ENGLISH 2 M | 03220200 | ENG 2 | |
1220 | ADV ENG 2 | 03220200 | ENG 2 | |
1223 | ADV ENG 2 M | 03220200 | ENG 2 | |
1270 | ENG 2 SOL | 03200700 | ENG2 SOL | |
1590 | READING I SCE | 03270700 | READ1 | Supplemtal Reading |
1592 | READING 2 SCE | 03270800 | READ2 | Supplemtal Reading |
1595 | LITERACY SKILLS 9 | 03270700 | READ I | Supplemental Reading/Dyslexia |
1597 | READING I SOL | 03270700 | READ1 | Supplemtal Reading EB |
1598 | READING II SOL | 03270800 | READ2 | Supplemtal Reading EB |
9121 | ELDA-A | 03200800 | ELDA1 | English Language Development and Acquisition (First time taken) must be enrolled in English I at the same time |
9122 | ELDA-B | 03200810 | ELDA2 | English Language Development and Acquisition (Second time taken) Must be inrolled in English 2 at the same time |
9251 | BASIC ENG 1 | 03220100 | ENG 1 | |
9252 | BASIC ENG 2 | 03220200 | ENG 2 | |
9351 | APPLIED ENG 1 | 03220100 | ENG 1 | |
9356 | APPLIED ENG 2 | 03220200 | ENG 2 | |
9363 | CNCPT READING 1 | 03270700 | READ1 | |
9364 | CNCPT READING 2 | 03270800 | READ2 | |
9435 | CNCPT ENG 1 | 03220107 | ENG 1 | |
9474 | CNCPT ENG 2 | 03220207 | ENG 2 |
COURSE | CRS_NAME | Service_ID | STATE_ID_DESCRIPTION | DESCRIPTION |
2150 | ALGEBRA 1 | 03100500 | ALG 1 | |
2155 | ALGEBRA 1 C | 03100500 | ALG 1 | |
2160 | ADV ALG 1 | 03100500 | ALG 1 | |
2161 | ADV ALG 1 M | 03100500 | ALG 1 | |
2170 | ALGEBRA I 9 | 03100500 | ALG 1 | |
2171 | ALGEBRA 1 9 M | 03100500 | ALG 1 | |
9203 | BASIC ALG 1 | 03100500 | ALG 1 | |
9210 | APPLIED ALG 1 | 03100500 | ALG 1 | |
9436 | CNCPT ALG 1 | 03100507 | ALG 1 | |
2883 | STRATEGIC LEARNING FOR MATH | N1110030 | STRATEGIC LEARNING FOR MATH | Supplemental Math |
Three Levels of Designation + Funds
![Recognized Badge](/sites/default/files/2024-06/recognized-badge_500x500.png)
![Exemplary Badge](/sites/default/files/2024-06/exemplary-badge_500x500.png)
![Master Badge](/sites/default/files/2024-06/master-badge_500x500.png)
90% of TIA funds will go directly to teacher who earned the TIA designation.
Which assignments are included?
| Elementary | Middle | High School |
General Education | K-5th Math | 6th-8th Math, Algebra I | |
K-5th Reading | 6th-8th ELAR, English I, II | ||
SCE Reading and Math |
| 6th-9th Math | |
6th-10th Reading | |||
ESL | K-5th Dual, | 6th-8th ESL, | 9th-10th ESL, |
Special Education | K-10th Collaborative and ALE/AU |
How are designations earned?
T-TESS Summative (50%)
Classroom Student Growth (50%)
Growth Measures determined by % of students who met or exceeded expected growth using NWEA MAP and/or TEA Transition Tables. If a teacher administers more than one assessment, then take the higher of the two percentages. To be eligible, a teacher must have a minimum of 5 qualifying students.
Northside T-TESS Calendar for 2024 - 2025
Weeks 1 – 6 (Aug. 19 - Sept. 27, 2024)
- Teacher Orientation
- Conducted no later than the first three weeks of school and at least two weeks before the first observation.
- Aug. 19 - Sept. 6, 2024
- Teacher Professional Goal (TPG) and Student Learning Objective (SLO)
- Submitted to the appraiser for approval within six weeks from the day of completion of the orientation.
- A TPG/SLO Conference is required for teachers in their first year of appraisal under T-TESS and those new to the district.
- Informal Observations and Walkthroughs
- Ongoing feedback to support and develop teacher practices.
- SLO Data Collection
- Collect baseline data on students.
- Aug. 19 - Sept. 27, 2024
Weeks 7 through End-of-Year Conference (Sept. 30, 2024 - May 7, 2025)
- Teacher Orientation for Late Hires
- Late hires (between Oct. 1 and Jan. 31) receive one observation only, regardless of teaching experience.
- Hires after Jan. 31 receive walkthroughs only.
- Teacher Professional Goal (TPG) and Student Learning Objective (SLO) for Late Hires
- Submitted to the appraiser within six weeks from the day of completion of the orientation.
- Ongoing Review and Collection
- Ongoing review of teacher and student data.
- Review of TPG/SLO plan to assess progress towards goals, professional development impact, and teacher/student performance.
- Collection of evidence to support Domain IV from teacher and appraiser.
- SLO Data Collection
- Collect mid-year data on students.
- Collect end-of-year data on students.
- Two reflections must be completed by the teacher and reviewed by the appraiser during the school year. Dates for completing reflections are set by campus administration.
- Informal Observations and Walkthroughs
- Ongoing feedback to support and develop teacher practices.
- Formal Observations
- Window: Sept. 9, 2024 - March 21, 2025.
- Prohibited in the two weeks following orientation, the day before an extended holiday (Nov. 22 and March 7), and the two days prior to Winter Break (Dec. 19 and 20).
At Least 15 Days Prior to the Last Day of Instruction (Before May 7, 2025)
- End-of-Year Conference Timeline for All Teachers
- March 24 - May 7, 2025
- End-of-Year Conferences
- Mandatory and must be held 15 days prior to the last day of instruction.
- A written summative annual appraisal report will be provided to the teacher within 10 working days of the conclusion of the end-of-year conference and shared no later than 15 days before the last day of instruction.
- The written summative annual appraisal report must be shared no later than May 7, 2025.
- Informal Observations and Walkthroughs
- Ongoing feedback to support and develop teacher practices.
Title: 2025-2026
Weeks 1 - 6
- Teacher Orientation
- For teachers new to T-TESS, the district, and when district policy has changed from the last orientation.
- Conducted no later than the first three weeks of school and at least two weeks before the first observation.
- Teacher Professional Goal (TPG) and Student Learning Objective (SLO)
- Returning teachers review the goal(s) established at the EOY Conference to determine if changes are needed, and submit within the first six weeks of instruction.
- New teachers are guided through the TPG/SLO process to self-assess, develop goals, and establish a professional development plan, then submit within six weeks of orientation.
- SLO Data Collection
- Collect baseline data on students.
How TIA Works
![Three Levels of Designation](/sites/default/files/2024-06/icon-three-levels.png)
Three Levels of Designation
Recognized
Exemplary
Master
![3K - 32K](/sites/default/files/2024-06/icon-3k-32k.png)
$3.000 to $32,000
Annual additional funding for each designated teacher
![Prioritizes Hard-to-Staff Positions](/sites/default/files/2024-06/icon-prioritize-hard-to-staff.png)
Prioritizes Hard-to-Staff Positions
Greater funding for high-needs and rural campuses
![Teacher Focused Funding](/sites/default/files/2024-06/icon-teacher-focused-funding.png)
Teacher Focused Funding
90% of all TIA funds go towards teacher pay
![Five Year Validity](/sites/default/files/2024-06/icon-five-yr-validity.png)
Five Year Validity
Teachers retain designations for 5 years regardless of placement