ESBD_527753_1782507722247_26-023 Addendum I.pdf
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- Solicitation number
- 701-26-023
- Issued by
- Texas
About this file
This is Addendum I to RFI 701-26-023 issued by the Texas Education Agency (TEA) for Assessment Development Services for the Teacher Incentive Allotment (TIA) program. The addendum clarifies TEA's requirements regarding how student growth will be defined and measured for assessment services supporting multiple annual administrations. TEA emphasizes that growth measurement should emphasize student progress rather than achievement alone, with districts identifying effective teachers based on the percentage of students meeting or exceeding expected growth targets annually. The solicitation seeks vendor proposals for summative assessments in Science and Social Studies with potential expansion to other courses, with responses due July 16, 2026. TEA expects proposed methodologies to clearly explain growth calculation methods, establishment of beginning performance baselines, comparison of end-of-year or subsequent-year performance, and consistent interpretation across multiple administrations. TEA primarily seeks approaches measuring growth from beginning-of-year to end-of-year administrations or from prior-year spring to current-year spring administrations, with growth reflected through changes in scale scores or comparable metrics aligned to applicable course standards.
TEA notes that while student growth percentiles may be acceptable if methodology and alignment to intended use are explained, value-added models are not required for this initiative due to the focus on course-specific growth directly tied to content taught. Vendors must propose and describe their methodology for defining and calculating growth, as no single required statewide methodology currently exists for non-STAAR assessments comparable to the STAAR growth model. The RFI is informational only and will not result in contract awards; responses will inform future procurement planning. Pricing submissions must address three implementation scenarios: small districts (approximately 5,000 students, one subject, two annual administrations), mid-size districts (approximately 25,000 students, two subjects, three annual administrations), and statewide implementation (1,000,000 or more students, three subjects, three annual administrations).
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Texas Education Agency RFI 701-26-023, Assessment Development Services for Teacher Incentive Allotment (TIA)
Addendum I, June 26, 2026
This addendum incorporates the following changes to the above-referenced solicitation:
I. Questions - The following questions and associated responses are hereby incorporated into the above-referenced solicitation:
1. QUESTION: TEA indicates that the proposed assessments would support multiple administrations to calculate student growth. Can TEA clarify how "student growth" is intended to be defined and measured for purposes of this initiative? For example, is growth expected to reflect content mastery, skills development, scale score change across administrations, growth toward proficiency, student growth percentiles, value-added methodologies, or another model?
TEA RESPONSE: For purposes of this proposal, TEA is viewing student growth through the Teacher Incentive Allotment (TIA) lens, where the emphasis is on measuring student growth rather than achievement alone. Under TIA, districts identify effective teachers based on the percentage of students who meet or exceed an expected growth target over the course of the school year. Because local designation systems are locally developed, the specific definition of expected growth ultimately remains a local decision, provided the district can demonstrate that the measure is valid, reliable, standards-aligned, and appropriate for the teaching assignment.
TEA has provided guidance to districts on setting expected growth targets, including sample models for pre-test/post-test measures and individualized approaches (Setting Expected Growth Targets Within Pre-test and Post-Test - Teacher Incentive Allotment). Vendors may propose and describe the methodology they use to define and calculate growth, as there is not currently one required statewide methodology for non-STAAR assessments comparable to the STAAR growth model. Proposed methodologies should clearly explain how growth is calculated, how beginning performance is established, how end-of-year or subsequent-year performance is compared, and how the approach supports consistent interpretation across administrations.
For assessment-based growth measures, TEA is primarily seeking approaches that can measure growth from a beginning-of-year administration to an end-of-year administration, or from a prior-year spring administration to a current-year spring administration. TEA generally expects growth to be reflected through changes in scale score or comparable score metrics across administrations that are aligned to the applicable course standards. Student growth percentiles may also be acceptable if the vendor can explain the methodology and its alignment to the intended use. Value-added models are not needed for this initiative at this time because the focus is on course-specific growth tied to the content taught, whereas value-added models often rely on multiple data points that may not all be directly aligned to the specific course or teaching assignment being measured.
II. All other provisions of the solicitation remain the same.
https://tiatexas.org/resources/setting-expected-growth-targets-within-pre-test-and-post-test/ https://tiatexas.org/resources/setting-expected-growth-targets-within-pre-test-and-post-test/
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