Navigating the Adoption of Instructional Materials in Texas

Each year in Texas, school districts can engage in a pivotal process that directly shapes what students experience in the classroom: the opportunity to adopt instructional materials. While this process may appear procedural or routine, it plays a critical role in determining how students access knowledge, skills, and academic opportunities. 

The passage of House Bill 1605 in 2023 reshaped the way Texas reviews and approves instructional materials. At its core, the law introduced a more centralized and structured system for reviewing and funding high-quality instructional materials (HQIMs), aligning them to both the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS). 

The bill also introduced new expectations to strengthen the quality, transparency, and alignment of instructional resources. As districts now also have the opportunity to adopt and implement new instructional materials each year, these reforms  also provide an unprecedented opportunity to ensure that emergent bilingual (EB) students are not only included in this process but prioritized.

Emergent bilingual students make up over 1.3 million learners in Texas public schools, representing 24% of the state's student population. Too often, however, EBs are overlooked in the materials adoption process, not by intention, but by omission. Considering that over 60% of these students are in English-only classrooms, the urgency for supportive instructional materials affects every classroom in Texas.

While this state-level process has made strides in ensuring quality and alignment, it is only part of the equation. The real work and the real opportunity lie at the district and campus levels. 

The district and campus levels are where leaders, teachers, and communities make decisions about what is used in classrooms and how. It is here that the needs of emergent bilingual students must be intentionally and explicitly considered. 

What does this mean in practice? 

1. First, as districts review instructional materials, they must look beyond content alignment alone. It is not enough for materials to meet TEKS; they must also align meaningfully to the ELPS. This means materials should include embedded language supports, such as vocabulary development strategies, visuals, sentence stems, bilingual glossaries, opportunities for structured academic discourse and assessments of language development.
   
   
2. Second, districts must ensure that the voices of bilingual educators, EB specialists, and even families are included in the decision-making process. When reviewing and selecting materials, it is critical to ask: Do these materials support students who are learning English? Do they reflect the cultural and linguistic diversity of our communities? Are they flexible and adaptable enough to meet the needs of students at varying levels of language proficiency? When these questions guide conversations, the result is a more inclusive and responsive instructional landscape.
   
   
3. Third, the implementation of HQIMs must be supported by robust professional development. Even the most well-designed materials will not lead to improved outcomes unless teachers are prepared to use them effectively. This includes training on how to differentiate instruction, integrate language development into content instruction, and use the ELPS to guide planning and assessment. Teachers need time, resources, and coaching to build these skills. 

The success of HB 1605 in advancing access for emergent bilingual students depends not only on the materials themselves but on the mindset with which we approach their adoption and use. A commitment to access requires that we move beyond compliance and into advocacy. It requires that district leaders ask hard questions, that curriculum teams apply a multilingual lens to their work, and that classroom teachers are empowered to meet their students where they are.

Texas educators have always shown a deep commitment to doing what is right for students. With the evolving instructional materials landscape, we are now being called to take that commitment a step further; to ensure that every student, regardless of language background, has access to the tools they need to thrive. This means advocating for HQIMs that are not only standards-aligned but also culturally and linguistically affirming.

As we move through the HB 1605 process, let us not lose sight of the incredible potential that lies within our emergent bilingual students. Let us center their experiences, honor their identities, and equip them with materials that reflect their brilliance. Now is the time for educators, administrators, and curriculum leaders across Texas to take deliberate steps toward instructional access. As your district embarks on the materials review and adoption process:

• Make a plan to include EB voices in every decision. 
• Prioritize resources that reflect the needs of English learners, and push for professional development that empowers teachers to implement them effectively. 
• If you serve on an adoption committee, bring forward questions about language support. 
• If you're a teacher, advocate for tools that help your emergent bilingual students succeed. 

By working together, we can create learning environments where all students are seen, supported, and celebrated. Let’s lead with intention, and make Texas a model for inclusive and high-quality instruction for every child. 

Want to gain deeper insight and access to the tools to support this process? Join us at our upcoming webinar, “Unlocking High-Quality Materials: Transforming Instruction for Emergent Bilinguals Across Texas”, on Thurs, Nov. 6 at 10 am CT.