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What is the timeline for the spanish versions of slide decks, support videos, etc in Bluebonnet Math? I am at a DL campus now and they are struggling to find resources to use.

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October PA Parking Lot

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Great Minds Digital Access

Is there a way that we can access the Great Minds digital platform? Teachers often have questions about Great Minds components, and I would love to get in there and get familiar with the platform.

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Bluebonnet Learning Spanish Pilot Digital Instructional Materials

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Math Additional Pacing for Differentiation

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Bluebonnet Learning K-5 Math Unique Calendar Guidance.pdf

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RLA Additional Pacing for Differentiation

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Bluebonnet Learning K-5 RLA Unique Calendar Guidance.pdf

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Will TEA have an accommodation companion guide for BL, like they did for Eureka?

TEA shared these resources last week and said the field guides were coming soon. The accommodation companion guide, should be out in October.

UDL Implementation Guide

Specially Designed Instruction Guide

Guidelines for Co-Teaching in Texas: Administrators

Guidelines for Co-Teaching in Texas: Teachers

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I sent his question to TEA, as soon as it came in from Granbury district leaders. I am unsure how to answer it and want to hear directly from TEA: Do you have any information on the validity and reliability of the bluebonnet assessments?  I was in a 5th grade PLC today and they expressed they don't feel they are valid, reliable, or STAAR aligned.

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Bluebonnet Interaction Tracker Guidelines from Barinia Uribe from TEA on 10/8/25:

Let’s say you met with an LEA and you're entering that interaction. You know there’s potential for movement along the spectrum of interest. For example, you had a phone conversation, perhaps the LEA has now moved from awareness all the way to advocacy. Maybe the LEA started out unsure — they didn’t know anything about Bluebonnet. But after your conversation, now they’re neutral, or maybe even showing interest. If you feel the interaction reflects a shift — say, from awareness to interest — go ahead and record and/or update the interaction to reflect that. Doing so will also update their awareness level in the system.

The key idea is: if you believe there’s been meaningful movement, please record that.

We also have a list of items you can log — like if you hosted a webinar, gave a group presentation, etc. As Todd and I have shared, what you enter is ultimately at the ESC’s discretion. However, our recommendation is: if there's been clear movement, please be sure to capture it.

And finally, if you’ve had a significant meeting that may not show immediate movement but could lead to it in the future, please log that as well.

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How can programs effectively implement an accelerated Algebra I course using the Bluebonnet OER materials, and will the resources be available in time for those moving at a faster pace?
At this point, there’s no official guidance for using the Bluebonnet materials to support an accelerated Algebra I course. That said, all of the slide decks for Algebra I are currently available, which could be useful for those programs moving quickly. As for videos, the Modules 1-2 videos are available, and the videos for Module 3 are  scheduled to be released in early November. Programs moving at double speed may encounter a slight delay in having full video support aligned to their pacing.

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Will there be pacing guidance beyond the “starred” questions?
At this time, there isn’t formal guidance available for condensing or combining lessons in secondary math beyond what’s provided in the pacing guides. However, we do recognize the need for this kind of support and are actively working on developing additional guidance. That said, anything we’re working on currently wouldn’t be tailored specifically for accelerated or double-block courses.

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1. Answers from TEA:

1. Exit Tickets + Multiple PLs in a Day: If an AP is conducting more than one professional learning session in a day, we recommend that they give the corresponding exit ticket at the end of each session. The exit tickets are quick, so hopefully this does not cause a large disruption. If for any reason an AP cannot have a group complete an exit ticket, they can email us an attendance sheet from the session with the session name and all participant names and emails. Wit this information, we can get folks counted on the back end.