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Can you speak a little more to the revision process? How did the choice to have texts added/removed work? What was the process to getting from public comment to the final revised version look like?

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We will need to review existing content and adjust sample lessons as needed, e.g.: if a lesson or unit has been adjusted.

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In addition to being really clear with APs about what materially has changed, I think we will need to support them in communicating the WHY to LEAs who may have been previously using the CER version.

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We will need to give a very solid content training for all who seek certification in order for them to feel reassured as they deliver their own trainings.

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Similar to the previous column- we will need to update sample lessons, curriculum maps, and other sample materials as needed.

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A one page overview of the changes from CER to OER might be helpful to districts currently using the CER materials

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Can you explain the choice of units for Unit 7in Grade 3? We have 2 options of units there that districts can choose from. One is on Native Americans and does cover some TX groups but is not limited to our state.  The other is very focused on TX history and builds some great knowledge in preparation for G4 Social Studies courses.

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Can you explain the choice of units for Unit 7in Grade 3? We have 2 options of units there that districts can choose from. One is on Native Americans and does cover some TX groups but is not limited to our state.  The other is very focused on TX history and builds some great knowledge in preparation for G4 Social Studies courses.

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The messaging in trainings will need to be clear around certain aspects. I see positive opportunities to share how certain changes have aligned better with RBIS, STAAR and with school calendars.

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We need to be strategic on how we will group the grade level bands for training purposes, to set everyone up for success

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New to HQIM: more of a focus on the constants (e.g., RBIS alignment) | CER users: more of a focus on what's different

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Big picture reviews that folks can go back to as many times needed

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Perhaps the pathway that LEAs will need to follow to make the change. Everyting from the "why" to the how

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Do we have a plan to communicate all of these changes to LEAs aside from product trainings from our Approved Providers, or is that the primary way they will hear about it?

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Are there still documents that list the TEKS/ELPS of each unit? These used to be at the very end of the unit.

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Will districts access the materials via a platform or will they go through sboe.texas.gov/?

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Where are the Component Navigation and Program/Implementation Guides located online in case we would like to name where participants can access these during training sessions?

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Will need to be specific of the terminology changes with a brief description vs new users won't need the comparison.

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As we talk about the more rigorous texts for comprehension, which I fully agree- research demonstrates this is key for fostering students' comp skills. I am also wondering how can we ensure the trainings to APs focus on the "how" of this delivery- just like it was mentioned. When teachers would see these more complex text, we want to avoid the "editing" to "Scaffold. Rather equip educators with the strategies to be successful delivering the content. Just a thought!

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Are there options for districts who choose not to embrace the OER, are they able to continue using the CER?

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How were the religious texts selected (like the lessons on Esther for example)? Was the impetus to include these so that we would better adhere to the education code, or to include a different kind of story? Was it a direct response to feedback?

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Having a heat map of religious texts may be helpful :)