HQPK Progress Monitoring
Progress monitoring is a critical component of effective teaching; it is a way of discovering what students are interested in, what they are learning and having difficulty learning, and how they are changing over time. Armed with this knowledge, teachers can track the progress of students and make instructional choices to promote each individual student’s learning.
In accordance with , school systems providing high-quality, full-day prekindergarten (pre-k) for 4-year-olds must collect data on student progress at the beginning, middle, and end of year in health and wellness, emergent literacy language and communication, emergent literacy reading, emergent literacy writing and mathematics using a commissioner-approved progress monitoring instrument.
The Commissioner's List provides extensive details for each approved data collection tool. This list can be accessed through the Educator Resources page on the TEA website, as well as the Data Tool Selection Guide page. For support in identifying required measures that correlate with the progress monitoring domains, review the High-Quality PK Progress Monitoring Domains and Correlating Instrument Measures resource.
School systems must submit beginning and end of year data annually to TEA's Early Childhood Data System (ECDS). Raw data for MOY will not be collected in the 2024-25 school year.
The instrument administration windows are determined locally. It is recommended that the BOY instruments be administered within the first 60 days of school so that the resulting data can be used for instructional purposes. School systems should ensure they have systems in place to collect and report student progress monitoring data for students who may have missed the administration or enrolled after the designated window. This data is crucial for the reporting of ÌÒ»¨ÉçÇøÊÓƵ Public Education Information Resource (TPEIR) reports on prekindergarten student progress monitoring results are accurate.
As part of the required family engagement plan, school systems are encouraged to provide families with progress monitoring updates that address all five required domains at least three times a year. ()
- Tool Selection Guide
- PreK4 Assessment Requirements and Calendar (2025-2026)
- PreK-2 Key Dates and Requirements (2025-2026)
Requirements for 3-year-olds vs 4-year-old Pre-K Students
In mixed classrooms with both 3- and 4-year-olds, school systems should use developmentally appropriate progress monitoring for 3-year-old students. Monitoring can be adjusted for 3-year-olds at the school system’s discretion. Monitoring may not be adjusted for 4-year-old students.
In stand-alone pre-k 3-year-old classrooms, specific progress monitoring is not required for students served. However, if a school system conducts student progress monitoring with its eligible three-year-old students using an appropriate tool from the Commissioner’s list, the BOY and EOY data should be submitted to TEA through ECDS annually.
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