ANTHONY INDEPENDENT SCHOOL DISTRICT
Anthony Independent School District
Located in Anthony, Texas - The Gateway to Texas.
Home of the Wildcats!
Updated 10/17/2024
Teacher
Incentive
Allotment 2024-2025
TIA Committee Members
Sandra Honts – Executive Director of Special Programs
Fernando Garnica – HR Director
Sandra Espinoza – AHS Principal
Veronica Ordoñez – AMS Principal
Jorge Reyes – AES Principal
Janella Saad – MS / HS Band Director
Hiram Espinosa – HS English
Jorge Pinales – HS Math
Tiffany Garcia – MS Special Education
Maggie Hernandez – MS English
Priscilla Terrazas – MS Science
Alberto Villalobos – MS PE
David Rueda – Athletic Director
Rebecca Acuña – ES Special Education
Nicole Stokes – ES Science
Mayra Barbosa – ES Core Content

Index
TEACHER INCENTIVE ALLOTMENT
O V E R V I E W
The Texas Education Agency’s Teacher Incentive Allotment (TIA) was established by House Bill 3 (HB 3), which was passed by the 86th Texas Legislature in 2019 and signed into law by Governor Abbott on June 11, 2019. The goal of the TIA is to provide a realistic pathway to a six-figure salary for teachers in order to help recruit, support, and retain highly effective teachers in all schools, particularly in high-needs and rural schools.
HB 3 established the TIA to recognize effective teachers on three different levels: Recognized, Exemplary, and Master. These teacher designations generate additional teacher-focused allotment funding for districts in order for them to reward their top performers
(http://tiatexas.org).
Teachers earn designations through two different routes:
• National Board Certification (automatic Recognized designation)
• Local Teacher Designation System (TEC Sec. 21.3521)
Anthony ISD’s implementation begins during the 2022-2023 school year. The TIA provides a pathway to financially recognize top teachers and serves as a great opportunity to honor the hard work of Anthony ISD’s teachers.
This will not replace the district’s current pay structure. A stipend, paid with funds received from TEA, will be issued to those who are eligible for compensation under TIA. The TIA payment is credited in the Teacher Retirement System (TRS) and will be used in retirement benefit calculations.
In order to continue to attract, retain, and reward effective teachers, Anthony ISD participates in the Teacher Incentive Allotment to maintain competitive salaries within the region. As educators, the district knows that an effective teacher is the single most important factor for student achievement. Anthony ISD is district-wide Title 1. By allowing teachers to show their effectiveness through this plan we can continue to reward them for their service to this rural, low socio-economic community.
One area of our district's annual strategic plan is to "increase student achievement" we believe participating in TIA helps us accomplish this goal by attracting effective teachers to the district with higher compensation and keeping the effective teachers we already have by maintaining competitive salaries.

Our goal with TIA is to keep our teachers, assist them in increasing their earning power by serving low socio-economic students and help them continuously improve in their profession with coaching and strong professional development. TIA provides a pathway to this goal.
T I A I N A N T H O N Y I S D
Why is Anthony ISD
Participating in the TIA?
D E S I G N A T I O N S
What is a Designation?
House Bill 3 (HB 3) established the Teacher Incentive Allotment (TIA) to recognize effective teachers at three distinct levels: Master, Exemplary, and Recognized. These teacher designations generate additional teacher-focused allotment funding for districts to reward and retain their most effective teachers.
M A S T E R T E A C H E R
Master level teacher designation indicates that the identified teacher has achieved a level of teacher appraisal and student growth performance that places them in a level commensurate with the top 5% of teachers statewide.
E X E M P L A R Y T E A C H E R
Exemplary level teacher designation indicates that the identified teacher has achieved a level of teacher appraisal and student growth performance that places them in a level commensurate with the top 20% of teachers statewide.
R E C O G N I Z E D T E A C H E R
Recognized level teacher designation indicates that the identified teacher has achieved a level of teacher appraisal and student growth performance that places them in a level commensurate with the top 33% of teachers statewide. The Recognized Designation can be earned through the Local Teacher Designation System or through National Board Certification.
P A T H W A Y S
to Designation
The Recognized designation may be earned through National Board Certification. The National Board Certification is available in 25 certificate areas across 16 disciplines with emphasis on grade levels from PK through 12th grade. Anthony ISD staff who possess a National Board Certification should contact the Human Capital Management Department to provide the necessary documentation
National Board Certification
National Board Certification automatically qualifies any teacher for Recognized designation regardless of teaching assignment, but the teacher must be PEIMS-coded as 087. Staff interested in pursuing National Board Certification are encouraged to consult the National Board for Professional Teaching Standards site for more information.
National Board-Certified Teachers (NBCTs) are eligible to earn a Recognized designation if they meet the following criteria:
- Hold an active National Board certification.
- NBCT directory listing reflects Texas residency and/or employment.
- Reported by the Texas school system in a role ID coded as 087 during that year’s Class Roster Winter Submission in February.
- Once earned, the designation will remain active until July following the expiration of the National Board certificate.
- NBCTs are eligible for higher designations through the Local Teacher Designation System.
National Board teachers are eligible to generate an allotment for their district if they meet the following criteria:
- Employed and compensated by a Texas school system in a role ID coded as 087 for at least 90 days at 100% of the day or 180 days at 50-99% of the day.
- Reported by the Texas school system in a role ID coded as 087 during that year’s Class Roster Winter Submission in February.
Local Teacher Designation System
Teachers are eligible to earn a designation through a local designation system if they meet the following criteria:
- Employed by the recommending district in a role ID coded as 087
- Employed and compensated by the recommending district in a role ID coded as 087 for at least 90 days at 100% of the day or 180 days at 50-99% of the day.
- Not currently designated by a local designation system unless being recommended for a higher designation or in the last year of a teacher designation.
All designated teachers are eligible to generate an allotment for their district if they meet the following criteria:
- Employed and compensated by a Texas school system in a role ID coded as 087 for at least 90 days at 100% of the day or 180 days at 50-99% of the day.
- Reported by the Texas school system in a role ID coded as 087 during that year’s Class Roster Winter Submission in February.
L O C A L D E S I G N A T I O N
System Requirements
House Bill 3 provides districts with local control and flexibility in choosing how to evaluate teachers and assign designations.
The designation system must include both a teacher observation and a student performance component:
- Teacher Observation based on T-TESS Domains 2 and 3
- Student Growth Measures Determined by the District. These can include pre- and post-tests, value-added measures, student learning objectives (SLOs), and portfolios. District application must show evidence of validity and reliability.
The systems must be submitted to TEA for approval and undergo a data- validation process, which will be conducted by Texas Tech University. As part of the validation process, Texas Tech will:
- Review alignment between teacher observation ratings and student performance ratings.
- Review alignment between student performance ratings and value-added ratings for applicable teachers.
- Review data validity by appraiser/rater, by campus, across campuses in a district, and by teaching assignment.
- Compare district data to state data by comparing the percentage of teachers a district puts forth for designation to overall district performance.
Anthony ISD’s Local Designation System
The designation system in Anthony ISD includes the following components:
Teacher Observation based on T-TESS: Teachers in the TIA Eligibility Band will receive a full evaluation, including a formal observation. The results of the End of Year conference in domains 2 and 3 will be used to fulfill this component.
Student Growth Measures: In 2024-2025, the growth measures used will be:
- Prekindergarten: CIRCLE: Teachers in eligibility band administer CIRCLE as scheduled by the district. The district calculates individual student growth.
- Kindergarten - 2nd grade: MCLASS. Teachers in the eligibility band administer MCLASS as scheduled by the district. The vendor calculates and provides Anthony ISD with the individual student growth.
- 4 – 8th Reading & Math, Algebra I, English II: STAAR Transition Tables. Teachers in the eligibility band administer STAAR EOC as scheduled by the state. The state calculates and provides Anthony ISD with the STAAR Transition Tables.
- 3rd Reading & Math, 5th & 8th Science, Biology, 8th Social Studies, US History: District Created/STAAR. Teachers in the eligibility band administer a district created pre-test in the Fall. Teachers administer STAAR/STAAR EOC as scheduled by the state. The district calculates student growth.
- Algebra II, Geometry, Precalculus, 4th, 6th, 7th Science, Chemistry, Physics, English III, English IV, 7th Texas History, and World Geography: District Created. Teachers in the eligibility band administer a district created pre-test in the Fall and a post-test in the Spring. The district calculates student growth.
- 5th PE, 7th/8th PE, 9th PE: Teachers in the eligibility band administer a pre-test in the Fall and a post-test in the Spring utilizing the Fitness Gram program. The district calculates student growth.
- AP Spanish, AP Calculus: Teachers in the eligibility band administer a pre-test in the Fall and the AP exam in the Spring utilizing the College Board program. The district calculates student growth.
- CTE – Business Information Management: Teachers in the eligibility band administer an ICEV pre-test in the Fall and the ICEV exam in the Spring utilizing the district provided CTE program. The district calculates student growth.
- Upper School Band – Band I: Teachers in the eligibility will create individual student portfolios and utilize a rubric to determine each individual student’s progress. The district calculates student growth.
T I A E L I G I B L E
Courses 2024-2025
| Service ID | Service Description (Content/Grade-Level) | Subject Description | Grade Level |
|---|---|---|---|
| 03100500 | Algebra I | MATHEMATICS | GRADES 9-12 |
| 03100600 | Algebra II | MATHEMATICS | GRADES 9-12 |
| A3440100 | AP Spanish: Language and Culture | FOREIGN LANGUAGE | GRADES 9-12 |
| A3100101 | AP Calculus AB | MATHEMATICS | GRADES 9-12 |
| 03010200 | Biology | SCIENCE | GRADES 9-12 |
| 13011400 | Business Information Management I | VOCATIONAL EDUCATION | GRADES 9-12 |
| 03040000 | Chemistry | SCIENCE | GRADES 9-12 |
| 02560010 | English As a Second Language, Grade 1 | ENGLISH LANGUAGE ARTS | GRADE 1 |
| 02560020 | English As a Second Language, Grade 2 | ENGLISH LANGUAGE ARTS | GRADE 2 |
| 03220100 | English I | ENGLISH LANGUAGE ARTS | GRADES 9-12 |
| 03220200 | English II | ENGLISH LANGUAGE ARTS | GRADES 9-12 |
| 03220300 | English III | ENGLISH LANGUAGE ARTS | GRADES 9-12 |
| 03220400 | English IV | ENGLISH LANGUAGE ARTS | GRADES 9-12 |
| 02625030 | English Language Arts and Reading, Grade 3 | ENGLISH LANGUAGE ARTS | GRADE 3 |
| 02625040 | English Language Arts and Reading, Grade 4 | ENGLISH LANGUAGE ARTS | GRADE 4 |
| 02625050 | English Language Arts and Reading, Grade 5 | ENGLISH LANGUAGE ARTS | GRADE 5 |
| 03200510 | English Language Arts and Reading, Grade 6 | ENGLISH LANGUAGE ARTS | GRADE 6 |
| 03200520 | English Language Arts and Reading, Grade 7 | ENGLISH LANGUAGE ARTS | GRADE 7 |
| 03200530 | English Language Arts and Reading, Grade 8 | ENGLISH LANGUAGE ARTS | GRADE 8 |
| 03100700 | Geometry | MATHEMATICS | GRADES 9-12 |
| 02010000 | Grade 1 | SELF-CONTAINED | GRADE 1 |
| 02020000 | Grade 2 | SELF-CONTAINED | GRADE 2 |
| 02030000 | Grade 3 | SELF-CONTAINED | GRADE 3 |
| 01020000 | Kindergarten | SELF-CONTAINED | KINDERGARTEN |
| 02640010 | Mathematics, Grade 1 | MATHEMATICS | GRADE 1 |
| 02640020 | Mathematics, Grade 2 | MATHEMATICS | GRADE 2 |
| 02640030 | Mathematics, Grade 3 | MATHEMATICS | GRADE 3 |
| 02640040 | Mathematics, Grade 4 | MATHEMATICS | GRADE 4 |
| 02640050 | Mathematics, Grade 5 | MATHEMATICS | GRADE 5 |
| Service ID | Service Description (Content/Grade-Level) | Subject Description | Grade Level |
|---|---|---|---|
| 02640060 | Mathematics, Grade 6 | MATHEMATICS | GRADE 6 |
| 03103000 | Mathematics, Grade 7 | MATHEMATICS | GRADE 7 |
| 03103100 | Mathematics, Grade 8 | MATHEMATICS | GRADE 8 |
| 03150100 | Music I, Band I | FINE ARTS | GRADES 9-12 |
| PES00000 | PE Substitution Athletics 1 | PHYSICAL ED. & HEALTH | GRADES 9-12 |
| 02530008 | Physical Education, Grade 5 | PHYSICAL ED. & HEALTH | GRADE 5 |
| 03823000 | Physical Education, Grades 7-8 | PHYSICAL ED. & HEALTH | MIDDLE SCHOOL (GRADES 6 - 8) |
| 03050000 | Physics | SCIENCE | GRADES 9-12 |
| 03101100 | Precalculus | MATHEMATICS | GRADES 9-12 |
| 01010000 | Pre-Kindergarten | SELF-CONTAINED | PRE-KINDERGARTEN |
| 03273410 | Reading Elective, Grade 6 | ENGLISH LANGUAGE ARTS | GRADE 6 |
| 03273420 | Reading Elective, Grade 7 | ENGLISH LANGUAGE ARTS | GRADE 7 |
| 03273430 | Reading Elective, Grade 8 | ENGLISH LANGUAGE ARTS | GRADE 8 |
| 02650400 | Science, Grade 4 | SCIENCE | GRADE 4 |
| 02650500 | Science, Grade 5 | SCIENCE | GRADE 5 |
| 03060600 | Science, Grade 6 | SCIENCE | GRADE 6 |
| 03060700 | Science, Grade 7 | SCIENCE | GRADE 7 |
| 03060800 | Science, Grade 8 | SCIENCE | GRADE 8 |
| 03343000 | Social Studies, Grade 7 | SOCIAL STUDIES | GRADE 7 |
| 03343100 | Social Studies, Grade 8 | SOCIAL STUDIES | GRADE 8 |
| 03340100 | United States History Studies Since 1877 | SOCIAL STUDIES | GRADES 9-12 |
| 03320100 | World Geography Studies | SOCIAL STUDIES | GRADES 9-12 |
T I A R E Q U I R E M E N T S
For Designation
TIA Evaluation Frequency
Evaluation of teacher eligibility for a TIA designation is considered annually. This means that every year a teacher receives a T-TESS evaluation and has available student growth measure data, the teacher’s TIA score will be calculated and the teacher has an opportunity to meet TIA eligibility:
- Teachers with an existing TIA designation will be resubmitted for a higher designation within their five-year valid TIA designation period if a subsequent year performance earns a higher TIA designation
- Teachers with an existing TIA designation will not be resubmitted to lower a TIA designation within their five-year valid TIA designation period.
TEA Performance Standards
To implement the Teacher Incentive Allotment, House Bill 3 also requires the setting of “performance and validity standards” to ensure that the identification of highly effective teachers under the three designation categories - Master, Exemplary,
and recognized - yields reliable and comparable results across the state. The performance standards for T-TESS evaluations and student growth are listed below.
Teacher Performance
TIA establishes a priority emphasis on Domains 2 and 3 (Instruction and Learning Environment) of the T-TESS rubric. To be eligible for a TIA-designation, teachers must earn a rating of proficient or higher on each of the eight dimensions measured across Domains 2 and 3 during the data capture year.
Based on an analysis of statewide T-TESS observation data, TEA has identified score averages across Domains 2 and 3 of T-TESS:
- Recognized designation ≥ 3.7
- Exemplary designation ≥ 3.9
- Master designation ≥ 4.5
More information can be found in TEA’s Teacher Observation Performance Standards document.
Student Growth
To be eligible for a TIA-designation, teachers must earn a student growth outcome during the data capture year. TEA established these expectations based on statewide performance expectations:
- Recognized designation ≥ 55%
- Exemplary designation ≥ 60%
- Master designation ≥ 70%
More information can be found in TEA’s Student Growth Performance Standards.
Final District Standards subject to change.
The District’s Teacher appraisal and student growth outcomes are reviewed alongside the State’s Performance Standards as well as available State and National Data to determine the district’s final TIA decisions for Observation and Growth, as well as the inclusion of minimum performance requirements. Once analysis is complete, information is made publicly available.
T E A C H E R E V A L U A T I O N
Requirements for Designations
The Texas Teacher Evaluation & Support System (T-TESS) is the state-adopted teacher appraisal instrument. T-TESS includes three components aimed at capturing the holistic nature of teaching and developing teacher habits of continuous improvement:
- Goal setting and professional development plan;
- Pre-conference, observation, and post-conference (i.e., appraisal cycle); and
- Student growth
For the Texas Incentive Allotment (TIA), Anthony ISD calculates T-TESS dimension scores and an average score for the 8 Dimensions in Domains 2 and 3 of T-TESS.
Dimension Scores
There are eight dimensions in Domains 2 and 3 on the T-TESS rubric:
Instruction (Domain 2)
- Dimension 2.1 Achieving Expectations
- Dimension 2.2 Content Knowledge and Expertise
- Dimension 2.3 Communication
- Dimension 2.4 Differentiation
- Dimension 2.5 Monitor and Adjust

Learning Environment (Domain 3)
- Dimension 3.1 Classroom Environment, Routines, and Procedures
- Dimension 3.2 Managing Student Behavior
- Dimension 3.3 Classroom Culture
Each dimension is scored on a scale of 1-5 in the order as follows:
- Improvement Needed
- Developing
- Proficient
- Accomplished
- Distinguished
S T U D E N T G R O W T H M E A S U R E
Requirements for Designation
Student growth is calculated for all students that have a TIA-designated fall and spring assessment. Student growth performance is associated with individual teachers based on the following enrollment criteria:
- Teacher of record at beginning of year (October snapshot date)
- Teacher of record at end-of-year assessment (April/May)
Student growth will be calculated at the teacher level, combined across all assessed content areas for which the teacher has assigned teaching responsibilities.
In order for teachers to receive a student growth measure, there must be at least six (6) unique student growth records across assigned students and content areas.
Student Growth Instrument
The instrument used to measure student growth depends on the grade level and subject area:
- District Created Pre-Test/STAAR and STAAR EOC is used for 3rd Math & Reading, 5th and 8th Science, 8th Social Studies, US History, Biology
- Prior Year STAAR/End of Year STAAR is used for 4th – 8th Math & Reading, English I, English II, Algebra I.
- CIRCLE is used for pre-kindergarten
- MCLASS is used for kindergarten – 2nd
- District Created Pre/Post Test is used for Algebra II, Geometry, Precalculus, 4th, 6th & 7th Science, Chemistry, Physics, English III, English IV, 7th Texas History, World Geography
- FITNESSGRAM is used for 5th grade, 7/8 grade, and 9th grade
- PORTFOLIOS is used for upper school band
- DISTRICT CREATED PRE/AP Exams is used for AP Spanish - Language & Culture, AP AB Calculus
- ICEV is used for Business Information Management
Calculating Student Growth
For CIRCLE growth, student growth is calculated as the percentage of students who meet or exceed their locally determined projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration. The district will use local historical data, alongside feedback from stakeholders and district leaders, as well as the national data on this assessment, to set the growth target point increase from Wave 1 to Wave 3 for CIRCLE.
For MCLASS growth, student growth is calculated as the percentage of students who meet or exceed their projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
For District Created Pre-Test and STAAR Post Test, student growth is calculated as a graduated percent increase model with the district establishing target growth for each group of students, to determine the percentage of students who meet or exceed their projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
For STAAR Academic Measure, student growth is calculated by the state as the percentage of students who meet or exceed their projected growth from the prior year STAAR administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
For District Created, student growth is calculated by the district as the percentage of students who meet or exceed their projected growth from the fall administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
For ICEV, student growth is calculated as a graduated percent increase model with the district establishing target growth for each group of students, to determine the percentage of students who meet or exceed their projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration
For AP exams, student growth is calculated with the district establishing target growth for each student to determine the percentage of students who meet or exceed their projected growth from the fall (BOY) administration to spring AP exams (EOY).
For Fitness Gram, student growth is calculated with the district establishing target growth for each student, to determine the percentage of students who meet or exceed their projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
For Portfolios, student work is collected at the beginning of the year and EOY. Data is scored against a skills progression rubric to determine, to determine the percentage of students who meet or exceed their projected growth from the fall (BOY) administration (October snapshot of students in a teacher’s class) to the spring (EOY) administration.
The number of students meeting growth expectations and the number of assessed students, regardless of which assessment type and content area, are combined to determine the collective percentage of students meeting (or exceeding) growth.
Additional Teaching Assignments Eligibility:
Special Education Inclusion/Resource Teachers: Rosters will be collected in the fall and verified in the Spring. Student growth will be calculated using the student growth measure for the academic area. The student growth will be included for both the inclusion teacher as well as the general education teacher.
Dyslexia & Resource Teachers: Student growth will be calculated using the student growth measure for the academic area. The student growth will be included for both the Dyslexia/Resource as well as the general education teacher.
S T U D E N T G R O W T H
Measure Integrity
It is important to the integrity of Anthony ISD’s TIA System that student growth measures are administered fairly and consistently throughout the organization. In order to ensure that all students can demonstrate their full potential on student growth measures, the following conditions must be met.
Student Growth Measure Security and Confidentiality
Maintaining security and confidentiality of student growth measures helps to ensure that student performance is accurately measured as a part of Anthony ISD’s TIA system. In order to maintain student growth measure security and confidentiality:
- Student growth measure test content should not be shared/discussed
- Student growth measure test administration procedures should be followed exactly as provided by the test provider
- Student growth measure test materials or student products shall be maintained in a secure location before, during, and after test administration
- Students must be actively monitored during student growth measure test administrations
- Students may not receive assistance to complete student growth measures, beyond what is allowable by the test provider or prescribed by a governing student committee as applicable to standardized assessment programs (e.g., STAAR, ARD, LPAC, 504, etc.).
- Suspected educator misconduct must be reported in a timely manner
Serious Student Growth Measure Testing Violations
The following educator conduct represents serious student growth measure testing violations to security and confidentiality:
- Directly or indirectly assisting students with responses to test questions
- Tampering with or falsifying student responses
- Discussing or disclosing test content or student responses, except as needed for data analysis and/or instructional decision-making
- Duplicating, recording, or electronically capturing test content or student responses, unless authorized to do so by test provider
- Exempting or preventing a student from participating in student growth measures
- Failing to implement sufficient procedures to prevent student cheating
- Encouraging or assisting an individual to engage in any conduct described above
- Failing to report an individual that has engaged in or is suspected of engaging in any conduct described above.
S C O R I N G A N D E L E G I B I L I T Y
District Process
| 1 | The Observation Component includes the T-TESS Domains 2 and 3 |
| The Student Growth Component includes the percent of students who met or exceeded growth for students across all TIA eligible courses | |
| 2 | The Overall TIA Designation score chart used to identify three levels of designations of teachers. The District’s Teacher appraisal and student growth outcomes are reviewed alongside the State’s Performance Standards as well as available State and National Data to determine the district’s final TIA cut points. The district may use the performance minimums to determine overall TIA Designations and/or a Weighted Composite Score to determine TIA Designation. Final TIA Criteria will be made publicly available once analysis is complete. |
| 3 | Individual teacher data is then verified to ensure that the component scores meet the District’s performance criteria: |
| TEA requires the teacher to still be employed as a teacher at the time of TIA data submission. Data submission is typically in the October following the completion of the data collection year | |
| TEA does not permit the district to submit teachers demonstrating the same TIA designation level unless the current TIA designation is expired. | |
| If performance criteria is met, TIA designation is submitted to the State for data review; pending TEA data validation, TIA designation is attached to teacher’s teaching certificate for a period of 5 years. | |
| If performance criteria is not met, no TIA designation is submitted to the State. |
T I A D E S I G N A T I O N
Score Chart (For Exemplar Purposes Only)
Final District Standards subject to change
The District’s Teacher appraisal and student growth outcomes are reviewed alongside the State’s Performance Standards as well as available State and National Data to determine the district’s final TIA decisions for Observation and Growth, as well as the inclusion of minimum performance requirements. Once analysis is complete, information is made publicly available.
P A R T I C I P A T I O N
Elegibility Checklist
| Employee Role is 087 PEIMS-Coded Classroom Teacher |
| Eligible Teaching Assignment - Completed full school year |
| Completed T-TESS Observation Cycle |
| Met Minimum Number of Students for Growth Calculation |
| Does the teacher meet the eligibility requirements? |
Annual Score Card
Each year of the TIA evaluation cycle, TIA-eligible teachers will be provided an annual
score card. The purpose of the score card is to provide transparency within Anthony ISD’s
TIA system. TIA score cards will provide teachers with an
individualized report of the annual TIA outcomes based on their performance. Score card data
elements will include:
- TIA designation level, as appropriate
- T-TESS performance by dimension, domain, and a weighted score of domains 2 and 3
- Student growth outcomes
- Number of students meeting enrollment criteria across classes, course, and content areas
- Number of students meeting student growth
- Percentage of students meeting student growth
Evaluation Frequency
Evaluation of teachers eligible for a TIA designation is considered annually.
Teachers in an eligible-TIA band will receive T-TESS evaluations and have student growth measures calculated annually.
- Teachers with an existing TIA designation will not be annually resubmitted for designation within their five-year valid TIA designation period if they continue to meet the same designation level.
- Teachers with an existing TIA designation will be resubmitted for a higher designation within their five-year valid TIA designation period if a subsequent year performance earns a higher TIA designation.
- Teachers with an existing TIA designation will not be resubmitted to lower a TIA designation within their five-year valid TIA designation period.
T I A
Compensation
The TIA program is available to all Texas school districts and open-enrollment charter schools. The amount of TIA funds generated is determined by a formula that considers campus characteristics, including student socioeconomic status and campus location:
- Schools with greater student need based on socioeconomic factors generate more TIA funds per TIA designated teacher.
- Rural schools generate more TIA funds per TIA designated teacher based on a higher multiplier applied to students based on socioeconomic factors.
For more information about the TIA allotment calculations, see TEA’s Teacher Incentive Allotment page. For more information about the specific amount of TIA funds generated by TIA designated teachers at every campus acrossthe state, see TEA’s Teacher Incentive Allotment Funding Map.
D E S I G N A T I O N
Level
S O C I O - E C O N O M I C
Level
R U R A L
Status
D I S T R I B U T I O N O F
Funds
The District has a clear, written plan to abide by the spending requirements in TEC48.112, including spending at least 90% of the TIA funds awarded to the district on teacher compensation on the campus where the designated teacher works, a maximum of 10% of the district’s allotment on implementing TIA and/or supporting teachers in earning designations.
C O M P E N S A T I O N
Anthony ISD Distribution Plan
- TIA-designated teachers in Anthony ISD receive 90% of TIA funds.
- The District shall retain 10% of the TIA dollars to use as follows:
- To support district oversight of the implementation of TIA and ongoing development of resources for TIA.
- To provide professional development to support teachers in obtaining TIA Designations
Eligibility for Compensation
Teachers with a TIA designation will generate funds if they meet the following criteria:
- Are employed by the district as a teacher (087 Role ID)
- Met or will meet the creditable year of service requirement by the end of the school year
Amount and Frequency of Compensation
TIA compensation is an annual allotment provided by the State and subject to availability of state funding allocations. 90% of TIA compensation must be distributed toward teacher compensation on the campus where a TIA teacher is designated.
- TIA-designated teachers will receive TIA compensation annually based on their TIA designation and TIA state funding for their campus of assignment at the Winter snapshot date.
- Compensation will be distributed prior to August 31st
TRS Retirement Impact of Compensation
TIA compensation amounts will be included in the annual wages reported to the Teacher Retirement System (TRS) and will be used when calculating retirement benefits.
Movement of Teachers
- If a teacher moves campuses within the district during the school year, the teacher will receive the allotment of funds generated by the state at the campus where the teacher is teaching during Winter Roster Verification.
- If a teacher leaves Anthony ISD prior to Winter Roster Verification, they will not receive TIA funds from Anthony ISD.
- If a TIA designated teacher retires from Anthony ISD after the Class Roster Winter Submission, the teacher will receive the funding amount allocated to them based on the TIA approved by TEA. These funds will be paid prior to August 31st.
- If a TIA designated teacher leaves Anthony ISD for reasons other than retirement after the Class Roster Winter Submission, the teacher will not receive the funding amount allocated to them based on the TIA approved by TEA. The TIA funds will be re-distributed at the campus where the TIA designated teacher was employed at Class Roster Winter Submission.
Deduction Information
Employeesareresponsibletopayboththeemployeeandemployerbenefitandtaxcosts. ActualTIA compensation amounts distributed will include deductions for federal income tax, Medicare tax, and TRS contributions as part of an employee’s annual wages reported to the state and federal governments, as well as the Teacher Retirement System (TRS).
Please refer to the Anthony ISD Employee Compensation Handbook for more information.
T I A C O H O R T
G Timelines
Rewarding Teacher Excellence in Texas
Informing Our Teachers About Performance Incentives
TEA designates that at least 90% of the funds received will be spent on teacher compensation on the campuses where the designated teacher works.

Each campus is designated as Tier 1,2,3,4, or 5 according to the percentage of economically disadvantaged students enrolled.

The funds available for designations are:
Master Level $12,000 - $32,000
Exemplary Level $9,000 - $18,000
Recognized Level $3,000 - $9,000.

Student classroom enrollment
STAAR growth
2 Years of State assessments
CLI Engage Assessment for Pre-K students
TIA
TEA Resources
Contact us for additional information
VISION
AISD commits to prepare all students with academic and interpersonal skills in order to graduate, face all challenges and be a contributing member of their community.
MISSION
The mission of AISD is to improve lives by empowering students with academic and relevant skills and nurture individual talents so that students will have post-secondary success.
