These recent blogs were created for RFP SchoolWatch by Write Way Consulting. These scholarly blogs include topics such as curriculum adoption, K-12 funding, and trends within the K-12 RFP market
When the Texas Education Agency released the Instructional Materials Review and Approval, or IMRA, Cycle 2026, it became clear that success would depend less on any single department and more on how well internal teams could communicate and adapt collectively. The IMRA process is not a linear submission followed by review, but a continuous cycle of feedback, revision, and recalibration.
Every organization reaches a point in the Texas IMRA (Instructional Materials Review and Approval) process where deadlines feel unmanageable and the organizational system starts to strain. Falling behind is not a reflection of incompetence; it is evidence of the complexity for a state that upholds the highest and most rigorous standards for instructional materials. The IMRA framework, born from House Bill 1605, represents one of the most demanding accountability structures in public education.
For publishers preparing to enter the Texas Instructional Materials Review and Approval (IMRA) process, suitability is no longer a quiet compliance step; it is one of the most decisive factors in determining whether a program is adopted or rejected. The State Board of Education (SBOE) designed the Suitability Rubric not simply to filter out inappropriate materials but to ensure that every instructional program reflects the constitutional mission of Texas public education.
For vendors pursuing Texas IMRA 2026 adoption, accessibility is not a matter of interpretation; it is codified in law and enforced through audits. All instructional materials reviewed under this cycle must comply with the standards established by the Texas Administrative Code §206 and §213, Section 508 of the Rehabilitation Act, and the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA published by W3C in May 2025.
Districts are navigating rapidly shifting terrain in artificial intelligence. Federal and state leaders are moving quickly, and the legislative and policy landscape is moving toward concrete action.
In the highly competitive procurement environment of K–12 and educational agencies, responding to requests for proposals (RFPs) and aligning internal product, sales, and operations is a strategic imperative. When these functions operate in silos, RFP responses tend to be disjointed: product capabilities may not match what sales promise, operations may not be ready to execute what is committed, and the proposal sends mixed messages to the buyer.
In the world of institutional procurement, particularly in education, governmental, and large-scale service contracts, vendors frequently encounter a variety of solicitation acronyms: RFI, RFQ, RFP, ITB/RFB, pre-qualification, approved vendor list (AVL), and more.
The Texas Education Agency’s Instructional Materials Review and Approval (IMRA) process represents a shift from single-cycle textbook adoption to a cumulative and continuously expanding framework. The plan, approved by the State Board of Education (SBOE), outlines a coordinated multi-year schedule that runs through 2031.
Federal education dollars flow into schools every year through a network of programs collectively known as Title funding. For vendors, understanding these streams isn’t just a matter of compliance; it’s the key to unlocking sustainable partnerships with districts. Each Title program carries unique priorities, eligibility rules, and purchasing pathways, and together they cover nearly every aspect of K–12 operations.