All kindergarten, first and second-grade students must be given a beginning of the year reading instrument to diagnose student reading development and comprehension (Dyslexia HB, p. 8). The data should be used to make instructional decisions for TIER 1 instruction, small groups. and as appropriate, more intensive intervention decisions. Please click on the Data Collection link below for detailed information about the requirements for the selection of tools to be used.

Early Childhood Data Collection Requirements (includes all information about required data for PreK - 2nd Grades, as well as the statutory references for the data collection.)

Kindergarten Calendar

First Grade Calendar

Tool Alignment with the Dyslexia Handbook

Data-Driven Instruction

The information from the reading diagnostic tools will be submitted in your Fall PEIMS Submission.

Each school district shall administer at the beginning of the seventh grade (within the first six weeks) a reading instrument to each student whose performance on the state assessment did not demonstrate reading proficiency (TEC 28.006). )

The Commissioner has adopted the following:

• Istation’s Indicators of Progress, Advanced Reading (ISIP-AR)

• Reading Analysis and Prescription System (RAPS 360)

• Texas Middle School Fluency Assessment (TMFSA)

• Woodcock-Johnson III Diagnostic Reading Battery (WJ III DRB)

LEAs are required to use one of these reading diagnostic instruments. Once complete, districts should use all available data to make informed decisions about their students.

Available Training at Region 7:

TMSFA - Testing Administration

TMSFA - Using the Data to Plan Intervention

Use the following chart to find a guide to support your PEIMS Reporting Requirements for Dyselxia.

• Begin in October
• Completed at the same time as SPED Monitoring Review
• Review of procedures, screening requirements, evaluation, professional development, and progress monitoring
• Submit samples from student folders

*LEAs can invite Region 7 Specialists to TEA meetings.

Lessons Learned

• LEAs need to train all teachers annually that give the reading diagnostic and dyslexia screeners. This training should include administration and interpretation.
• Teachers that provide the dyslexia screeners must be certified in Kindergarten or 1st grade.
• All teachers should document and report all accommodations and progress monitor to ensure success for students with dyslexia and related disorders.
• Teachers need to provide robust information when completing teacher information for an evaluation.

Dyslexia FAQ

Dyslexia Program Evaluation Rubric

Dyslexia Requirements Worksheet

Review and Support Webpage

Can we use a specialized 1:1 or small group intervention program, such as Amplio Dyslexia, towards the requirements for accelerated instruction?

Accelerated instruction requires the delivery of instruction that specifically targets the knowledge and skills in the applicable grade level and subject area where students did not meet the passing standard. We recognize that Amplio Dyslexia is a great intervention program for students with Dyslexia, however, it is not intended to address specific TEKS based on the student’s needs. Therefore, it does not meet the requirements for accelerated instruction as described in Question #29.

Is the 30 hours in addition to or in place of the services the student receives through the dyslexia program criteria established by the State Board of Education and provided by a person with specific training?

No, the 30 hours is in addition to the services provided. Accelerated instruction must include targeted instruction in the TEKS for the applicable grade levels and subject area.

HB 4545 FAQ

Administration and Interpretation the TOC - registration for prerequisite

Reading by Design: Special Education Considerations

New Dyslexia Teacher Training for Teachers and Coordinators

Dyslexia Roundtable

New 504 Coordinators Academy

Dyslexia Assessment

504 Fall Update with Dave Richards