Adoption of Reading Instruments
The Commissioner shall adopt a list of reading instruments that the District may use to diagnose student reading development and comprehension.
For use in diagnosing the reading development and comprehension of kindergarten students, the Commissioner shall include on the Commissioner's list at least two multidimensional assessment tools. A multidimensional assessment tool on the Commissioner's list must either include a reading instrument and test at least three developmental skills, including literacy, or test at least two developmental skills, other than literacy, and be administered in conjunction with a separate reading instrument that is on the Commissioner's list. A multidimensional assessment tool is considered to be a reading instrument.
The District-level committee may adopt a list of reading instruments in addition to the reading instruments on the Commissioner's list. Each reading instrument adopted by the District-level committee shall be based on scientific research concerning reading skills development and reading comprehension. A list of adopted reading instruments shall provide for diagnosing the reading development and comprehension of students participating in a bilingual or special language program.
The District shall administer, at the kindergarten and first- and second-grade levels, a reading instrument on the list adopted by the Commissioner or by the District-level committee. The District shall administer the reading instrument in accordance with the Commissioner's recommendations.
The District shall administer a diagnostic reading instrument during the first six weeks of the school year to each student in grade 7 whose performance on the grade 6 state reading assessment did not meet the passing standard. If a student was administered the modified state assessment in reading, the ARD committee may determine if the diagnostic assessment is appropriate for use with that student.
A student in grade 7 who does not have a score for the state reading assessment in grade 6 may be given an equivalent comprehension assessment. If that student does not meet the passing standard, the student must be administered the diagnostic reading assessment.
The District must use the Texas Middle School Fluency Assessment and/or an alternate diagnostic reading instrument. The District must submit an alternate diagnostic reading instrument to TEA for approval. An alternate diagnostic instrument must:
Be based on published scientific research in reading;
Be age and grade-level appropriate, valid, and reliable;
Identify specific skill difficulties in word analysis, fluency, and comprehension; and
Assist the teacher in making individualized instructional decisions based on the assessment results.
The Superintendent shall:
Report to the Commissioner and the Board the results of the reading instruments;
Report, in writing, to a student's parent or guardian the student's results on the reading instrument; and
Using the school readiness certification system, report each student's raw score on the reading instrument to TEA using the school readiness certification system.
The results of reading instruments may not be used for purposes of appraisals, incentives, or accountability.
The reading instruments specified in this policy are required only if funds are appropriated for administering them. Funds, other than local funds, may be used to pay the cost of administering a reading instrument only if the instrument is on the list adopted by the Commissioner.
Notice to Parents
The District shall notify the parent or guardian of each student in kindergarten, first grade, or second grade who is determined, on the basis of reading instrument results, to be at risk for dyslexia or other reading difficulties. The District shall make a good-faith effort to ensure that this notice is provided in person or by regular mail, is clear and easy to understand, and is written in English and in the parent or guardian's native language.
Accelerated Reading Instruction Program
The District shall implement an accelerated reading instruction program that provides reading instruction that addresses reading deficiencies to those students and shall determine the form, content, and timing of that program. [See ACCELERATED READING INSTRUCTION PROGRAM at EHBC(LEGAL)]
Education Code 28.006; 19 TAC 101.6001