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TX-KEA Dyslexia Benchmarks and Indicators

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TX-KEA Dyslexia Benchmarks and Indicators

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TX-KEA Dyslexia Benchmarks & Indicators – CLI Engage Public

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Audio Resources Available to Students with Dyslexia or Other Reading Difficulties - updated 2022

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Audio Resources Available to Students with Dyslexia or Other Reading Difficulties - updated (3)

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Audio Resources Available to Students with Dyslexia or Other Reading Difficulties - SPANISH

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Dyslexia in the Classroom What Every Teacher Needs to Know

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Student Documentation of Codes - 504  SPED - SAMPLE.docx

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Shared by Susan Barrier at San Saba ISD

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Shared by Susan Barrier at San Saba ISD

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Quickly identify student needs and get targeted instruction with the only licensed digital version of the research-based DIBELS 8th Edition assessment.

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For the 2020-2021 school year, in an effort to ease the burden on school districts and charter schools in uploading required kindergarten literacy screener data into the Early Childhood Data System (ECDS), TEA initiated a data share agreement with the Children's Learning Institute (the organization that owns and maintains CLI Engage). As part of the agreement, CLI will be submitting kindergarten data directly to TEA for ECDS.

2020-2021 ECDS Process for Kindergarten Data

CLI creates files on Mondays at 5:00 PM of kindergarten assessment data
NOTE: This is an update from our webinar. We decreased the amount of time between file creation and submission to TEA.

CLI submits these files on Tuesday afternoons to TEA
Beginning November 10, 2020 extending through January 26, 2021

On Wednesdays, districts will use the "Load Assessments" button in the ECDS application to load their assessment date into the ODS
Note: Districts need to have loaded their InterchangeStudentParentExtension.xml files into the ODS, from their SIS, before using the 'Load Assessments' button

After a successful load of the assessment data into the ODS, districts can promote their assessment data and then run business validations and reports to verify the data

Districts will review and approve data submitted from CLI Engage
Districts may need to return to CLI Engage to make updates and review again, such as TSDS IDs, enrollment information, and assessment windows may need to be updated before final district approval

Kindergarten ECDS data: Thursday, January 28, 2021

BOY Window Survey

Respond to this short survey to help us refine the data submitted to ECDS for your district.

Your Submission to ECDS

Recommended steps prior to reviewing and approving data in ECDS:

Use Student Results Export to download a file of the progress monitoring data from CLI Engage

Ensure that all students have TSDS IDs (only students with TSDS IDs will be included in the export)

Ensure that any duplicate students have been removed

Update and adjust enrollment and withdrawal dates to exclude students who were not enrolled during your assessment window

Submission Details

Data from Texas Kindergarten Entry Assessment from BOY only, in specific domains
The statewide literacy screener composite score, comprised of the vocabulary, letter names, and spelling measures, will be automatically submitted; you can opt to report student scores in other measures by indicating this information in the BOY window survey

TSDS IDs required for students

Assessment window (dates) required

Reports ignore data created under any Demo School

Reports include scores only for students with a valid 10-digit TSDS ID

Students with missing, invalid, or duplicate TSDS ID are not included

Reports include scores for both Active and Inactive students with KG grade level

Video Demonstration:

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ECDS Uploads for Kindergarten Data (20-21)

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For the 2020-2021 school year, in an effort to ease the burden on school districts and charter schools in uploading required kindergarten literacy screener data into the Early Childhood Data System (ECDS), TEA initiated a data share agreement with the Children's Learning Institute (the organization that owns and maintains CLI Engage).

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TX-KEA provides teachers with a comprehensive understanding of students' learning, enabling them to design differentiated instruction to better meet students' unique needs and share information with families.

TX-KEA provides multiple implementation options to school districts and charter schools in English and Spanish. The TX-KEA user guide provides information for these implementation options:

One-time kindergarten entry assessment (BOY)

One-time literacy screener (BOY)

Three-wave kindergarten progress monitoring tool that includes dyslexia direct screening and a referral checklist (EOY)

TX-KEA Overview

The Texas Kindergarten Entry Assessment System (TX-KEA) is the result of a collaborative effort between the US Department of Education, the Texas Education Agency, and the Children's Learning Institute (CLI) at UTHealth to develop and validate a kindergarten entry assessment that can be reliably administered by kindergarten teachers in Texas at the beginning of the school year. It covers multiple child development domains to provide a holistic understanding of each student and better informs kindergarten teachers about the children in their classes, helping them to design differentiated instruction to meet students' needs and share information with families. Learn more about the research project to develop TX-KEA on CLI's website. TX-KEA launched on CLI Engage in August 2017.

On CLI Engage, TX-KEA will leverage integrated small grouping features (linked to the CIRCLE Activity Collection with vertical alignment links to kindergarten and 1st grade TEKS) and reporting tools. In Fall 2017, CLI received a grant from a private foundation to expand TX-KEA into a kindergarten progress monitoring tool. The kindergarten entry assessment serves as the BOY assessment for this new progress monitoring tool; the MOY (middle-of-year) and EOY (end-of-year) assessments and reports were developed and validated during the 2017-18 school year in Texas classrooms. A checklist to support teachers with determining students who may need additional testing for dyslexia will be available for the EOY window in Spring 2020.

Login to CLI Engage to access the TX-KEA assessments, reporting features, and training materials. Staff at Texas public school districts and charter schools, sign up for CLI Engage for no-cost access to TX-KEA.

Literacy Screener & Dyslexia Referral

Commencing with the 2020-2021 school year, the state-mandated TX-KEA Literacy Screener is available as a brief assessment of language, literacy and emergent writing to determine Kindergarten Readiness. The time efficient screener was piloted on behalf of TEA by 130 ISDs throughout the state. Composite score results will inform the teacher if a continued assessment is warranted and recommended intervention activities to support Tier 2 instruction.

Direct assessments that align with the criteria for dyslexia screening in accordance with the 2018 Dyslexia Handbook Approved Accommodations are available in EOY. A comprehensive Dyslexia Referral Checklist is also included to support teachers with determining those students who may need a further diagnostic referral.

TX-KEA Progress Monitoring Domains & Subtests

The following table shows the measures/subtests available at each wave (BOY, MOY, and EOY) in English and Spanish. Refer to the TX-KEA User Guide for additional information about the subtests. (Components of the TX-KEA Literacy Screener are marked with an asterisk below.)

TX-KEA Literacy Screener Administration

TX-KEA DYSLEXIA SCREENER ADMINISTRATION

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TX-KEA provides multiple implementation options to school districts and charter schools in English and Spanish.

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TMSFA (Texas Middle School Fluency Assessment) Note: All seventh graders who were not proficient on the sixth-grade state assessment shall be administered a reading instrument to identify student reading development and comprehension.

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This binder details how to score and interpret the results of the Texas Middle School Fluency Assessment (TMSFA). This course is Unit 4 of the Texas Adolescent Literacy Academy (TALA). These materials are available for view only; no credit or certificate is provided.

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Texas Middle School Fluency Assessment: Administering and Interpreting Results

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This binder details how to score and interpret the results of the Texas Middle School Fluency Assessment (TMSFA). This course is Unit 4 of the Texas Adolescent Literacy Academy (TALA). These materials are available for view only; no credit or certificate is provided.

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Dysgraphia Identification Guidance Document (2)

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TEA Dyslexia Course

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TEA Dyslexia is a Course

TEA Dyslexia

Apr 2 - Jun 30, 2022
6.0 credits

Enroll

Full course description

The purpose of this course is to empower educators to serve and advocate for students with or at risk for dyslexia. The course consists of four modules. In the first module, you will learn more about what dyslexia is and how it impacts student learning. In the second module, you will explore effective schoolwide practices for the identification and support of students with dyslexia. In the next module, you will learn more about how to support students with dyslexia in the classroom through systematic, explicit, and evidence-based instruction designed to meet the needs of students with dyslexia. In the last module - Taking Action - you will reflect on your learning, create a personal action plan, and review resources. A participant handbook is provided to guide participant learning. Participants will receive 6 CPE credits for completion of the course.

Sign up for this course today!
Enroll

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TEA Dyslexia is a Course Apr 2 - Jun 30, 2022 6.0 credits Enroll The purpose of this course is to empower educators to serve and advocate for students with or at risk for dyslexia. The course consists of four modules. In the first module, you will learn more about what dyslexia is and how it impacts student learning.

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DIBELS

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What's New for DIBELS 8th Edition?

In many ways, the 8th Edition of DIBELS does not look all that different from prior editions of DIBELS, including DIBELS Next. But DIBELS 8 th Edition has a lot to offer that no other curriculum-based measurement (CBM) system ever has before. In fact, DIBELS 8 th Edition is more useful for more students in more grades than ever before. Read on for details about some of the most exciting new features.

Available NOW

New grade levels. DIBELS has been extended through the end of eighth grade.

New composite scores. DIBELS composite scores has been overhauled to make them better than ever at predicting risk.
Consistent subtests within grade. Subtests relevant to a given grade are offered at every benchmark period.
New and revised subtests. DIBELS now includes word reading fluency and existing subtests have undergone extensive improvement efforts to maximize their usefulness.

Expanding the safety net. DIBELS now offers a word reading fluency measure that can help to identify students with poor sight word and irregular word reading skills that other subtests miss.

Expanding the utility. DIBELS forms now have items that progress in difficulty beyond risk cut-points that provide data teachers can use in planning instruction for all students.

Dyslexia screening. DIBELS subtests offer efficient and cost-effective measures of processing speed, phonological awareness, and the alphabetic principle for dyslexia screening purposes.

Coming Soon

Equated scores. DIBELS will offer equated scores for subtests within a grade level.

New Grade Levels and Greater Consistency

DIBELS 8 th Edition offers consistent subtests across all three benchmark periods within each grade. That means you can track students' progress in multiple skills over the course of a year. Even better, DIBELS 8 th Edition now extends all the way through eighth grade. That means you can screen and monitor student progress through the end of middle school.

New and Revised Subtests

DIBELS 8 th Edition discontinues a few old DIBELS subtests, revises other existing subtests, and introduces a new subtest. The discontinued subtests - First Sound Fluency (FSF), Initial Sound Fluency (ISF), Word Use Fluency (WUF), and Retell Fluency (RTF) - have been dropped because historically they have yielded little additional useful information beyond what other subtests provide. DIBELS has added a new subtest: Word Reading Fluency (WRF). The addition of WRF expands the safety net for identifying students at risk for not meeting proficiency standards in reading. DIBELS Maze is now available in grades 2-8. Also, all of the other DIBELS subtests have undergone substantial revision to improve how informative DIBELS measures are. Items progress in difficulty past the risk cut-scores so that DIBELS subtests now provide instructionally relevant data for all students, thereby expanding the utility of DIBELS.

Letter Naming Fluency (LNF) now accounts for how frequently letters appear in both upper- and lower-case forms. To better control differences in difficulty between forms, consistent rules are used in both kindergarten and first grade regarding when less frequent letters can appear on the forms. Each form in both grades begins with a sampling of the 20 most frequently seen letters (Jones & Mewhort, 2004), thereby preventing students from getting frustrated by forms that begin with rarer letters, such as X or q. The kindergarten version of LNF also only assesses the 40 most commonly seen upper- and lower-case letters, while the first grade version assesses 49 upper and lower case letters.

LNF excludes three letters on all forms: upper- and lower-case W and lower-case L. Although these are obviously important letters for students to know, they introduce real problems in a fluency assessment. W is the only letter with a multi-syllabic name: three syllables to be exact. As a result, any time W appears, it takes three times as long to name as other letters, which negatively affects a student's LNF score. The lower-case L (l) was eliminated because it is easily confused with both the upper-case I and the number 1. Not only does this visual similarity pose problems for students, but it has also historically created scoring problems for the adult administering the assessment. By eliminating these letters, each included item (or letter) is equally challenging, other than in terms of its frequency in printed language.

Phonemic Segmentation Fluency (PSF) now accounts for both word frequency and the number of phonemes in a word. All forms draw only from the 2,500 most frequent words in English (Balota et al., 2007) to prevent vocabulary familiarity from interfering with student performance. In addition, to better control differences in difficulty between forms, consistent rules are used in both grades regarding where less frequent words can appear on the forms. Moreover, spelling patterns are ordered in terms of the number of phonemes, proceeding from two phoneme words to words with progressively more phonemes.

In kindergarten, the first 20% of items have two phonemes, while the remaining 80% have three phonemes. In this way, PSF now avoids the distinct floor effects (i.e., many students scoring zero) in kindergarten that have plagued previous versions and, thus, eliminates the need for a separate measure of initial sound fluency. In first grade, the progression in difficulty is a bit more rapid, with the first 13% of items having two phonemes and then increasing in phonemes with additional increases after every eight items.

Nonsense Word Fluency (NWF) now accounts for the frequency of spelling patterns. Forms account for the frequency with which spelling letter combinations appear (Jones & Mewhort, 2004; Norvig, 2012). As a result, all forms utilize only phonetically regular letter combinations that actually appear in English. Thus, students will no longer be asked to decode nonsense words like fev or kaj, and nonsense words like kex will appear less often than ones like lat.

We have also expanded the spelling patterns assessed beyond simply consonant-vowel-consonant (CVC). While kindergarten forms are limited to CVC patterns, the first grade forms also include vowel-consonant (VC) spelling patterns. In addition, the latter half of first grade forms include additional spelling patterns typically taught in first grade, thus increasing the instructional relevance of this DIBELS subtest. DIBELS 8 th Edition also now offers NWF in second and third grade by including more complex phonics patterns in these grades. As a result, DIBELS NWF forms will provide instructionally relevant information even for students who are at minimal risk in kindergarten through third grade. New spelling patterns included in first through third grade appear in the table below.

Table 1. Examples of First through Third Grade NWF Spelling Patterns

Another improvement to NWF is that we have gone back to scoring words recoded correctly (WRC) rather than whole words read (WWR). Whereas with WWR children only earn credit if a nonsense word is read correctly at first sight (i.e., without sounding out), with WRC they also receive credit if they blend after sounding out a nonsense word. Since both methods of scoring predict student risk, in DIBELS 8 th Edition, children get credit for blending nonsense words whether they sound them out first or not.

Word Reading Fluency (WRF) is now part of the DIBELS assessment system. A part of reading not previously assessed in DIBELS is sight word reading out of context. While most CBM systems assess either nonsense word reading or real word reading, DIBELS 8 th Edition offers tests of both NWF and WRF in kindergarten through third grade. WRF targets real words based on age of acquisition in children's vocabulary (Brysbaert & Biemiller, 2017) and their frequency in written text (Balota et al., 2007).

In DIBELS 8 th Edition, WRF assesses only words that are typically acquired orally in or before a given grade. This innovation reduces the likelihood that children will encounter words on the assessment that they have never heard before and are not expected to know. In addition, each form starts with a sample of the most frequent words seen in text and then moves on to less frequent words in the latter half. In this way, WRF yields instructionally relevant information both for students at risk and students at minimal risk. Finally, DIBELS WRF accounts for word complexity, as measured by the number of syllables in a word. All forms include one-syllable words. Grades 1-3 include two-syllable words, and Grade 2-3 include three-syllable words. In Grade 3, we also included words with more than three syllables, but again only those that are typically acquired by Grade 3 and are frequently seen in print.

These features ensure the instructional relevance of DIBELS WRF results for all children. Importantly, our research has shown that the inclusion of WRF helps to identify students at risk who might otherwise be missed by other DIBELS subtests.

Oral Reading Fluency (ORF) only requires one passage per benchmark period and passages are now written by experienced authors. DIBELS 8 th Edition marks the first time that DIBELS ORF requires only one passage to be administered per benchmark period. Research has shown that administering more than one passage does little to improve the reliability and validity of ORF, meaning that the supposed benefits of administering three passages just does not pan out (Baker et al., 2015; Petscher & Kim, 2011). Instead, equating, which is described in the next section, is a more efficient means of reducing the impact of differences in difficulty across ORF passages on student performance (Albano & Rodriguez, 2012; Betts, Pickart, & Heistad, 2009; Francis et al., 2008; Stoolmiller et al., 2013).

An additional unique and exciting feature of DIBELS 8 th Edition ORF passages is that they were written by published authors and elementary and middle school teachers, most of whom had previous experience writing for children. In addition, authors had diverse backgrounds, came from across the US, and had experience writing in a range of genres. In addition, all ORF passages were reviewed by a panel of parents and former teachers for developmental appropriateness and text complexity in the grades for which they were intended. Passages deemed inappropriate, too complex, or not complex enough for a given grade were either revised (and reviewed again) or discarded. As a result, ORF passages are not only more engaging for both children and test administrators, but also feel more authentic and appropriate for the grades in which they appear.

Maze (formerly known as Daze) passages are now written by experienced authors and include several other improvements. The new version of maze is based on research that has shown consistently that maze measures tend to get at only very low-level comprehension. To make DIBELS maze measures more informative, several innovations are underway. First, as with ORF, maze passages are written by published authors and experienced teachers. Second, more work has gone into the selection of distractors. Third, we have revised formatting to make reading the passages easier on the eye. Finally, maze measures will be available in second through eighth grade instead of only third through sixth.

Dyslexia Screening

DIBELS 8 th Edition is also undergoing study as a dyslexia screener. DIBELS cut-scores detect risk for reading problems, including dyslexia, making DIBELS measures an efficient and cost-effective way to screen for dyslexia. In addition, to improve DIBELS 8 th Edition's validity for these purposes, the LNF, PSF, and NWF measures are validated against other measures of rapid automatized naming (RAN), phonological awareness, and the alphabetic principle that are typically used in dyslexia identification. As a result, DIBELS users can be confident that their screening measures are just as trustworthy for dyslexia screening as they are for detecting risk of not meeting end-of-year proficiency expectations. For more information, read our Dyslexia Screening and DIBELS 8th Edition White Paper.

Equated Scores

DIBELS 8 th Edition offers not only raw scores, but will also offer equated scores. Equated scores are a solution for a well-known problem among all CBMs: differences in difficulty between forms (Albano & Rodriguez, 2012; Betts et al., 2009; Francis et al., 2008; Stoolmiller et al., 2013). The point and promise of equating are illustrated using a weight-lifting analogy and then ORF as an example, but it applies across DIBELS subtests.

In weight-lifting, it is generally accepted that lifting more weight takes more effort (and may proceed more slowly) than lifting less weight. If we assume the number of successful lifts is the metric of interest, then a person lifting 100 pounds would be expected to do more poorly than a person lifting 10 pounds. We would give the person lifting 100 pounds a lot more credit for each lift than the one lifting 10. Equating is a statistical way of giving more credit when tasks are more difficult, so that scores (here number of successful lifts) can be compared more fairly. A very simple way to equate (though not necessarily the best way) would be to give the person lifting 100 pounds 10 times the credit for each lift as the person lifting 10 pounds gets for each lift. Then, if the person lifting 100 pounds only completes 10 lifts, that person would get credit for having completed the equivalent of 100 ten-pound lifts.

For anyone who has ever administered ORF to students, differences between passages are particularly obvious. Without equating, differences between performances on two passages could be due to:

1. Genuine student growth (or decline),

2. Student background knowledge and vocabulary, and/or

3. Differences in the difficulty of the passages.

For example, the fourth grade winter benchmark for DIBELS 6th Edition included three passages entitled The Lion and the Mouse (a fable), Airplane History (an expository passage), and The Tenth Birthday Party (a modern-day narrative). Although these passages were chosen for being "fourth-grade level" based on readability formulas, there is much more that goes into passage difficulty than what readability formulas can capture. In fact, those who have administered these passages know that students tend to perform best on The Tenth Birthday Party and worst on Airplane History. These differences have more to do with genre and specialized background knowledge than with readability and is what the Common Core State Standards refer to as text complexity.

Equating is a statistical approach to taking the differences in difficulty between passages (and forms of the other DIBELS subtests) into account when looking across multiple scores. When students read a more difficult passage more slowly on average than an easier passage at the same grade level, scores are adjusted to reflect the greater difficulty of the form read more slowly. By equating, we better assure that differences in scores reflect genuine change over time and genuine differences between students rather than differences between forms. When we know the average difficulty of reading a specific passage aloud (or completing a form of any other DIBELS subtest), we are able to interpret scores more fairly. Thus, we can translate the score of a student who reads a difficult passage at 120 correct-words-per-minute (CWPM) and the score of a student who reads an easy passage at 150 CWPM onto the same scale. This kind of scaling is especially important when we are trying to understand whether and how much students have progressed in their reading skills.

DIBELS 8 th Edition offers equated scores across benchmark assessments within a grade, which makes interpreting change in performance over time much more straightforward. For subtests that offer progress monitoring measures, these will also have equated scores, meaning progress monitoring becomes more reliable than in the past. It also means that benchmark assessment of ORF can be done even more reliably with a single passage.

New Composite Scores

DIBELS 8 th Edition will also offer new composite scores. A major drawback of the old composite scores was that the composite scores were only about as accurate in predicting risk as the predominant measure for a given benchmark period. The new DIBELS 8 th Edition composite scores are being designed to offer increased value in terms of not only risk prediction, but also progress and growth monitoring.

DIBELS Innovations Continue

As we hope this summary makes clear, the Center on Teaching and Learning (CTL) of the University of Oregon has been hard at work making the 8th Edition of DIBELS better than ever before. The changes described here reflect our long-standing commitment to lead the field in providing schools and teachers with the most reliable and valid reading CBMs possible. Research and development are ongoing, and we will continue working diligently to provide you with the best and most informative data on your readers possible.

References

Albano, A. D., & Rodriguez, M. C. (2012). Statistical equating with measures of oral reading fluency. Journal of School Psychology, 50, 43-59.

Baker, D. L., Biancarosa, G., Park, B. J., Bousselot, T., Smith, J.-L., Baker, S. K., Kame'enui, E. J. et al. (2015). Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in grade 7 and 8. Reading & Writing, 28(1), 57-104.

Balota, D.A., Yap, M.J., Cortese, M.J., Hutchison, K.A., Kessler, B., Loftis, B., Neely, J.H., Nelson, D.L., Simpson, G.B., & Treiman, R. (2007). The English Lexicon Project. Behavior Research Methods, 39 (3), 445-459.

Betts, J., Pickart, M., & Heistad, D. (2009). An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology, 47, 1-17.

Brysbaert, M. & Biemiller, A. (2017). Test-based age-of-acquisition norms for 44 thousand English word meanings. Behavior Research Methods, 49 (4), 1520-1523. https://doi.org/10.3758/s13428-016-0811-4

Francis, D. J., Santi, K. L., Barr, C., Fletcher, J. M., Varisco, A., & Foorman, B. R. (2008). Form effects on the estimation of students' oral reading fluency using DIBELS. Journal of School Psychology, 46, 315-342.

Jones, M.N. & Mewhort, D.J.K. (2004). Case-sensitive letter and bigram frequency counts from large-scale English corpora. Behavior Research Methods, Instruments, & Computers, 36 (3), 388-396. https://doi.org/10.3758/BF03195586

Norvig, P. (2012). English letter frequency counts: Mayzner revisited. http://norvig.com/mayzner.html

Petscher, Y., & Kim, Y.-S. (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, 49, 107-129.

Stoolmiller, M., Biancarosa, G., & Fien, H. (2013). Measurement properties of DIBELS oral reading fluency in grade 2: Implications for equating studies. Assessment for Effective Intervention, 38(2), 76-90.

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dynamic indicators of basic early literacy skills

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University of Oregon Center on Teaching and Learning

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In many ways, the 8th Edition of DIBELS does not look all that different from prior editions of DIBELS, including DIBELS Next. But DIBELS 8 th Edition has a lot to offer that no other curriculum-based measurement (CBM) system ever has before.

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Dyslexia PEIMS Requirements

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7th Grade Reading Instrument Guidance (002)

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Worksheet to plot data

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The Identification of Specific Learning Disabilities

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mCLASS goals for Kinder

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mCLASS goals for 1st

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mCLASS goals for 2nd

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Reading by Design Fidelity Statement-02/2022

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RBD Fidelity Statement Final February 2022

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Dyslexia in the IEP

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Updated Parent Letter Re Screening 2022 - SAMPLE (fillable)

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Technical Assistance - Child Find and Evaluation - June 2020 Revised(v5)

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Dyslexia, Dysgraphia, and Dyscalculia in the IEP

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Commissioner's List of Assessments

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Effective collection and utilization of data in the early grades will transform a child's educational journey. At TEA, our goal is to support educators in making the best decisions regarding the selection of required evaluative tools. Please select a grade below to view current requirements for the 2020-2021 school year.

Prekindergarten Requirements

Districts and open-enrollment charters, in the provision of high-quality, full day prekindergarten for 4-year-old students, must collect data regarding student progress in health and wellness, language and communication, emergent literacy reading, emergent literacy writing, and mathematics at both the beginning and end of the year by using one or more of the tools on the commissioner's list.

The commissioner's list, with detailed information about each data collection tool, can be found on the Educator Resources page of the TEA website.

Kindergarten Requirements

As defined in House Bill 3, districts and open-enrollment charters must conduct a beginning of year reading screener using either TX-KEA or mCLASS Texas ( both free of charge). Given the challenging circumstances surrounding the end of the 2019-20 school year and the possibility of more at the start of the 2020-21 school year, understanding where students are in their academic development is more important than ever. With this in mind, diagnosing reading development and comprehension of kindergarten students is vital, in whatever form it may take. Support for remote screening options will be made available by both selected vendors. See information below for more detail.

Dyslexia Requirement

LEAs are required to conduct an end-of-year dyslexia screening of kindergarten students per Texas Education Code §38.003. Both of the tools selected by the Commissioner (detailed in the Tool Selection Guide below) contain the elements required to conduct these dyslexia screenings. However, LEAs may choose another tool from the Commissioner's List of Approved Kindergarten Instruments to conduct the end-of-year dyslexia screenings in accordance with the guidelines presented in the Dyslexia Handbook.

Important: Emergency Rules Related to Dyslexia Screening are available that address the 2019-20 school year kindergarten end-of-year dyslexia screening and have implications for dyslexia screening of 1st grade students in the 2020-21 school year.

Tool Selection Guide

Student Progress Monitoring

Texas Kindergarten Entry Assessment (TX-KEA) offers comprehensive kindergarten entry screening, progress monitoring, and observation tools hosted on CLI Engage platform:

Language

Literacy

STEM

Social Emotional

Executive Function

Academic Motor Skills Learn more by viewing our recent webinar!

mCLASS provides efficient one-minute DIBELS 8th Edition® and IDEL (Spanish) measures, with additional measures that fulfill TEA's Language and Literacy requirements.

mCLASS covers:

Letter Naming Fluency / Fluidez en Nombrar

Phoneme Segmentation Fluency / Fluidez en la Segmentación de Fonemas

Nonsense Word Fluency / Fluidez en las Palabras sin Sentido

Word Reading Fluency (Real words, read out of context)

Vocabulary (English and Spanish)

Spelling (English and Spanish)Listening Comprehension (English and Spanish)

Measures are designed to:

Provide a consistent skills progression coverage for Grades K-6

Show apples-to-apples comparisons and growth across grades

Surface diagnostic data for all students - whether at-risk or at/above benchmark

Educator Training

CLI Engage Online Learning & Professional Development:

TX-KEA online training courses:

TX-KEA Introduction

TX-KEA Administration Guidelines

TX-KEA Reporting Features

TX-KEA Overview for Administrators

Administration and instructional support webinars (dates coming soon!):

Remote and Distance Administration

A Closer Look at Analyzing TX-KEA Student Progress

Small Group Instructional Planning Using Targeted Activities

Additional training to support instruction on CLI Engage

More than 70 CPE hours of core content training for classroom staff

Ongoing implementation webinars and research-based outreach for Teachers and Principals

mCLASS Texas Edition Professional Development:

mCLASS Texas online training course (Modules available July 27, 2020)

Mapping measures to basic early literacy skills

Administering and scoring measures

Data Interpretation and Reporting Features

Navigation of skills focused lessons to support individual and group instruction

Data driven instructional Planning Webinar Series: (Dates to be announced)

Analyzing current student level data to inform instructional

Identifying instructional trends and next steps

Best practices for forming and adjusting small group instruction

mCLASS Texas Edition includes an expansive suite of on-demand resources to teachers and leaders, such as videos and online tutorials. Sample topics include but are not limited to:

Scoring and Administration videos

Reporting Tutorial for Teachers

Reporting Tutorial for Leaders

Additional facilitator-led training available for purchase by districts. Professional learning is available for initial training, strengthening and advanced sessions, in-depth use of the leadership Reporting and Analytics Suite, and coaching sessions.

Teachers and administrators are supported year-round by our customer support team, providing phone, chat, and email support. Additional pedagogical support is provided by our educational support team for more nuanced, expert advice.

Remote Assessments

CLI is currently working to develop and test alternative administration functionality and protocols. CLI will offer training webinars and materials for Fall 2020. Remote assessment opportunities will:

Require a computer/lap top and internet connectivity

Be available for use through any web based conferencing tools

Include remote administration of literacy screener and other expressive tasks

mCLASS Texas Edition can be administered one-on-one remotely over a web-based video connection. Step-by step instructions and PD videos are provided. To explain to caregivers how to help (but not help too much!), included are letters and videos in English and Spanish.

mCLASS also includes validated Online Alternative Measures for grades 1-6 (English). These measures offer useful data about text reading, comprehension, decoding, spelling, and vocabulary. They may be used to screen student at-home.

Remote Learning and Assessment Guidance Materials Remote Learning and Assessment Guidance Materials

Instructional Support

Integrated small group activities based on student results to support skill development and scaffolding interventions

mCLASS Texas Edition

Analyzes the item-level errors and reports on sub-skill reading patterns for each child

Provides teacher-led activities to target skill needs for each child

Automatically groups students based on response patterns and provides aligned teacher-led activities for each group

Individual and group instructional recommendations update when students are progress-monitored

Optional adaptive supplemental reading program

Optional reading intervention program for Tier II and Tier II students

Dyslexia Screening

TX-KEA is aligned to requirements for criteria for direct assessment in accordance with the Dyslexia Handbook. CLI Engage also provides a comprehensive K-Dyslexia Referral Checklist to support teachers with determining those students who may need further diagnostic referral.

mCLASS Texas edition is fully aligned to requirements in the Dyslexia Handbook in English and Spanish.

Grade Coverage

Vertical alignment of assessments PK-2nd grade on CLI Engage

Prekindergarten and Kindergarten multi-dimensional tools available for continuous improvement (e.g., classroom observation tools)

mCLASS Texas Edition offers:

Vertical alignment of assessments and measures for grades K-6

Grade 1 and 2 instruments currently available at no cost to support continuity among early grades instruments

Website Link
https://cliengage.org/public/tools/assessment/tx-kea/https://amplify.com/mclass-texas

LEAs are required to use one of these two reading diagnostic instruments for the beginning-of-year screener, starting in the 2020-2021 school year. However, because of disruptions to the 2019-2020 school year and possible disruptions to the 2020-2021 school year resulting from COVID-19, districts that are unable to implement a required instrument in 2020-2021 may request a waiver in order to continue to use the instrument they used in the 2019-2020 school year or another instrument approved by a local district board of trustees in order to best meet student needs in the 2020-2021 school year only. Waiver guidance and instructions are available on this downloadable document.

A waiver of the requirement to use an adopted instrument will only be approved for one year and will not be waived in the 2021-2022 school year and beyond.

1st and 2nd Grade Requirements

Districts and open-enrollment charters must collect data regarding student reading proficiency using an approved tool (either from the Commissioner's List or selected by the district's board of directors). Multiple free tools are available for this purpose. Click on an option below for more information about the free options:
mCLASS Texas Fastbridge earlyReading/CBMreading TPRI/Tejas Lee
Important: Emergency Rules Related to Dyslexia Screening are available that address the 2019/20 school year kindergarten end-of-year dyslexia screening and have implications for 2020/2021 school year 1st grade dyslexia screening.

Integrated Reading Instruments

Each school district and open-enrollment charter school must certify to the agency that the district or school has integrated reading instruments used to diagnose reading development and comprehension to support each student in prekindergarten through third grade.

Guidance regarding certification of integrated reading instruments will be posted soon.

Statutory References and Dyslexia Handbook Information

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Early Childhood Data Collection Requirements

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Effective collection and utilization of data in the early grades will transform a child's educational journey. At TEA, our goal is to support educators in making the best decisions regarding the selection of required evaluative tools. Please select a grade below to view current requirements for the 2020-2021 school year.

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PEIMS Coding for Dyslexia Sample Recording Sheet

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PEIMS coding for Dyslexia recording sheet.docx

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Dyslexia Allotment Student Impact Interview

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Dyslexia Parent Awareness - Electronic.docx

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Effective Reading Instruction for Students with Dyslexia (1)

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The Yale Center for Dyslexia & Creativity

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Dyslexia PSA: A Letter to My Teacher, Featuring Entrepreneur Patrick Whaley

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Meet Patrick Whaley, a young entrepreneur whose dyslexia was discovered by a dedicated middle school teacher, Mrs. Wanda Bennewitz. He writes a letter of gratitude to her, and this PSA captures his words-and the first time Patrick saw Mrs. Bennowitz since being in her class.

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(This section is taken from the most scientifically valid and clinically accurate information available. A full and enriched …