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. (g) A school district shall notify the parent or guardian of each student in kindergarten or first or second grade who is determined, on the basis of reading instrument results, to be at risk for dyslexia or other reading difficulties. (f) The agency shall ensure at least one reading instrument for each grade level for which a reading instrument is required to be administered under this section is available to school districts at no cost. (e) Repealed by Acts 2019, 86th Leg., R.S., Ch. 4.001 (Public Education Mission and Objectives)(a)(11), eff. (d) The superintendent of each school district shall: (1) report to the commissioner and the board of trustees of the district the results of the reading instruments (2) not later than the 60th calendar day after the date on which a reading instrument was administered report, in writing, to a student’s parent or guardian the student’s results on the instrument and (3) using the school readiness certification system provided to the school district in accordance with Section 29.161 (School Readiness Certification System)(e), report electronically each student’s raw score on the reading instrument to the agency for use in the school readiness certification system. (c-3) The commissioner by rule shall determine the performance on the reading instrument adopted under Subsection (b) that indicates kindergarten readiness. The district shall administer the reading instrument in accordance with the commissioner’s recommendations under Subsection (a)(1). (c-2) Each school district shall administer at the kindergarten level a reading instrument adopted by the commissioner under Subsection (b) or approved by the commissioner under Subsection (b-1). (c-1) Each school district shall administer at the beginning of the seventh grade a reading instrument adopted by the commissioner to each student whose performance on the assessment instrument in reading administered under Section 39.023 (Adoption and Administration of Instruments)(a) to the student in grade six did not demonstrate reading proficiency, as determined by the commissioner. ![]() ![]() (c) Each school district shall administer, at the first and second grade levels, a reading instrument on the list adopted by the commissioner or by the district-level committee. (b-1) The commissioner may approve an alternative reading instrument for use in diagnosing the reading development and comprehension of kindergarten students that complies with the requirements under Subsection (b). A list of reading instruments adopted under this subsection must provide for diagnosing the reading development and comprehension of students participating in a program under Subchapter B (State Policy), Chapter 29 (Educational Programs). ![]() Each reading instrument adopted by the commissioner or a district-level committee must be based on scientific research concerning reading skills development and reading comprehension. A district-level committee established under Subchapter F (Planning and Decision-making Process), Chapter 11 (School Districts), may adopt a list of reading instruments for use in the district in a grade level other than kindergarten in addition to the reading instruments on the commissioner’s list. A multidimensional assessment tool administered as provided by this subsection is considered to be a reading instrument for purposes of this section. For use in diagnosing the reading development and comprehension of kindergarten students, the commissioner shall adopt a multidimensional assessment tool that includes a reading instrument and tests at least three developmental skills, including literacy. (b) The commissioner shall adopt a list of reading instruments that a school district may use to diagnose student reading development and comprehension. (a) The commissioner shall develop recommendations for school districts for: (1) administering reading instruments to diagnose student reading development and comprehension (2) training educators in administering the reading instruments and (3) applying the results of the reading instruments to the instructional program.
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