Early Childhood Data Collection Requirements

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. 

Progress monitoring is required in high-quality prekindergarten classrooms. If a student is served in a mixed classroom (PK3 with PK4), where progress monitoring is required, a teacher should implement progress monitoring that is developmentally appropriate for students and may adjust monitoring for 3-year-olds or exclude 3-year-old students if it is deemed developmentally inappropriate. Student progress monitoring is a very important part of the teaching cycle and is considered a best practice with all age groups. It enables a teacher to effectively adapt the daily classroom instruction to meet the needs of their students. Specific progress monitoring is not required for students served in a stand-alone PK3 classroom.

If a district conducts student progress monitoring with its eligible three-year-old students using a tool from the Commissioner’s List, the BOY and EOY data must be submitted into ECDS annually. This is true for both standalone PK3 classes and mixed PK3/PK4 classes. 

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

If an LEA received a waiver allowing them to use a tool that is not on the commissioner's list, they are asked to complete this optional Assessment Tool Survey.

Statutory References

Prekindergarten Calendar

Tool Selection Guide

 


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.

 

Important Update Regarding TX-KEA and mCLASS Texas!

The authorization period for TXKEA and mCLASS Texas as free, Commissioner-selected literacy screening tools for kindergarten was extended to July 2023. This means that districts and open enrollment charters can use either of these tools to conduct the required beginning-of-year literacy screening for the 2020-2021, 2021-2022, and 2022-2023 school years.

 

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 (or combination of tools) to conduct the end-of-year dyslexia screenings in accordance with the guidelines presented in the Dyslexia Handbook (a few of which are listed below).

The dyslexia screener tool (or combination of tools) must:

  • take only a brief time to administer
  • have established validity and reliability and standards
  • include distinct indicators identifying students as either not at risk or at risk for dyslexia or reading difficulties
  • use norm-referenced criteria to establish cut points derived by the publisher of the tool

 

Important: Emergency Rules Related to Beginning-of-Year Literacy Assessment for Incoming First Graders are in reference to the 2019-20 waiver of the end-of year (EOY) Kindergarten Dyslexia Screening due to COVID 19 school closures. Therefore, incoming 1st graders in the year 2020-2021, who were not assessed for dyslexia at EOY as kindergartners, must be assessed with a literacy assessment tool (not a full dyslexia screener), as per TEC 28.006, within the first 20 school days. Administering a literacy assessment within this crucial window will ensure that teachers have accurate, timely information to inform and individualize instruction. This data will be used to determine the Early Reading Indicator Code for Fall Submission. In addition, all 1st graders should be administered a full Dyslexia Screener before January 31, 2021.

 

COVID-19 Waiver

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 were unable to implement a required instrument in 2020-2021 were able to 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. The waiver request submission window is now closed. If an LEA received this waiver, they are asked to complete this optional Assessment Survey.

Statutory References

Kindergarten Calendar

Tool Selection Guide

 


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, which is currently defined as the options listed below, or selected by a district-level committee as per TEC 28.006 (b) ). Click on an option below for more information about the free options:

mCLASS Texas (remote administration is available and it aligns with all the elements of the dyslexia handbook)

Fastbridge earlyReading/CBMreading (remote administration is available)

TPRI/Tejas Lee (remote administration is available and all current versions (free and fee-based) of TPRI/Tejas Lee are considered part of the Commissioner's List and their selection does not require district-level committee approval)

 

Important Update Regarding mCLASS Texas

The authorization period for mCLASS Texas as a free, Commissioner-selected reading instrument for first and second grade was extended to July 2023. This means that districts and open enrollment charters can use this tool to conduct the required literacy screening for the 2020-2021, 2021-2022, and 2022-2023 school years.

 

Important: Emergency Rules Related to Beginning-of-Year Literacy Assessment for Incoming First Graders are in reference to the 2019-20 waiver of the end-of year (EOY) Kindergarten Dyslexia Screening due to COVID 19 school closures. Therefore, incoming 1st graders in the year 2020-2021, who were not assessed for dyslexia at EOY as kindergartners, must be assessed with a literacy assessment tool (not a full dyslexia screener), as per TEC 28.006, within the first 20 school days. Administering a literacy assessment within this crucial window will ensure that teachers have accurate, timely information to inform and individualize instruction. This data will be used to determine the Early Reading Indicator Code for Fall Submission. In addition, all 1st graders should be administered a full Dyslexia Screener before January 31, 2021.

 

1st Grade Calendar

Tool Selection Guide

 


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

Texas Education Code 29.153

(c-1) A prekindergarten class under this section for children who are least four years of age must comply with the program standards required for high quality prekindergarten programs under Subchapter E-1. (c)

Subchapter E-1 (c) A school district or an open-enrollment charter school shall:

(c) An assessment instrument administered to a prekindergarten program class must be selected from a list of appropriate prekindergarten assessment instruments identified by the commissioner.

Texas Administrative Code: Title 19, Part 2, Chapter 102, Subchapter AA, Rule §102.1003

(1) at the beginning and end of the school year, the progress of each student in meeting the recommended end of prekindergarten year outcomes identified in the 2015 Texas Prekindergarten Guidelines using a progress monitoring tool included on the commissioner's list of approved prekindergarten instruments that measures: (A) social and emotional development, which may be referred to as "health and wellness" in a progress monitoring tool; (B) language and communication; (C) emergent literacy reading; (D) emergent literacy writing; and (E) mathematics;

 

Texas Education Code §28.006 (c-2)

(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). The district shall administer the reading instrument in accordance with the commissioner's recommendations under Subsection (a)(1).

(b) The commissioner shall adopt a list of reading instruments that a school 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 adopt a multidimensional assessment tool that includes a reading instrument and tests at least three developmental skills, including literacy. A multidimensional assessment tool administered as provided by this subsection is considered to be a reading instrument for purposes of this section. A district-level committee established under Subchapter F, Chapter 11, 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. 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 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, Chapter 29.

(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).

 

Texas Education Code §38.003

SCREENING AND TREATMENT FOR DYSLEXIA AND RELATED DISORDERS. (a) Students enrolling in public schools in this state shall be screened or tested, as appropriate, for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education. The program must include screening at the end of the school year of each student in kindergarten and each student in the first grade.

Texas Education Code §38.003

SCREENING AND TREATMENT FOR DYSLEXIA AND RELATED DISORDERS. (a) Students enrolling in public schools in this state shall be screened or tested, as appropriate, for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education. The program must include screening at the end of the school year of each student in kindergarten and each student in the first grade.

Texas Education Code 28.006

(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. 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.