Early Childhood Data Collection Requirements

The Texas Education Agency (TEA) aims to support school systems (school districts or open-enrollment charter schools) in making optimal decisions regarding required implementation of early childhood instruments. Effective data collection and use transforms a child's educational journey in the early grades.

Please select a grade below to view requirements for the 2024–25 school year.

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Prekindergarten Requirements

Student progress monitoring is a very important part of the teaching cycle and is considered a best practice with all age groups. Progress monitoring enables a teacher to effectively adapt the daily classroom instruction to meet the needs of their students.

In accordance with 19 Texas Administrative Code (TAC) §102.1003(c), school systems providing high-quality, full-day prekindergarten (pre-k) for 4-year-olds must collect data on student progress at the beginning, middle, and end of year in health and wellness, emergent literacy language and communication, emergent literacy reading, emergent literacy writing and mathematics using a commissioner-approved progress monitoring instrument.

The Commissioner's List provides extensive details for each approved data collection tool. This list can be accessed through the Educator Resources page on the TEA website, as well as the Data Tool Selection Guide page.

School systems must submit beginning and end of year data annually to TEA's Early Childhood Data System (ECDS). Raw data for MOY will not be collected in the 2024-25 school year.

The instrument administration windows are determined locally. It is recommended that the BOY instruments be administered within the first 60 days of school so that the resulting data can be used for instructional purposes. School systems should ensure they have systems in place to collect and report student progress monitoring data for students who may have missed the administration or enrolled after the designated window. This data is crucial for the accuracy of Texas Public Education Information Resource (TPEIR) reporting.

As part of the required family engagement plan, school systems are encouraged to provide families with progress monitoring updates that address all five required domains at least three times a year. (19 TAC §102.1003(h)(2)(D)(i))

Jump to Statutory References

• Tool Selection Guide
• PreK4 Assessment Requirements and Calendar (2024–25)
• PreK-2 Key Dates and Requirements (2024–25)

Requirements for 3-year-olds vs 4-year-old Pre-K Students

In mixed classrooms with both 3- and 4-year-olds, school systems should use developmentally appropriate progress monitoring for 3-year-old students. Monitoring can be adjusted for 3-year-olds at the school system’s discretion. Monitoring may not be adjusted for 4-year-old students.

In stand-alone pre-k 3-year-old classrooms, specific progress monitoring is not required for students served. However, if a school system conducts student progress monitoring with its eligible three-year-old students using an appropriate tool from the Commissioner’s list, the BOY and EOY data should be submitted to TEA through ECDS annually.

Kindergarten Requirements

As defined in the Texas Education Code (TEC) §28.006(c-2), school systems must conduct a beginning of year (BOY) reading screener using either TX-KEA or mCLASS Texas (both free of charge). This raw data is submitted to the Early Childhood Data System (ECDS) yearly. Diagnosing reading development and comprehension of kindergarten students is vital, in whatever form it may take. 

Learn more about each of the kindergarten reading instruments on the Kindergarten Data Tool Selection Guidance page.

It is recommended that students are administered the kindergarten instrument within the first 60 days of school so that resulting data can be used for instructional purposes. School systems should ensure they have systems in place to collect and report student progress monitoring data for students who may have missed the administration or enrolled after the designated window. This data is crucial for the accuracy of Texas Public Education Information Resource (TPEIR) reporting.

Families must be notified of the results in writing within 60 days of administration (TEC §28.006(d)(2)).

Early Reading Indicator Code Guidance

The Early Reading Indicator (ERI) code helps school systems determine reading instruction needs for students. ERI codes are reported to the Public Education Information Management System (PEIMS) twice per year. For more information, visit the TSDS Web-Enabled Data Standards webpage.

• For Submission 1, report the ERI code based on the Beginning of Year reading instrument assessment results.
• For Submission 3, report the ERI status based on the latest assessment results available for the student.

While ERI codes should reflect data from the administered reading instrument, school systems have flexibility to also consider formative assessment data collected by teachers. This allows districts to analyze multiple data points to inform instructional actions.

Dyslexia Screening

The Texas Education Code (TEC) §38.003 mandates that school systems administer universal dyslexia screening for all kindergarten students by the end of the year. The updated Dyslexia Handbook provides current screening criteria. The criteria for English and Spanish screening instruments are as follows:

Kindergarten - Screened by End of Year

• Letter Sound Knowledge or Letter Naming Fluency
• Phonological Awareness

Commissioner-approved reading instruments that meet the requirement of TEC §28.006 (Early Reading Diagnosis) include aligned dyslexia screening elements. These free tools meet the dyslexia screener requirements outlined in the Dyslexia Handbook; however, they are not required to be used by school systems to fulfill dyslexia screener requirements. School systems should ensure planned dyslexia screening instruments meet the revised criteria. 

Please Note: Choosing one of the free tools available to all school systems will meet the dyslexia screening requirements.

Jump to Statutory References

• Tool Selection Guide
• K–2 Assessment Requirements and Recommendations (2024–25)
• PreK–2 Key Dates and Requirements (2024–25)

Grade 1 Requirements

In accordance with TEC §28.006(c), school systems must collect data regarding student reading proficiency using an approved instrument (either from the Commissioner's List or selected by a district-level committee as authorized under TEC §28.006 (b)) for all students in grade 1.

TEA provides the following commissioner-approved reading instruments at no cost to support school systems in meeting the requirements outlined above:

mCLASS Texas by Amplify:

• Authorization period is through August 2026 (TEC §28.006(b-1))

TPRI/Tejas LEE:

• All vendor versions of TPRI/Tejas LEE are accepted, including CLI, Tango Software, and Amira Learning.

• Note: Only the CLI vendor version is offered at no cost.

School systems may also use an alternate reading instrument selected by a district-level committee, as authorized under TEC §28.006(b).

Families must be notified of the results in writing within 60 days of administration (TEC §28.006(d)(2)).

Early Reading Indicator Code Guidance

The Early Reading Indicator (ERI) code helps school systems determine reading instruction needs for students. ERI codes are reported to the Public Education Information Management System (PEIMS) twice per year. For more information, visit the TSDS Web-Enabled Data Standards webpage.

• For Submission 1, report the ERI code based on the Beginning of Year reading instrument assessment results.
• For Submission 3, report the ERI status based on the latest assessment results available for the student.

While ERI codes should reflect data from the administered reading instrument, school systems have flexibility to also consider formative assessment data collected by teachers. This allows school systems to analyze multiple data points to inform instructional actions.

Dyslexia Screening

TEC §38.003 and State Board of Education require that school systems administer universal dyslexia screening for grade 1 students by January 31. The updated Dyslexia Handbook provides current screening criteria. The criteria for English and Spanish screening instruments are as follows:

Grade 1 - Screened by January 31st

• Word Reading Accuracy or Fluency
• Phonological Awareness

Commissioner-approved reading instruments that meet the requirement of TEC §28.006 (Early Reading Diagnosis) include aligned dyslexia screening elements. These free tools meet the dyslexia screener requirements outlined in the Dyslexia Handbook; however, they are not required to be used by school systems to fulfill dyslexia screener requirements. School systems should ensure planned dyslexia screening instruments meet the revised criteria. 

Please Note: Choosing one of the free tools available to all districts will meet the dyslexia screening requirements.

Jump to Statutory References

• Tool Selection Guide
• K–2 Assessment Requirements and Recommendations (2024–25)
• PreK–2 Key Dates and Requirements (2024–25)

Grade 2 Requirements

In accordance with TEC §28.006(c), school systems must collect data regarding student reading proficiency using an approved instrument (either from the Commissioner's List or selected by a district-level committee as authorized under TEC §28.006 (b)) for all students in grade 2.

TEA provides the following commissioner-approved reading instruments at no cost to support school systems in meeting the requirements outlined above:

mCLASS Texas by Amplify:

• Authorization period is through August 2026 (TEC §28.006(b-1))

TPRI/Tejas LEE:

• All vendor versions of TPRI/Tejas LEE are accepted, including CLI, Tango Software, and Amira Learning.

• Note: Only the CLI vendor version is offered at no cost.​​​​​​​​​​​​​​​​​​​​​

School systems may also use an alternate reading instrument selected by a district-level committee, as authorized under TEC §28.006(b).

Families must be notified of the results in writing within 60 days of administration (TEC §28.006(d)(2)).

Early Reading Indicator Code Guidance

The Early Reading Indicator (ERI) code helps school systems determine reading instruction needs for students. ERI codes are reported to the Public Education Information Management System (PEIMS) twice per year. For more information, visit the TSDS Web-Enabled Data Standards webpage.

• For Submission 1, report the ERI code based on the Beginning of Year reading instrument assessment results.
• For Submission 3, report the ERI status based on the latest assessment results available for the student.

While ERI codes should reflect data from the administered reading instrument, school systems have flexibility to also consider formative assessment data collected by teachers. This allows school systems to analyze multiple data points to inform instructional actions.

Dyslexia Screening

While not required in grade 2, school systems may administer dyslexia screening assessments when deemed necessary to support diagnosis of reading difficulties.

If a dyslexia screening is administered, districts must follow guidance in the Dyslexia Handbook. School systems should ensure planned dyslexia screening instruments meet the criteria. 

Jump to Statutory References

• Tool Selection Guide
• K–2 Assessment Requirements and Recommendations (2024–25)
• PreK–2 Key Dates and Requirements (2024–25)

Statutory References