Added by Acts , 74th Leg. May 30, Amended by:. Acts , 82nd Leg. June 17, Acts , 85th Leg. June 15, Acts , 86th Leg. June 4, If you have it, flaunt it. When you stumble, hold out a hand. Help will come. When you achieve, stand proud and then lend a hand with humility. 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 The district shall administer the reading instrument in accordance with the commissioner's recommendations under Subsection a 1.
September 1, 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. The admission, review, and dismissal committee of a student who participates in a district's special education program under Subchapter B, Chapter 29, and who does not perform satisfactorily on a reading instrument under this section shall determine the manner in which the student will participate in an accelerated reading instruction program under this subsection.
Training and support for activities required by this subsection shall be provided by regional education service centers and teacher reading academies established under Section A determination by the commissioner is final and may not be appealed. For purposes of certification, the commissioner may not consider Foundation School Program funds. The commissioner shall evaluate the programs that fail to meet the standard of performance under Section The commissioner may audit the expenditures of funds appropriated for purposes of this section.
The use of the funds appropriated for purposes of this section shall be verified as part of the district audit under Section Text of subsection as added by Acts , 86th Leg.
Section Added by Acts , 75th Leg. Amended by Acts , 76th Leg. Acts , 79th Leg. Again, choosing one of the free tools available to all LEAs will meet the requirements. Providers of instruction Updates The version of the Dyslexia Handbook contained language regarding requirements for educators tasked with delivering dyslexia instruction.
In order to provide effective intervention, school districts are encouraged to employ highly trained individuals to deliver dyslexia instruction. Teachers, such as reading specialists, master reading teachers, general education classroom teachers, or special education teachers, who provide dyslexia intervention for students are not required to hold a specific license or certification.
This includes training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency.
In addition, they must deliver multisensory instruction that simultaneously uses all learning pathways to the brain, is systematic and cumulative, is explicitly taught, uses diagnostic teaching to automaticity, and includes both analytic and synthetic approaches.
A provider of dyslexia instruction does not have to be certified as a special educator when serving a student who also receives special education and related services if that provider is the most appropriate person to offer dyslexia instruction.
Additional information regarding the actions of the SBOE can be found in the meeting agendas and archived webcasts. Additional Dyslexia Supports Beyond the recently approved changes to the Texas Dyslexia Handbook, additional resources designed to support students with dyslexia in Texas public schools are being made available.
All materials are digitized and contained withing the platform. Additionally, the platform provides embedded measures to track student progress and provides LEAs with options for reporting that progress to parents. This training prepares interventionists and teachers with the skills and understanding necessary to appropriately implement the respective curriculums and is available to any LEAs implementing the digital dyslexia platform.
House Bill Texas LEAs are experiencing a critical shortage in credentialed and highly trained dyslexia therapists and practitioners to provide services to students with dyslexia. These funds will be made available later this school year. More specific information will follow in subsequent communications from TEA. Other technical assistance is being planned and additional detail will come in subsequent agency communications once the effective date for the new version of the handbook approaches.
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