Screening
TEC §28.006, Reading Diagnosis, requires each school district to administer a reading instrument to diagnose student reading development and comprehension in kindergarten, first grade, and second grade. Students in grades K, 1, and 2 are screened using mCLASS. First-grade students are screened in the middle of the year, before January 31. Kindergarten students are screened at the end of the school year in May.
The approved reading Instruments on the current list meet the requirements of TEC §28.006 and are available on the Texas Education Agency (TEA) website at
https://tea.texas.gov/academics/early-childhood-education/early-learning-assessments/data-tool-selection-guidance
This law also requires schools to administer a reading instrument at the beginning of seventh grade to students who did not demonstrate reading proficiency on the sixth-grade state reading assessment. Students who did not demonstrate reading proficiency on the grade 6 STAAR reading assessment are required by the state to be assessed with a reading assessment at the beginning of 7th grade. Canyon ISD uses Map Suite (MAP Growth ™ Reading and MAP Reading Fluency ™) (NWEA).
HB 2237 Texas Education Code 28.006 (c-1) 19 TAC 101.6001
Canyon ISD Dyslexia Program Design
Canyon ISD uses the Reading by Design program. Reading by Design: is an individualized literacy intervention, a systematic, multisensory approach aligned with research-based practices for developing literacy, and is designed for students with basic reading difficulties, such as dyslexia. This intervention follows an intensive, explicit, and cumulative design for the remediation of reading and writing skills at all levels. This comprehensive program addresses the following components: phonological awareness, sound-symbol association, six syllable types, written pattern, morphology, syntactic reading fluency, and comprehension. Progress monitoring and review lessons are embedded throughout the program to inform student progress and promote reading and writing automaticity. The district must provide a reading program for any student with dyslexia or a related disorder that contains critical, evidence-based components of dyslexia and follows the descriptors and implementation requirements found in The Dyslexia Handbook. All dyslexia providers must be trained in the instructional strategies that use individualized multisensory, phonetic methods and a variety of writing and spelling components as described in The Dyslexia Handbook. The district must provide each student identified as having dyslexia access to the district’s dyslexia services with a provider trained in dyslexia and related disorders at the student’s campus. Students will receive Reading by Design instruction for 30 minutes, four days a week. The length of program instruction is 1-4 years.
Dyslexia Identification
Once dyslexia has been identified as an IDEA-eligible disability, a determination must be made by the ARD committee regarding the most appropriate way to serve the student. If a student with dyslexia is found eligible for special education (i.e., the student has both the disability and requires dyslexia instruction, which is specially designed instruction), the student’s IEP must include appropriate reading instruction. Reading instruction includes the components and delivery of dyslexia instruction discussed in Chapter 4 of the Dyslexia Handbook: Critical, Evidence-Based Components of Dyslexia Instruction. If a student has previously met special education eligibility and is later identified with dyslexia, the ARD committee should include in the IEP goals that reflect the need for dyslexia instruction and determine the least restrictive environment for delivering the student’s dyslexia instruction. If—based on the data—the student is identified with dyslexia, but is determined by the ARD committee as not eligible for special education and related services because the student is determined to not need dyslexia instruction, (i.e., specially designed instruction) the student may be eligible to receive accommodations under Section 504.
See the link below TEA Resource List of Evidence-Based Dyslexia Programs
https://tea.texas.gov/academics/special-student-populations/special-education/tea-resource-list-evidence-based-dyslexia-programs.pdf
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