Early Childhood Data Collection Requirements
The Â鶹ÊÓƵ (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 , school systems providing high-quality, full-day prekindergarten (pre-k) for 4-year-olds must collect dataÌýon 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 GuideÌýpage.
School systems must submit beginning and end of year data annually to TEA's Early Childhood Data System (ECDS).ÌýRaw 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. ()
- Tool Selection Guide
- PreK4 Assessment Requirements and Calendar (2024–25)
- PreK-2ÌýKey Dates and RequirementsÌý(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 , 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.Ìý
Learn more about each of the kindergarten reading instruments on theÌýKindergarten Data Tool Selection GuidanceÌýpage.
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.ÌýSchool 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 ().
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 mandates that school systems administer universal dyslexia screening for all kindergarten students by the end of the year. The updated Dyslexia HandbookÌýprovides 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 instrumentsÌýthat meet the requirement of (Early Reading Diagnosis) include aligned dyslexia screening elements. These free tools meet the dyslexia screener requirements outlined in theÌýDyslexia Handbook; however, they are not required to be used by school systems to fulfill dyslexia screener requirements.ÌýSchool systems should ensure planned dyslexia screening instruments meet the revised criteria.Ìý
Please Note: Choosing one of the free tools available to all school systems will meet the dyslexia screening requirements.
- Tool Selection Guide
- K–2 Assessment Requirements and Recommendations (2024–25)
- PreK–2ÌýKey Dates and RequirementsÌý(2024–25)
Grade 1 Requirements
In accordance withÌý, 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 underÌý) for all students in grade 1.
TEA provides the following free reading instruments that meet state requirements:
- (includes remote administration option)
- (includes remote administration option)
School systems may also use an alternate reading instrument selected by a district-level committee, as authorized underÌý.
Families must be notified of the results in writing within 60 days of administration ().
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
Ìýand State Board of Education require that school systems administer universal dyslexia screening for grade 1 students by January 31. The updated Dyslexia HandbookÌýprovides 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 instrumentsÌýthat meet the requirement of (Early Reading Diagnosis) include aligned dyslexia screening elements. These free tools meet the dyslexia screener requirements outlined in theÌýDyslexia Handbook; however, they are not required to be used by school systems to fulfill dyslexia screener requirements.ÌýSchool systems should ensure planned dyslexia screening instruments meet the revised criteria.Ìý
Please Note: Choosing one of the free tools available to all districts will meet the dyslexia screening requirements.
- Tool Selection Guide
- K–2 Assessment Requirements and Recommendations (2024–25)
- PreK–2ÌýKey Dates and RequirementsÌý(2024–25)
Grade 2 Requirements
In accordance withÌý, 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 underÌý) for all students in grade 2.
TEA provides the following free reading instruments that meet state requirements:
- (includes remote administration option)
- (includes remote administration option)
School systems may also use an alternate reading instrument selected by a district-level committee, as authorized underÌý.
Families must be notified of the results in writing within 60 days of administration ().
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.ÌýSchool systems should ensure planned dyslexia screening instruments meet the criteria.Ìý
- Tool Selection Guide
- K–2 Assessment Requirements and Recommendations (2024–25)
- PreK–2ÌýKey Dates and RequirementsÌý(2024–25)
Statutory References
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 Education Code §29.1532
(c) A school district that offers prekindergarten classes shall include the following information in the district's Public Education Information Management System (PEIMS) report: (6) if the district elects to administer an assessment instrument under Section to students enrolled in district and campus prekindergarten program classes, a description and the results of each type of assessment instrument;
Texas Education Code §29.169
(a) A school district shall:Ìý(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
(c) A school district or an open-enrollment charter school shall measure: (1) at the beginning, middle, 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) emergent literacy language and communication; (C) emergent literacy reading; (D) emergent literacy writing; and (E) mathematics;
Texas Administrative Code §102.1003 Section: (h)(2)(D)(i)
(h) A school district or an open-enrollment charter school shall develop, implement, and make available on the district, charter, or campus website by November 1 of each school year, a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. An effective family engagement plan creates a foundation for the collaboration of mutual partners, embraces the individuality and uniqueness of families, and promotes a culture of learning that is child centered, age appropriate, and family driven.
(2) The family engagement plan shall:
(D) equip families with tools to enhance and extend learning using strategies such as:
(i) providing families with updates at least three times a year that specify student progress in health and wellness, language and communication, emergent literacy reading, emergent literacy writing, and mathematics;
Texas Education Code §28.006
(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... Each reading instrument adopted by the commissioner ... 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).
(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).
(d) The superintendent of each school district shall: (2)Ìýnot 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;
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
(b) ÌýThe commissioner shall adopt a list of reading instruments that a school district may use to diagnose student reading development and comprehension...Ìý 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. ÌýEach reading instrument adopted by the commissioner or a district-level committee must be based on scientific research concerning reading skills development and reading comprehension. ÌýA 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.
(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. The district shall administer the reading instrument in accordance with the commissioner's recommendations under Subsection (a)(1).
(d) The superintendent of each school district shall: (2)Ìýnot 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;
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.
(h) The school district shall make a good faith effort to ensure that the notice required under this section is provided either in person or by regular mail and that the notice is clear and easy to understand and is written in English and in the parent or guardian's native language.
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