In 糖心logo入口免费观看, student reading development is monitored through ongoing assessments. The data from each assessment is analyzed to inform instruction, identify skills that need to be taught, and facilitate small-group instruction to meet common needs. A collection of formative and summative evidence is used, including:
- Istation indicators of progress (ISIP),
- running records,
- student work, and
- teacher observational notes.
This letter is to inform you that 糖心logo入口免费观看 kindergarten through second-grade students are administered a brief screener of the foundational skills of reading three times per year in accordance with the Texas Education Code (TEC 搂28.006*). Additionally, this screener is utilized with kinder and first-grade students in accordance with TEC 搂38.003** to identify children in kindergarten (at end of year) and first grade (at middle of year) who may be at risk for dyslexia or a reading difficulty and/or a related disorder. This screening is not a formal dyslexia evaluation, but is designed to give valuable information to help school staff develop and implement targeted instruction.
Information on your student鈥檚 overall standing regarding the early reading instrument screener is posted on the report card at the first, third, and fourth nine-week periods as 鈥渄istrict reading screener鈥. Additional information about your child鈥檚 ISIP scores can be obtained from your child鈥檚 classroom teacher or at using your student鈥檚 login information. If your child is identified as at risk for a reading difficulty through this process, you will receive additional information specific to intervention from your child鈥檚 teacher.
*TEC 搂28.006 – Reading Diagnosis
**TEC 搂38.003 – Screening and Treatment for Dyslexia Related Services. HB 1886 and Chapter 2 of The Dyslexia Handbook- 2018 Update
