Print 🖨

TEA continued its series entitled “HB: 3 in 30” with an explanation of new standards regarding teaching reading comprehension. Topics covered in this episode include background on the research put into the new requirement, Science of Teaching Reading certification, certified practices, and the Reading Advisory Board. The video can be found here.

This report is intended to give you an overview and highlight of the discussions on the various topics the committee took up. This report is not a verbatim transcript of the hearing; it is based upon what was audible or understandable to the observer and the desire to get details out as quickly as possible with few errors or omissions.

 

HB 3 Support for Literacy

 

Background

  • In 2018 only 4 in 10 students met the state’s 3rd grade reading standard.
  • Texas children rank 46th in the country and in 4th grade reading proficiency.
  • Since 2007, Texas’ reading scores have flatlined and declined compared to national averages as measured by the National Assessment of Educational Programs (NAEP).
  • Texas Commission on Public School Finance recommended that each district or charter network annually receive incremental funding above the basic allotment for every 3rd grader achieving reading proficiency at the state’s “Meets” standard.
  • While HB 3 does not include additional funding for achieving 3rd grade reading proficiency, it does include K-3 reading standards.

 

Funding options

  • New funding options:
    • Early Education Allotment: additional 0.10 for each student in grades K-3 who is educationally disadvantaged or Limited English Proficiency (LEP).
    • Dyslexia Allotment: additional 0.10 for each eligible student with dyslexia or a related disorder who is receiving dyslexia services.
    • Basic Allotment Increase: additional $1020 per student in ADA.
  • Existing or expanded funding options:
    • Coordinated, Early Intervening Services (CEIS) (See TEA website under Special Education Programs and Services).
    • Bilingual Education Allotment: Includes incentivized funding for two-way dual language program models including and additional 0.15 for LEP students and 0.05 for native English-speaking students.
    • Compensatory Education (Comp Ed): under HB 3, the formula for Comp Ed increases from 0.20 to a range of 0.225-0.275 per student based on the census block group of the student’s home address.
    • The provided list is not exhaustive.

 

Science of Teaching Reading

 

Theories of reading comprehension

  • In Simple View of Reading (1986), Gough and Tunmer presented the theory that decoding plus language comprehension equaled reading comprehension.
    • Decoding – ability to apply sound-symbol relationships to read words.
    • Language comprehension – ability to understand spoken language.
  • Scarborough theorized in 2001 that high quality reading instruction involves systematic teaching of word recognition and language comprehension.

 

Science of Teaching Reading Exam

  • To earn a certificate to teach Pre-K to grade 6, a candidate must demonstrate proficiency in the science of teaching reading to a new, standalone certification examination, starting January 1, 2021.
  • The STR is based on 13 competencies, broken into 4 domains:
    • Reading pedagogy.
    • Reading development, foundational skills.
    • Reading development, comprehension.
    • Analysis and response.
  • FAQ: Who is required to take the STR exam?
    • Candidates seeking certifications after January 1, 2021, in at least the following areas: EC-3, EC-6 core subjects, 4-8 core subjects, 4-8 ELAR, 4-8 ELAR/SS.

 

Reading Standards for Kindergarten Through Third Grade

 

HB 3 amends statute to include multiple reading initiatives

  • Requires each teacher and principle in grades K-3 to attend Reading Academies by 2021-2022.
  • Requires districts and charters to provide a phonics curriculum using systematic direct instruction in grades K-3.
  • Requires districts to certify to the TEA that the district:
    • Prioritizes placing highly-effective teachers in K-2 and
    • Has integrated reading instruments to support Pre-K to grade 3 students.

 

Reading Academies

 

What are Reading Academies?

  • Reading Academies represents three different statutes covering different grade bands.
    • Grades K-3, 4-5, 6-8.
  • K-3 are the only grades required to scale statewide.
  • The current structure of Reading Academies provides in-person training sessions and job-embedded coaching over the course of the year.

 

Challenges when scaling Reading Academies

  • Requires each teacher and principal in grades K-3 to attend Reading Academies by 2021-2022.
    • Over 121,000 teachers and principals must attend Reading Academies by the end of the 2021-2022 school year – this requires a change in structure.
  • To scale effectively across the state, the agency will implement a new model:
    • Shared framework with a common vocabulary – align to the Science of Teaching Reading (STR) test competencies and appropriate TEKS.
    • Competency based – require artifact submission.
    • Convenient access – create online modules as an option.
    • Cost effective – include multiple options to reduce cost.
  • There are two, competency based models to meet the requirement in statute: blended or comprehensive.
  • The comprehensive model will provide a mix of in-person and online training sessions, as well as job-embedded coaching over the course of the year.
  • All Reading Academies will be competency based and teachers will produce artifacts that demonstrate their competency mastery.
  • All Reading Academies providers must be formally authorized and approved by TEA based on a set of baseline requirements.

 

Timelines and district considerations

  • The online modules for Reading Academies are currently in development.
  • Academies providers will be certified prior to March 2020, when provider and facilitator training will begin.
  • All eligible teachers and principals will be able to begin registration this spring for cohorts with a summer 2020 start.
  • Districts must:
    • Allocate funds for teacher and principal attendance for the chosen model.
    • Determine how Reading Academies fit into professional development and in-service catalogs.
  • All K-3 teachers and principals must attend Reading Academies by 2021-2022.
  • FAQ: Is there any compensation for teachers attending reading academies?
    • Districts may provide stipends if they choose.
    • If districts offer stipends, those stipends may count as part of the required 30% compensation increase.
  • FAQ: If teachers attended previous versions of reading academies, will that count for credit for the Reading Academies?
    • Only teachers who are participating in the 2018-2019 READ grant may count that participation as credit for the Reading Academies because they are aligned with the new TEKS.

Certified Practices

 

Phonics Curriculum

  • Curriculum must be systematic and provide direct instruction.
  • Systematic: careful scope and sequence that follows a continuum of skill complexity, builds on previous learning, and includes review and repetition.
  • Direct instruction: letter-sound relationship, or phonics skill, is explicitly taught to students.

 

K – 2 Teacher Quality

  • Districts and open-enrollment charter schools determine highly effective teaching by:
    • Performance observations and evaluations.
    • Use of student performance data and evidence of growth.
    • Demonstrated experience with differentiating for a variety of student needs.
    • Demonstrated experience with building a strong classroom community and positive relationships with students and families.

 

Integrated Assessments

  • Align fully to any other instruments (diagnostics, program monitoring, benchmark, or summative), instructional materials, and corresponding TEKS.
  • Ensure that students’ specific strengths and areas for growth are identified to inform a teacher’s instructional choices and make immediate adjustments.

 

Next steps

  • Guidance regarding next steps and specific resources for each grade level will be provided in the Nov 21 HB 3 in 30, K-2 Diagnostics Tools

 

How will districts certify literacy practices?

  • For 2019-2020, districts will complete a survey to certify the practices, providing:
    • The name of the phonics curriculum currently used.
    • A description of how they prioritized the placement of highly effective teachers, K-2.
    • The name of integrated assessments, PK-3.

 

Frequently Asked Questions

  • My district just adopted an English Language Arts curriculum. Does this suffice for the phonics curriculum requirement?
    • For 2019-2020, districts may report existing phonics curricula they are using.
    • TEA will provide further guidance for future years.
  • What if I am unable to certify one or more of these requirements?
    • Districts may reach out to TEA for additional guidance and technical assistance in meeting these requirements.

Reading Advisory Board

  • The agency shall appoint an advisory board to assist with the Reading Standards for Kindergarten through Third Grade statute.
  • See HB 3 and HB 3906 Advisory Committees TAA sent August 1, 2019.

 

HB 3 Resources

  • texas.gov/HB3
  • info@tea.texas.gov