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Texas Education Agency Reading Practices
Per House Bill 3 (HB 3), passed by the 86th Texas Legislature in June of 2019, all kindergarten through third grade teachers and principals must attend a teacher literacy achievement academy by the 2022-2023 school year. For simplification and to avoid confusion with other grant programs and past literacy achievement academies, the Texas Education Agency is referring to this latest requirement as the HB 3 Reading Academies.
Science of Teaching Reading Initiatives
Requirements for the Science of Teaching Reading (STR) certification exam and Reading Academies were established in
2019 by the 86th Texas Legislature with the passage of House Bill 3 (HB 3). Reading Academies and the STR certification
exam are different requirements that complement each other.
The STR certification exam demonstrates a beginning teacher’s proficiency in the science of teaching reading. Reading
Academies is an 11-month professional development program that continues learning and builds on knowledge of the STR
in a school context.
Together, these programs provide teachers with the foundational knowledge to teach reading and writing and to
effectively apply that knowledge in a classroom setting.
For more information, click here.
Comprehensive and Blended Delivery Models:
Builds content knowledge in STR and the aligned evidence-based instructional practices that impact a student’s literacy
achievement within the English language. This pathway also supports students learning English as a second language.
May be led by a certified ELAR or biliteracy cohort leader.
Builds teacher knowledge and skills on STR for Spanish-English bilingual classrooms. Participants master Spanish and
English evidenced-based literacy pedagogy, cross-linguistic connections, and knowledge to support student literacy
achievement in both languages. This path supports all four Texas Bilingual Education models. May only be led by a
certified biliteracy cohort leader.
This pathway is for campus or district administrators only. Builds content knowledge and skills in STR by using
information from the ELAR and Biliteracy pathways filtered through a campus leader’s lens. Participants complete
differentiated artifacts focused on identifying campus-level patterns and applying data-driven instructional change
using Reading Academies concepts. May be led by a certified ELAR or biliteracy cohort leader.
Texas Reading Academy Project Manager
Texas Reading Academy Comprehensive Cohort Leader
Texas Administrator Reading Academy Blended Cohort Leader
Jean Anne Williams
Texas Teacher Reading Academy Blended Cohort Leader
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