English Language Arts and Reading Principles is a TEKS-based course designed specifically
for students who, through the MTSS process, have been recommended for additional
intervention in reading language arts. A wide range of literacy acquisition skills will be
incorporated into intervention instruction providing scaffolded support to help students
specifically strengthen their reading and comprehension skills across all content areas while
also building students’ foundational literacy skills in listening, speaking, reading, writing, and
thinking. Students who did not pass the previous year's English Language Arts course and did
not pass the previous year's Reading Language Arts STAAR will be placed in this course. This
course is concurrent enrollment during the same class period as the student's grade-level
English Language Arts and Reading course.

• Full Year Course
• Administrator or Counselor Placement

English Learners Language Arts (ELLA) introduces and fosters the non-English speaker’s
acquisition of English. Beginning Emergent Bilingual (EB) students focus on vocabulary
expansion, written and oral communication, reading comprehension, and attentive listening.
Intermediate EB students read a variety of genres, use and apply developmental vocabulary
and reading strategies to increase comprehension, and produce written text for a variety of
purposes and audiences. Advanced EB students expand their academic vocabulary in order
to successfully participate in content courses. Emphasis is also placed on producing written
material to demonstrate mastery of the structure and mechanics of English with appropriate
organization and development of ideas. This course will substitute for the student's
grade-level English Language Arts and Reading course.

• Full Year Course
• Administrator or Counselor Placement

Accelerated Multisensory Studies (AMS) is a comprehensive blended literacy course that
offers instruction in a small group setting. Instructional approaches include: explicit, direct
instruction that is systematic, sequential, and cumulative; intensive, meaning-based instruction
that is directed toward purposeful reading, spelling, and writing; multisensory instruction that
addresses sensory pathways; and, technology-based design to maximize the development of
literacy fundamentals and student engagement.
This elective course supports identified students with dyslexia/related disorders that require
multisensory reading, spelling, and writing instruction. Components of instruction are
described in the Dyslexia Handbook, revised 2018, by the Texas Education Agency. Teachers
who provide the appropriate instruction for students with dyslexia are trained in the
components as specified by 19 TAC §74.28. Course is graded Pass/Fail.
■ Full Year Course
■ Grade Placement: 6-8
■ Placement by Dyslexia Committee of Knowledgeable People, ARD, or 504
Committee