How do I locate and administer the first grade Dyslexia Screener on Tejas LEE?

The 1st Grade Spanish Dyslexia Screener made available in Wave 2 on Tejas LEE is used to quickly and efficiently assess all 1st grade students before January 31st in the school year for possible risk of dyslexia. It is not a diagnostic tool but rather a screener to determine if there are reading difficulties that warrant further referral.

The Tejas LEE  1ST grade dyslexia screener uses 2 subtests already available in Wave 2: Union y Segmentación de los Sonidos and Reconocimiento de las Palabras. Both must be administered at Wave 2 in order to receive a total at risk score.  An At Risk (red) score is assigned to the dyslexia screening results if both screener results are Nivel de Intervencion (red).


You must be logged into CLI Engage
Your students must be rostered in CLI Engage
In the SCREENING, PROGRESS MONITORING AND OBSERVATION section of CLI Engage, you must see the assessment. If you do not see this option, then open a help ticket.
You must be assigned to the class, school, or district, depending on the type of desired report and your account type


  1. Once logged into CLI Engage, locate Tejas LEE 1st Grade on the CLI Engage dashboard.

  2. Click on your class to see student view with your class roster. Make sure the wave is set to 2.

  3. To assess a student click on the icon next to the student’s name below the ‘View Student’ label. This will open up the assessment measures to commence assessment.

  4. The dyslexia subtests are color coded in blue. Click on the Launch (triangle) button to begin the assessment. Remember you must complete both Union y Segmentación de los Sonidos and Reconocimiento de las Palabras to receive an at risk score.

  5. Once you have completed the two subtests, the dyslexia screener results will provide a total score and color code: green for D – Desarrollado or red for NI – Nivel de Intervencion and may be considered at risk for reading difficulty.

  6. The remaining Tejas LEE subtests in wave 2 should be administered for progress monitoring and to inform critical middle of year instructional decisions.