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End-of-Year Administration: Reminders & Updates

End-of-Year Administration: Reminders & Updates. TPRI 2010-2014. Quick Reminder. The year’s not over yet! EOY TPRI administration occurs 6-7 weeks prior to the end of the school year to give teachers valuable information to support readers who are still struggling

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End-of-Year Administration: Reminders & Updates

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  1. End-of-Year Administration: Reminders & Updates TPRI 2010-2014

  2. Quick Reminder • The year’s not over yet! • EOY TPRI administration occurs 6-7 weeks prior to the end of the school year to give teachers valuable information to support readers who are still struggling • EOY TPRI data helps identify students for summer school and can guide the instructional supports you plan for summer programs

  3. Contents Slide 4 When to Administer EOY Slides 5 – 9 Kindergarten Slides 10 – 20 Grade 1 Slides 21 – 30 Grade 2 Slides 31 – 40 Grade 3 Slide 41 Contact Information

  4. When to Administer EOY • For Kindergarten through Grade 3, TPRI recommends EOY administration begin mid-April • Individual schools and school districts set the specific dates for their TPRI administration windows to open and close • TPRI recommends an administration window of 2 weeks or less

  5. Kindergarten EOY Reminders • At EOY there are two screening tasks • With all students, begin EOY administration with SCR-3 and SCR-4, then proceed to the Inventory Section • All students take the Listening Comprehension portion of the Inventory Section • At EOY, there is an optional word reading portion of the Inventory Section • This task can provide additional information about your students’ ability to read words

  6. Jumping-In at EOY in Kindergarten • If a student scores D on the Screening Section at EOY, you do not need to administer the PA and GK portions of the inventory (though you may choose to), even if the student took these portions earlier in the year • If you do administer the PA and GK portions, and if you DID administer the PA and GK portions at MOY: • At EOY, do not administer those PA/GK tasks where the student previously scored Developed • If the student was Still Developing on a task at MOY, re-administer every item on the task and then follow the Branching Rules

  7. Jumping-In at EOY in Kindergarten (cont.) • If you DID NOT administer the PA and GK portions of the inventory at MOY: • At EOY, you may choose to administer the PA and GK portions of the inventory if you are concerned about a student’s development and/or current performance level • In particular, you may want to administer the PA and GK tasks to students who are new to your classroom since the MOY administration • If you do administer the PA and GK portions, begin with PA-1 and then follow the Branching Rules

  8. EOY – Kindergarten Listening Comprehension • The Listening Comprehension task at EOY is COM-EOY • This task is administered to all students • The EOY story is The Ladybug’s Adventure • Ask the comprehension questions listed on the student record sheet • Questions may only be repeated at the students’ requests • Prompting for answers is not allowed • Score 1 for correct and 0 for incorrect (do not give ½ points) • Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

  9. Word Reading: Optional EOY Task • At EOY, the WR-1 portion is an optional task that can provide additional information about your students’ ability to read words • There are 2 sets of 5 words each • The second set is more difficult than the first • Students do not score D or SD on this task since this is an optional task • If the student is successful on Set 1, proceed to Set 2 • It is up to schools and teachers to determine what it means to be “successful” on Set 1 and whether students should proceed to Set 2

  10. Grade 1 EOY Reminders • At EOY there is one screening task • With all students, begin EOY administration with SCR-4, then proceed to the Inventory Section • All students take the Word Reading portion of the inventory for the set/s on which they previously scored SD • All students take the Reading Accuracy, Fluency and Comprehension portion of the Inventory Section

  11. Jumping-In at EOY in Grade 1 • If a student scores D on the Screening Section at EOY, you do not need to administer the PA and GK portions of the inventory (though you may choose to), even if the student took these portions earlier in the year • If you do administer the PA and GK portions, and if you DID administer the PA and GK portions at MOY: • At EOY, do not administer those PA/GK tasks where the student previously scored Developed • If the student was Still Developing on a task at MOY, re-administer every item on the task and then follow the Branching Rules

  12. Jumping-In at EOY in Grade 1 (cont.) • If you DID NOT administer the PA and GK portions of the inventory at MOY: • At EOY, you may choose to administer the PA and GK portions of the inventory if you are concerned about a student’s development and/or current performance level • In particular, you may want to administer the PA and GK tasks to students who are new to your classroom since the MOY administration • If you do administer the PA and GK portions, begin with PA-1 and then follow the Branching Rules

  13. Word Reading at EOY • Students who scored D on all 4 Word Reading sets at MOY do not have to take the Word Reading task (all other students are administered the Word Reading task) • The same word list is used at BOY, MOY & EOY • If the student scored D on a set at MOY, that set does not have to be administered at EOY • If teachers find it easier, it is acceptable for students to read all the sets on the word list, regardless of MOY performance • If students can’t read any of the words in Set 1 correctly, they stop the task • If correct on 4 or 5 words in a set, then score D for the set

  14. Scoring the Word Reading Task • Score words as correct (1) or incorrect (0) • For instructional planning, record incorrect responses • Use phonetic spelling that will later allow you to recall the answer the student provided • Error Analysis Chart helps understand specific word decoding confusion • Do not complete the Error Analysis Chart while you are with the student • Complete the Error Analysis Chart for students to whom you will provide targeted GK instruction • The Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

  15. EOY – Grade 1 Reading Accuracy, Fluency & Comprehension • The Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY • The EOY stories are: • Story 5: Bananas • Story 6: The School Fair • All students attempt to read both stories • If the student reaches the frustrational level (FRU) on either story, then read the story to the student

  16. Grade 1 Story Difficulty Levels MOY MOY Story 3 (fiction) Easier Story 4 (fiction) Harder EOY Story 5 (non-fiction) Harder Story 6 (fiction) Hardest

  17. Correct Story Reading Administration & Scoring • SAY: I’m going to ask you to read a story.  The title of the story is _____________.  After you read it, I’ll ask you a few questions.  Read the story out loud to me. • DO:  Place the Story Booklet in front of the student.  Start the stopwatch when the student reads the first word of the story.  As the student reads, mark errors on the Student Record Sheet.  • Mark any words not read correctly with a slash ( / ) on the Student Record Sheet. • Story readingerrors include: • Mispronunciations – The student pronounces the word incorrectly.  This includes leaving off –s, –ed and –ing endings. • Substitutions – The student replaces the correct word with a different word. • Omissions – The student skips a word. • Reversals – The student reads adjacent words in the wrong order. • Hesitations – The student pauses for longer than 3 seconds or takes longer than 3 seconds to sound out a word.  In these cases,  provide the word and count it as an error.  • Items not considered errors: • Insertions – The student adds a whole word that does not appear in the text. • Self-corrections – The student makes an error, but then corrects the error. • Repetitions – The student reads the same word or phrase multiple times. • Loss of place – The student skips a line or loses their place. Redirect the student to the correct place in the story and allow the stopwatch to continue to run. • If the student reads the same word incorrectly multiple times throughout a story, count the word as an error each time it is read incorrectly.  All words, including names, are scored in the same way.

  18. EOY – Grade 1 Reading Comprehension • Ask the comprehension questions listed on the student record sheet • Questions may be repeated only at the student’s request • Wording of questions should not be changed • The only prompting allowed is to remind the student to look back at the story • Score 1 for correct and 0 for incorrect (do not give ½ points) • Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

  19. Scoring Developed (D) for Reading Comprehension • Students who listen to a story after reaching frustration cannot score D for Reading Comprehension • On an individual story students can score D for reading comprehension by answering 5-6 questions correctly, but there is not an overall D criteria for reading comprehension • To consider students' comprehension scores in relation to each other (when grouping students, for example), there are several common and efficient approaches • Look at whether students scored D on both stories, 1 story or 0 stories • Look at the total number of comprehension questions that students answered correctly for both stories • Look at the type of questions students answered correctly

  20. Determining Average Fluency Scores • Average fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instruction • If a student scores at the frustrational level on a story, do not calculate the fluency rate • Students who reach frustration on Story 5 & 6 will not have an average fluency rate • If the student is only able to read one story, then the teacher records the fluency rate for that one story as the average • If the student is able to read both stories at the instructional or independent level, then the average fluency rate is determined using this formula: (Story 5 rate + Story 6 rate) ÷ 2 = Avg. rate

  21. Grade 2 EOY Reminders • At EOY there is no Screening Section • Students take the Word Reading portion of the inventory for the set/s on which they previously scored SD • All students take the Reading Accuracy, Fluency and Comprehension portion of the Inventory Section

  22. Grade 2 EOY Spelling Task • The spelling task, GK-1, is the same as at BOY and MOY • The spelling task is administered to the whole class at once, in small groups or individually • If a student scored D on a set at BOY, that set does not have to be administered • Since the spelling test is designed as a group-administered task, in most cases all sets will be administered to all students at EOY, regardless of their performance at BOY and MOY • Score words as correct (1) or incorrect (0) • An Error Analysis Chart helps teachers understand students’ specific spelling confusion

  23. Word Reading at EOY • Students who scored D on all 4 Word Reading sets at MOY do not have to take the Word Reading task (all other students are administered the Word Reading task) • The same word list is used at BOY, MOY & EOY • If the student scored D on a set at MOY, that set does not have to be administered at EOY • If teachers find it easier, it is acceptable for students to read all the sets on the word list, regardless of MOY performance • If students can’t read any of the words in Set 1 correctly, they stop the task • If correct on 4 or 5 words in a set, then score D for the set

  24. Scoring the Word Reading Task • Score words as correct (1) or incorrect (0) • For instructional planning, record incorrect responses • Use phonetic spelling that will later allow you to recall the answer the student provided • Error Analysis Chart helps understand specific word decoding confusion • Do not complete the Error Analysis Chart while you are with the student • Complete the Error Analysis Chart for students to whom you will provide targeted GK instruction • The Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

  25. EOY – Grade 2 Reading Accuracy, Fluency & Comprehension • The Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY • The EOY stories are: • Story 5: Firefighter • Story 6: Sharks • All students attempt to read both stories • If the student reaches the frustrational level (FRU) on either story, then read the story to the student

  26. Grade 2 Story Difficulty Levels MOY Story 3 (fiction) Easier Story 4 (non-fiction) Harder EOY Story 5 (fiction) Harder Story 6 (non-fiction) Hardest

  27. Correct Story Reading Administration & Scoring • SAY: I’m going to ask you to read a story.  The title of the story is _____________.  After you read it, I’ll ask you a few questions.  Read the story out loud to me. • DO:  Place the Story Booklet in front of the student.  Start the stopwatch when the student reads the first word of the story.  As the student reads, mark errors on the Student Record Sheet.  • Mark any words not read correctly with a slash ( / ) on the Student Record Sheet. • Story readingerrors include: • Mispronunciations – The student pronounces the word incorrectly.  This includes leaving off –s, –ed and –ing endings. • Substitutions – The student replaces the correct word with a different word. • Omissions – The student skips a word. • Reversals – The student reads adjacent words in the wrong order. • Hesitations – The student pauses for longer than 3 seconds or takes longer than 3 seconds to sound out a word.  In these cases,  provide the word and count it as an error.  • Items not considered errors: • Insertions – The student adds a whole word that does not appear in the text. • Self-corrections – The student makes an error, but then corrects the error. • Repetitions – The student reads the same word or phrase multiple times. • Loss of place – The student skips a line or loses their place. Redirect the student to the correct place in the story and allow the stopwatch to continue to run. • If the student reads the same word incorrectly multiple times throughout a story, count the word as an error each time it is read incorrectly.  All words, including names, are scored in the same way.

  28. EOY – Grade 2 Reading Comprehension • Ask the comprehension questions listed on the student record sheet • Questions may be repeated only at the student’s request • Wording of questions should not be changed • The only prompting allowed is to remind the student to look back at the story • Score 1 for correct and 0 for incorrect (do not give ½ points) • Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

  29. Scoring Developed (D) for Reading Comprehension • Students who listen to a story after reaching frustration cannot score D for Reading Comprehension • On an individual story students can score D for reading comprehension by answering 5-6 questions correctly, but there is not an overall D criteria for reading comprehension • To consider students' comprehension scores in relation to each other (when grouping students, for example), there are several common and efficient approaches • Look at whether students scored D on both stories, 1 story or 0 stories • Look at the total number of comprehension questions that students answered correctly for both stories • Look at the type of questions students answered correctly

  30. Determining Average Fluency Scores • Average fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instruction • If a student scores at the frustrational level on a story, do not calculate the fluency rate • Students who reach frustration on Story 5 & 6 will not have an average fluency rate • If the student is only able to read one story, then the teacher records the fluency rate for that one story as the average • If the student is able to read both stories at the instructional or independent level, then the average fluency rate is determined using this formula: (Story 5 rate + Story 6 rate) ÷ 2 = Avg. rate

  31. Grade 3 EOY Reminders • At EOY there is no Screening Section • Students take the Word Reading portion of the inventory for the set/s on which they previously scored SD • All students take the Reading Accuracy, Fluency and Comprehension portion of the Inventory Section

  32. Grade 3 EOY Spelling Task • The spelling task, GK-1, is the same as at BOY and MOY • The spelling task is administered to the whole class at once, in small groups or individually • If a student scored D on a set at BOY, that set does not have to be administered • Since the spelling test is designed as a group-administered task, in most cases all sets will be administered to all students at EOY, regardless of their performance at BOY and MOY • Score words as correct (1) or incorrect (0) • An Error Analysis Chart helps teachers understand students’ specific spelling confusion

  33. Word Reading at EOY • Students who scored D on all 4 Word Reading sets at MOY do not have to take the Word Reading task (all other students are administered the Word Reading task) • The same word list is used at BOY, MOY & EOY • If the student scored D on a set at MOY, that set does not have to be administered at EOY • If teachers find it easier, it is acceptable for students to read all the sets on the word list, regardless of MOY performance • If students can’t read any of the words in Set 1 correctly, they stop the task • If correct on 4 or 5 words in a set, then score D for the set

  34. Scoring the Word Reading Task • Score words as correct (1) or incorrect (0) • For instructional planning, record incorrect responses • Use phonetic spelling that will later allow you to recall the answer the student provided • Error Analysis Chart helps understand specific word decoding confusion • Do not complete the Error Analysis Chart while you are with the student • Complete the Error Analysis Chart for students to whom you will provide targeted GK instruction • The Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

  35. EOY – Grade 3 Reading Accuracy, Fluency & Comprehension • The Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY • The EOY stories are: • Story 5: Exploring Mars • Story 6: Storm Chasers • All students attempt to read both stories • If the student reaches the frustrational level (FRU) on either story, then read the story to the student

  36. Grade 3 Story Difficulty Levels MOY Story 3 (fiction) Easier Story 4 (non-fiction) Harder EOY Story 5 (non-fiction) Harder Story 6 (non-fiction) Hardest

  37. Correct Story Reading Administration & Scoring • SAY: I’m going to ask you to read a story.  The title of the story is _____________.  After you read it, I’ll ask you a few questions.  Read the story out loud to me. • DO:  Place the Story Booklet in front of the student.  Start the stopwatch when the student reads the first word of the story.  As the student reads, mark errors on the Student Record Sheet.  • Mark any words not read correctly with a slash ( / ) on the Student Record Sheet. • Story readingerrors include: • Mispronunciations – The student pronounces the word incorrectly.  This includes leaving off –s, –ed and –ing endings. • Substitutions – The student replaces the correct word with a different word. • Omissions – The student skips a word. • Reversals – The student reads adjacent words in the wrong order. • Hesitations – The student pauses for longer than 3 seconds or takes longer than 3 seconds to sound out a word.  In these cases,  provide the word and count it as an error.  • Items not considered errors: • Insertions – The student adds a whole word that does not appear in the text. • Self-corrections – The student makes an error, but then corrects the error. • Repetitions – The student reads the same word or phrase multiple times. • Loss of place – The student skips a line or loses their place. Redirect the student to the correct place in the story and allow the stopwatch to continue to run. • If the student reads the same word incorrectly multiple times throughout a story, count the word as an error each time it is read incorrectly.  All words, including names, are scored in the same way.

  38. EOY – Grade 3 Reading Comprehension • Ask the comprehension questions listed on the student record sheet • Questions may be repeated only at the student’s request • Wording of questions should not be changed • The only prompting allowed is to remind the student to look back at the story • Score 1 for correct and 0 for incorrect (do not give ½ points) • Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

  39. Scoring Developed (D) for Reading Comprehension • Students who listen to a story after reaching frustration cannot score D for Reading Comprehension • On an individual story students can score D for reading comprehension by answering 5-6 questions correctly, but there is not an overall D criteria for reading comprehension • To consider students' comprehension scores in relation to each other (when grouping students, for example), there are several common and efficient approaches • Look at whether students scored D on both stories, 1 story or 0 stories • Look at the total number of comprehension questions that students answered correctly for both stories • Look at the type of questions students answered correctly

  40. Determining Average Fluency Scores • Average fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instruction • If a student scores at the frustrational level on a story, do not calculate the fluency rate • Students who reach frustration on Story 5 & 6 will not have an average fluency rate • If the student is only able to read one story, then the teacher records the fluency rate for that one story as the average • If the student is able to read both stories at the instructional or independent level, then the average fluency rate is determined using this formula: (Story 5 rate + Story 6 rate) ÷ 2 = Avg. rate

  41. Questions? If you have any questions, please contact us at: tpri@uth.tmc.edu OR Check the “Frequently Asked Questions” section of the website: http://www.tpri.org/faqs/index.html

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