End-of-Year Administration: Reminders & UpdatesTPRI 2010-2014

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Quick Reminder

The years 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 strugglingEOY TPRI data helps identify students for summer school and can guide the instructional supports you plan for summer programs

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ContentsSlide 4When to Administer EOYSlides 5 9 KindergartenSlides 10 20 Grade 1Slides 21 30 Grade 2Slides 31 40 Grade 3Slide 41Contact Information

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When to Administer EOYFor 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

Kindergarten*

Kindergarten EOY RemindersAt 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 SectionThis task can provide additional information about your students ability to read words

Kindergarten*

Jumping-In at EOY in KindergartenIf 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

Kindergarten*

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 students 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

Kindergarten*

EOY Kindergarten Listening ComprehensionThe Listening Comprehension task at EOY is COM-EOYThis task is administered to all studentsThe EOY story is The Ladybugs AdventureAsk the comprehension questions listed on the student record sheetQuestions may only be repeated at the students requests Prompting for answers is not allowedScore 1 for correct and 0 for incorrect (do not give points)Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

Kindergarten*

Word Reading: Optional EOY TaskAt EOY, the WR-1 portion is an optional task that can provide additional information about your students ability to read wordsThere are 2 sets of 5 words each The second set is more difficult than the firstStudents do not score D or SD on this task since this is an optional taskIf the student is successful on Set 1, proceed to Set 2It 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

Grade 1*

Grade 1 EOY RemindersAt 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

Grade 1*

Jumping-In at EOY in Grade 1If 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

Grade 1*

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 students 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

Grade 1*

Word Reading at EOYStudents 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 cant read any of the words in Set 1 correctly, they stop the taskIf correct on 4 or 5 words in a set, then score D for the set

Grade 1*

Scoring the Word Reading TaskScore 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 studentComplete the Error Analysis Chart for students to whom you will provide targeted GK instructionThe Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

Grade 1*

EOY Grade 1 Reading Accuracy, Fluency & ComprehensionThe Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY The EOY stories are:Story 5: BananasStory 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

Grade 1*

Grade 1 Story Difficulty LevelsMOYMOYStory 3 (fiction) EasierStory 4 (fiction) Harder EOY Story 5 (non-fiction) Harder Story 6 (fiction) Hardest

Grade 1*

Correct Story Reading Administration & ScoringSAY:Im going to ask you to read a story. The title of the story is _____________. After you read it, Ill 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 reading errors 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 eachtime it is read incorrectly. All words, including names, are scored in the same way.

Grade 1*

EOY Grade 1 Reading ComprehensionAsk the comprehension questions listed on the student record sheetQuestions may be repeated only at the students requestWording of questions should not be changedThe only prompting allowed is to remind the student to look back at the storyScore 1 for correct and 0 for incorrect (do not give points)Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

Grade 1*

Scoring Developed (D) for Reading ComprehensionStudents who listen to a story after reaching frustration cannot score D for Reading ComprehensionOn 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 comprehensionTo 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 storiesLook at the total number of comprehension questions that students answered correctly for both storiesLook at the type of questions students answered correctly

Grade 1*

Determining Average Fluency ScoresAverage fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instructionIf 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 rateIf the student is only able to read one story, then the teacher records the fluency rate for that one story as the averageIf 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

Grade 2*

Grade 2 EOY RemindersAt 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

Grade 2*

Grade 2 EOY Spelling TaskThe 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 administeredSince 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

Grade 2*

Word Reading at EOYStudents 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 cant read any of the words in Set 1 correctly, they stop the taskIf correct on 4 or 5 words in a set, then score D for the set

Grade 2*

Scoring the Word Reading TaskScore 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 studentComplete the Error Analysis Chart for students to whom you will provide targeted GK instructionThe Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

Grade 2*

EOY Grade 2 Reading Accuracy, Fluency & ComprehensionThe Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY The EOY stories are:Story 5: FirefighterStory 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

Grade 2*

Grade 2 Story Difficulty LevelsMOYStory 3 (fiction) EasierStory 4 (non-fiction) Harder

EOYStory 5 (fiction) HarderStory 6 (non-fiction) Hardest

Grade 2*

Correct Story Reading Administration & ScoringSAY:Im going to ask you to read a story. The title of the story is _____________. After you read it, Ill 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 reading errors 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 eachtime it is read incorrectly. All words, including names, are scored in the same way.

Grade 2*

EOY Grade 2 Reading ComprehensionAsk the comprehension questions listed on the student record sheetQuestions may be repeated only at the students requestWording of questions should not be changedThe only prompting allowed is to remind the student to look back at the storyScore 1 for correct and 0 for incorrect (do not give points)Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

Grade 2*

Scoring Developed (D) for Reading ComprehensionStudents who listen to a story after reaching frustration cannot score D for Reading ComprehensionOn 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 comprehensionTo 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 storiesLook at the total number of comprehension questions that students answered correctly for both storiesLook at the type of questions students answered correctly

Grade 2*

Determining Average Fluency ScoresAverage fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instructionIf 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 rateIf the student is only able to read one story, then the teacher records the fluency rate for that one story as the averageIf 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

Grade 3*

Grade 3 EOY RemindersAt 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

Grade 3*

Grade 3 EOY Spelling TaskThe 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 administeredSince 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

Grade 3*

Word Reading at EOYStudents 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 cant read any of the words in Set 1 correctly, they stop the taskIf correct on 4 or 5 words in a set, then score D for the set

Grade 3*

Scoring the Word Reading TaskScore 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 studentComplete the Error Analysis Chart for students to whom you will provide targeted GK instructionThe Error Analysis Chart is designed for use with students who are having difficulty with the Word Reading task, not all students

Grade 3*

EOY Grade 3 Reading Accuracy, Fluency & ComprehensionThe Reading Accuracy, Fluency & Comprehension task at EOY is READ-EOY The EOY stories are:Story 5: Exploring MarsStory 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

Grade 3*

Grade 3 Story Difficulty LevelsMOYStory 3 (fiction) EasierStory 4 (non-fiction) Harder

EOYStory 5 (non-fiction) HarderStory 6 (non-fiction) Hardest

Grade 3*

Correct Story Reading Administration & ScoringSAY:Im going to ask you to read a story. The title of the story is _____________. After you read it, Ill 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 reading errors 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 eachtime it is read incorrectly. All words, including names, are scored in the same way.

Grade 3*

EOY Grade 3 Reading ComprehensionAsk the comprehension questions listed on the student record sheetQuestions may be repeated only at the students requestWording of questions should not be changedThe only prompting allowed is to remind the student to look back at the storyScore 1 for correct and 0 for incorrect (do not give points)Sample answers are provided, but rely on your professional judgment in scoring responses as correct or incorrect

Grade 3*

Scoring Developed (D) for Reading ComprehensionStudents who listen to a story after reaching frustration cannot score D for Reading ComprehensionOn 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 comprehensionTo 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 storiesLook at the total number of comprehension questions that students answered correctly for both storiesLook at the type of questions students answered correctly

Grade 3*

Determining Average Fluency ScoresAverage fluency rates for the two EOY stories (Story 5 & Story 6) can be used for reporting, grouping students and for planning instructionIf 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 rateIf the student is only able to read one story, then the teacher records the fluency rate for that one story as the averageIf 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

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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