Middle-of-Year
Administration:
Reminders & Updates
Contents
Slide 3 ……………. When to Administer MOY
Slide 4 - 5………… New Students
Slide 6 ……………. TPRI Administration Videos
Slides 7 – 10 …….. Kindergarten
Slides 11 – 24 …… Grade 1
Slides 25 – 37 …… Grade 2
Slides 38 – 51 …… Grade 3
Slides 52 – 53 …… PMER
Slide 54 ………….. PMBR
Slide 55 …………... Contact Information
2
When to Administer MOY
• For Kindergarten through Grade 3, TPRI
recommends MOY administration begin
mid-January.
• 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.
3
New Students
4
• The TPRI should be administered to new
students soon after they enter your class.
• For students entering your class within one to two
weeks after completing BOY, MOY or EOY
administration, assess the student using the
same procedures used with all students at these
time points.
New Students (cont.)
5
• For students entering your class more than two weeks
after administration is complete, the TPRI can be a
helpful tool. It can provide the teacher with important
information about the instructional needs of the new
student. Use of this data beyond the classroom
would be determined by your campus or district.
Follow these guidelines during the different time
points:
– After BOY and after EOY, do not administer the tasks on
the Screening Section because screening results are
reliable only during the specified administration window.
Instead, begin with the first task of the Inventory Section
(PA-1 at kindergarten and first grade, GK-1 at second and
third grades) and then follow the Branching Rules.
– After MOY, assess the student using the same procedure
used with all students.
TPRI Administration Videos
• Training videos have been created for each
grade level so that teachers can view proper
administration of each TPRI Screening and
Inventory task.
• Please click on the following link to access the
TPRI Administration Videos:
http://tpri.org/resources/videos/index.html
6
Kindergarten MOY Reminders
• At MOY there is no Screening Section.
• All students take the Listening Comprehension
portion of the Inventory Section (like they did at
BOY).
Kindergarten
7
Jumping-In at MOY in Kindergarten
• If you DID administer the PA and GK portions of
the inventory at BOY:
– At MOY, do not administer those PA/GK tasks where the
student scored Developed (D).
– If the student was Still Developing (SD) on a task at
BOY, re-administer every item on the task and then
follow the Branching Rules.
Kindergarten
8
Jumping-In at MOY in
Kindergarten (cont.)
• If you DID NOT administer the PA and GK
portions of the inventory at BOY:
– At MOY, 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.
– If you do administer the PA and GK portions, begin with
PA-1 and then follow the Branching Rules.
Kindergarten
9
MOY – Kindergarten
Listening Comprehension
• The Listening Comprehension task at MOY is: COM-MOY.
• The MOY story is titled The Tree House.
• This task is administered to all students.
• Immediately after reading the story aloud to the student,
ask the comprehension questions listed on the student
record sheet.
• Score 1 for correct and 0 for incorrect; do not give ½ points.
• Sample answers are provided for guidance, but rely on
your professional judgment in scoring responses as correct
or incorrect.
• Do not repeat the question, and do not provide clues or
feedback to aid in answering the questions.
Kindergarten
10
Grade 1 MOY Reminders
• At MOY there is no Screening Section.
• All students take the Word Reading and the
Reading Accuracy, Fluency and Comprehension
portions of the Inventory Section (like they did at
BOY).
Grade 1
11
Jumping-In at MOY in Grade 1
12
• If you DID administer the PA and GK portions of
the inventory at BOY:
– At MOY, do not administer those PA/GK tasks where the
student scored Developed (D).
– If the student was Still Developing (SD) on a task at
BOY, re-administer every item on the task and then
follow the Branching Rules.
Grade 1
Jumping-In at MOY in
Grade 1 (cont.)
13
• If you DID NOT administer the PA and GK
portions of the inventory at BOY:
– At MOY, 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.
– If you do administer the PA and GK portions, begin with
PA-1 and then follow the Branching Rules.
Grade 1
Word Reading at MOY
• The same word list is used at BOY, MOY & EOY.
• Students who scored D on all 4 Word Reading sets at
BOY do not have to take the Word Reading task. All
other students are administered the Word Reading
task.
• If the student scored D on a set at BOY, that set does
not have to be administered at MOY.
– Teachers may find it easier to have students read all the
sets on the word list, regardless of BOY performance.
This is acceptable.
• If a student cannot read any of the words in Set 1
correctly, stop the task.
• If a student scores correct on 4 or 5 words in a set,
then score D for the set.
Grade 1
14
Scoring the Word Reading Task
15
• Score words as correct (1) or incorrect (0).
• For instructional planning, record incorrect
responses as the student reads.
– Use phonetic spelling that will later allow you to recall
the answer the student provided.
• Complete the Error Analysis Chart for students
for whom you will provide targeted GK instruction.
– Do not complete the Error Analysis Chart while you are
with the student.
Grade 1
MOY – Grade 1 Reading Accuracy,
Fluency & Comprehension
16
• The Reading Accuracy, Fluency &
Comprehension task at MOY is: READ-MOY.
• This portion is administered to all students.
• The MOY stories are:
– Story 3 – Rex
– Story 4 – Bats
• 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 Levels
• The difficulty level of the two MOY stories is
similar to the two BOY stories.
BOY
Story 1 (fiction)
Story 2 (fiction)
Easier
Harder
MOY
Story 3 (fiction)
Story 4 (fiction)
Easier
Harder
Grade 1
17
Correct Story Reading
Administration & Scoring
18
• 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.
Grade 1
Correct Story Reading
Administration & Scoring
19
• 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 each time it is
read incorrectly. All words, including names, are scored in
the same way.
Grade 1
When Should the Teacher Provide
the Word to the Student?
• If the student makes a mistake and keeps
reading, the teacher marks the error but stays
silent. Do not provide the word or intervene in
any way.
• If the student comes to a word and pauses for
three seconds, or attempts to sound out a word
for three seconds without producing it, this is
considered a "three second hesitation." With
three second hesitations, provide the word, then
mark the word as an error on the score sheet.
Grade 1
20
MOY – Grade 1 Reading
Comprehension
21
• Immediately following the reading, ask the
comprehension questions listed on the student
record sheet.
• Score 1 for correct and 0 for incorrect; do not give
½ points.
• Sample answers are provided for guidance, but
rely on your professional judgment in scoring
responses as correct or incorrect.
• Do not repeat the question, and do not provide
clues or feedback to aid in answering the
questions.
Grade 1
Scoring Developed (D) for
Reading Comprehension
22
• 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 two 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.
Grade 1
Determining Average Fluency Rates
23
• Average fluency rates for the two stories (Story 3 & Story 4)
can be used for reporting, grouping students and/or 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 both Story 3 & 4 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 3 rate + Story 4 rate) ÷ 2 = Avg. rate
Grade 1
Fluency Equating
24
• What is Fluency Equating?
– TPRI provides tools to help teachers measure and
understand fluency scores more effectively. These tools
come in the form of Fluency Equating Tables. With
equated fluency scores teachers can reflect on student
fluency without concern for how many TPRI stories were
read, which story was read, or how difficult the stories
were.
• Why use Fluency Equating Tables?
– When students receive multiple fluency scores, and read
stories of varying difficulty, it is sometimes hard to tell if
students are improving from one time point to the next.
• To find out more about TPRI Fluency Equating Tables,
click to read about them in our February, 2012
newsletter.
Grade 1
Grade 2 MOY Reminders
• At MOY there is no Screening Section.
• All students take the Word Reading and the
Reading Accuracy, Fluency and Comprehension
portions of the Inventory Section (like they did at
BOY).
Grade 2
25
Grade 2 MOY Spelling Task
26
• The same word list is used at BOY, MOY & EOY.
• The spelling task is administered to the whole class at
once, in small groups or individually.
• If the student scored D on a set at BOY, that set does
not have to be administered at MOY. Since the
spelling portion of the assessment is typically
administered to the whole group, in most cases all
sets will be administered to all students regardless of
their performance at BOY.
• Score words as correct (1) or incorrect (0).
• Complete the Error Analysis Chart for students for
whom you will provide targeted GK instruction.
Grade 2
Word Reading at MOY
• The same word list is used at BOY, MOY & EOY.
• Students who scored D on all 4 Word Reading sets at
BOY do not have to take the Word Reading task. All
other students are administered the Word Reading
task.
• If the student scored D on a set at BOY, that set does
not have to be administered at MOY.
– Teachers may find it easier to have students read all the
sets on the word list, regardless of BOY performance.
This is acceptable.
• If a student cannot read any of the words in Set 1
correctly, stop the task.
• If a student scores correct on 4 or 5 words in a set,
then score D for the set.
Grade 2
27
Scoring the Word Reading Task
28
• 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.
• Complete the Error Analysis Chart for students
for whom you will provide targeted GK instruction.
– Do not complete the Error Analysis Chart while you are
with the student.
Grade 2
MOY – Grade 2 Reading Accuracy,
Fluency & Comprehension
29
• The Reading Accuracy, Fluency &
Comprehension task at MOY is: READ-MOY.
• This portion is administered to all students.
• The MOY stories are:
– Story 3 – Spring Break
– Story 4 – Meat-Eating Plants
• 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 Levels
• The difficulty level of the two MOY stories is
similar to the two BOY stories.
BOY
Story 1 (fiction)
Story 2 (non-fiction)
Easier
Harder
MOY
Story 3 (fiction)
Story 4 (non-fiction)
Easier
Harder
Grade 2
30
Correct Story Reading
Administration & Scoring
31
• 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.
Grade 2
Correct Story Reading
Administration & Scoring
•
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:
–
–
–
–
•
32
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.
Grade 2
When Should the Teacher Provide
the Word to the Student?
• If the student makes a mistake and keeps
reading, the teacher marks the error but stays
silent. Do not provide the word or intervene in
any way.
• If the student comes to a word and pauses for
three seconds, or attempts to sound out a word
for three seconds without producing it, this is
considered a "three second hesitation." With
three second hesitations, provide the word, then
mark the word as an error on the score sheet.
Grade 2
33
MOY – Grade 2 Reading
Comprehension
34
• Immediately following the reading, ask the
comprehension questions listed on the student
record sheet.
• Score 1 for correct and 0 for incorrect; do not give
½ points.
• Sample answers are provided for guidance, but
rely on your professional judgment in scoring
responses as correct or incorrect.
• Do not repeat the question, and do not provide
clues or feedback to aid in answering the
questions.
Grade 2
Scoring Developed (D) for
Reading Comprehension
35
• 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 two 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.
Grade 2
Determining Average Fluency Rates
36
• Average fluency rates for the two stories (Story 3 & Story 4)
can be used for reporting, grouping students and/or 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 both Story 3 & 4 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 3 rate + Story 4 rate) ÷ 2 = Avg. rate
Grade 2
Fluency Equating
37
• What is Fluency Equating?
– TPRI provides tools to help teachers measure and understand
fluency scores more effectively. These tools come in the form of
Fluency Equating Tables. With equated fluency scores teachers
can reflect on student fluency without concern for how many TPRI
stories were read, which story was read, or how difficult the
stories were.
• Why use Fluency Equating Tables?
– When students receive multiple fluency scores, and read stories
of varying difficulty, it is sometimes hard to tell if students are
improving from one time point to the next.
• To find out more about TPRI Fluency Equating Tables, click
to read about them in our February, 2012 newsletter.
Grade 2
Grade 3 MOY Reminders
• At MOY there is no Screening Section.
• All students take the Word Reading and the
Reading Accuracy, Fluency and Comprehension
portions of the Inventory Section (like they did at
BOY).
Grade 3
38
Assessing New Students
39
• Students who entered your class after the
completion of BOY should be assessed at MOY.
• With these students, begin MOY assessment with
the Spelling or Word Reading tasks, and then
follow the Branching Rules.
Grade 3
Grade 3 MOY Spelling Task
40
• The same word list is used at BOY, MOY & EOY.
• The spelling task is administered to the whole class at
once, in small groups or individually.
• If the student scored D on a set at BOY, that set does
not have to be administered at MOY. Since the
spelling portion of the assessment is typically
administered to the whole group, in most cases all
sets will be administered to all students regardless of
their performance at BOY.
• Score words as correct (1) or incorrect (0).
• Complete the Error Analysis Chart for students for
whom you will provide targeted GK instruction.
Grade 3
Word Reading at MOY
41
• The same word list is used at BOY, MOY & EOY.
• Students who scored D on all 4 Word Reading sets at
BOY do not have to take the Word Reading task. All
other students are administered the Word Reading
task.
• If the student scored D on a set at BOY, that set does
not have to be administered at MOY.
– Teachers may find it easier to have students read all the
sets on the word list, regardless of BOY performance.
This is acceptable.
• If a student can’t read any of the words in Set 1
correctly, stop the task.
• If a student scores correct on 4 or 5 words in a set,
then score D for the set.
Grade 3
Scoring the Word Reading Task
42
• 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.
• Complete the Error Analysis Chart for students
for whom you will provide targeted GK instruction.
– Do not complete the Error Analysis Chart while you are
with the student.
Grade 3
MOY – Grade 3 Reading Accuracy,
Fluency & Comprehension
43
• The Reading Accuracy, Fluency &
Comprehension task at MOY is: READ-MOY.
• This portion is administered to all students.
• The MOY stories are:
– Story 3 – Moonbeam
– Story 4 – Not a Normal Fish
• 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 Levels
• The difficulty level of the two MOY stories is
similar to the two BOY stories.
BOY
Story 1 (fiction)
Story 2 (non-fiction)
Easier
Harder
MOY
Story 3 (fiction)
Story 4 (non-fiction)
Easier
Harder
Grade 3
44
Correct Story Reading
Administration & Scoring
45
• 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.
Grade 3
Correct Story Reading
Administration & Scoring
•
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:
–
–
–
–
•
46
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.
Grade 3
When Should the Teacher Provide
the Word to the Student?
• If the student makes a mistake and keeps
reading, the teacher marks the error but stays
silent. Do not provide the word or intervene in
any way.
• If the student comes to a word and pauses for
three seconds, or attempts to sound out a word
for three seconds without producing it, this is
considered a "three second hesitation." With
three second hesitations, provide the word, then
mark the word as an error on the score sheet.
Grade 3
47
MOY – Grade 3 Reading
Comprehension
48
• Immediately following the reading, ask the
comprehension questions listed on the student
record sheet.
• Score 1 for correct and 0 for incorrect; do not give
½ points.
• Sample answers are provided for guidance, but
rely on your professional judgment in scoring
responses as correct or incorrect.
• Do not repeat the question, and do not provide
clues or feedback to aid in answering the
questions.
Grade 3
Scoring Developed (D) for
Reading Comprehension
49
• 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 two 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.
Grade 3
Determining Average Fluency Rates
50
• Average fluency rates for the two stories (Story 3 & Story 4)
can be used for reporting, grouping students and/or 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 both Story 3 & 4 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 3 rate + Story 4 rate) ÷ 2 = Avg. rate
Grade 3
Fluency Equating
51
• What is Fluency Equating?
– TPRI provides tools to help teachers measure and understand
fluency scores more effectively. These tools come in the form of
Fluency Equating Tables. With equated fluency scores teachers
can reflect on student fluency without concern for how many TPRI
stories were read, which story was read, or how difficult the
stories were.
• Why use Fluency Equating Tables?
– When students receive multiple fluency scores, and read stories
of varying difficulty, it is sometimes hard to tell if students are
improving from one time point to the next.
• To find out more about TPRI Fluency Equating Tables, click
to read about them in our February, 2012 newsletter.
Grade 3
Using the PMER After MOY Kindergarten
• After the MOY Benchmark Assessment
reevaluate student performance and determine
whether to continue use of the PMER.
• If the student was assessed with the PMER
during the first semester, start with the set where
the student left off prior to the MOY benchmark
assessment.
• If the student was not assessed with the PMER
during the first semester, start with Set 14 and
continue every two weeks in sequence.
PMER
52
Using the PMER After MOY – Grade 1
• After the MOY Benchmark Assessment
reevaluate student performance and determine
whether to continue monitoring progress.
• Attempt to use the PMBR kit. If the student is
frustrated on the easiest story, use the PMER.
– If the student was assessed with the PMER during the
first semester, start with the set where the student left
off prior to the MOY benchmark assessment.
– If the student was not assessed with the PMER during
the first semester, start with Grade 1, Set 2 and
continue every two weeks in sequence.
PMER
53
Using the PMBR after MOY
54
• 2-Week Schedule
– Start with Story 1 for the student’s grade level. Move
back to Story 1 for the previous grade if the student is
frustrated.
– For students who are frustrated on Grade 1, Story 1,
move back to the PMER kit.
• 6-Week Schedule
– Use the timed word list to place the student into a story.
– If the student is frustrated, back up to the previous story.
– If the student is frustrated on Story 1 for her/his grade
level, use their word list score to place into a story for the
previous grade level.
– For students who are frustrated on Grade 1, Story 1,
move back to the PMER kit.
PMBR
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
55