1. End-of-Year Administration: Reminders & Updates

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 student’s request
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
Story 3 (fiction) Easier
Story 4 (fiction) Harder
MOY
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 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.

18. EOY – Grade 1 Reading Comprehension
Ask the comprehension questions listed on the student record sheet
Questions may only be repeated 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 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 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 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.

28. EOY – Grade 2 Reading Comprehension
Ask the comprehension questions listed on the student record sheet
Questions may only be repeated 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 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.

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

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