Using the TPRI Kindergarten 1. Copyright Notification The contents of this presentation are to be...

Using the TPRI

Kindergarten

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Copyright Notification

The contents of this presentation are to be used only to facilitate TPRI Training-of-Trainers and teacher training.

The materials are copyrighted by the University of Texas System and the Texas Education Agency. Without the express written permission of the University of Texas System and the Texas Education Agency the materials may not be reproduced in any form for any purpose other than delivering TPRI training. You may not sell or use the materials in any other capacity.

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INTRODUCTION

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What is the TPRI?

_______: an early reading ___________ consisting of a _________Section to identify ________ students and an Inventory Section to _________ specific ___________ needs.

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TPRI assessmentScreening

at-riskdiagnose instructional

instructional diagnose TPRIassessment screening at-risk

The Main Ideas

The training will be divided into four sections.

What

Why

How

What Next

For What, Why, and How there is a Main Idea for the section.

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Goals for This Training

WhatLearn what is included in the kindergarten TPRI kit and what it assesses.

WhyClarify the purpose of the TPRI kindergarten kit.

HowDiscover when and how to administer the kindergarten TPRI and practice giving parts of the assessment.

What NextPlan to learn the steps for using TPRI scores to inform your teaching.

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Training Logistics and Reminders

• Length of Training

• Participate!

• Ask questions or write to save for later

•

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Goal: Learn what is included in the kindergarten TPRI kit and what it assesses.

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What is the TPRI?

• K-3 Reading Assessment

• Given by the classroom teacher

• Screening Section and an Inventory Section

• Monitors progress at beginning, middle and end of the year.

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What are the Screening and the Inventory?

• Screening:– Brief assessment to identify students who are most at-

risk.

• Inventory:– Lengthier assessment of skills in key reading domains.

– Designed to match reading instruction with individual student needs.

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What’s in the Kindergarten Kit?

• Teacher’s Guide• Task cards for giving the assessment • Story Booklet• Magnetic board, magnetic letters and a plastic

pouch• Intervention Activities Guide• Student Record Sheets• Class Summary Sheet

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What’s new in the 2010 TPRI?

• Task items

• Listening and reading comprehension stories

• Revalidated Screening Sections

• Decodable word reading task

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What’s new in the 2010 TPRI? (continued)

• “From Assessment to Instruction” section of the Teacher’s Guide

• Tools for grouping students and planning instruction

• Updated Intervention Activities Guide

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14WHAT Main Idea

The TPRI is an early reading assessment with two sections: a Screening Section to identify at-risk students and an Inventory Section to diagnose specific instructional needs.

Screening Section

Inventory Section

diagnose

identify

briefer

lengthier

at-risk students

helps target instruction

Goal: Clarify the purpose of the TPRI kindergarten kit.

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The Purpose of TPRI

Provide information that helps teachers teach!

TPRI does this with three tools:• Screening Section• Inventory Section• Intervention Activities Guide

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17Screening, Inventory & Other Types of Assessments

• The TPRI includes three types of assessments: screening, inventory and progress monitoring.

• For more information, review:– Assessment Types Handout

18Early Identification Is Important

• Poor readers in 1st grade remain poor readers later without intervention.

• Early intervention is more effective than later intervention.

• TPRI can reliably identify children likely to have early reading failure.

• Response to Intervention (RTI) - a framework for effectively addressing the instructional needs of all students in a school.

WHY Main Idea

The purpose of TPRI is to provide information that helps teachers teach!

• The TPRI ________ ______ quickly identifies students who are at-risk of struggling as readers.

• The TPRI ________ ______ provides information about the specific instruction that will help students move forward.

• The Teacher’s Guide and IAG provide lesson planning tools and intervention activities to address student needs.

Screening Section

Inventory Section

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Goal: Discover when and how to administer the kindergarten TPRI and practice giving parts of the

assessment.

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When Do I Give TPRI?

Beginning-of-Year (BOY)6 weeks after the start of the school year

Screening & Inventory

Middle-of-Year (MOY)Mid-January

Inventory

End-of-Year (EOY)Mid-April

Screening & Inventory

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Importance of Accurate and Reliable Administration

Accurate information is important because TPRI…

• Identifies at-risk students.

• Determines instructional needs.

• Communicates to parents.– Texas Education Code 28.006 requires that schools

report scores to their local school board, the Commissioner of Education, and to the parent/ guardian.

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23HOW Main Idea - 1

1. Use the Teacher’s Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

Giving the Assessment: Overview 24

Getting Started at Beginning-of-Year (BOY)TO START:• Administer Screening Section to all students• Start with Screening 1 – Letter Sound• Follow Branching Rules

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Administering Screening 1 26

27Practice Screening 1

1. Find a partner.

2. Read the teacher’s part and the other person answer as the student. Switch roles and repeat.

3. Read directions from the Teacher's Guide and read items from the Student Record Sheet.

4. Mark your scores on the Student Record Sheet.

Practice Quick Check

When you were the teacher on Screening 1 did you:• Give both Practice Items?• Give feedback if the student gave a letter sound when you

asked for a letter name?• Give feedback if the student gave you a long vowel sound

instead of short vowel sound?• Give feedback at the end of the task that was encouraging and

positive (i.e. “good job,” or “nice work”)?• Mark a 1 for correct answers and a 0 for incorrect answers?• Mark your answers in the BOY column?• Mark the total number correct box at the bottom of the column?• Review the Branching Rules to see where you would go next?

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Following the Branching Rules29

Student Record Sheet Error

• Some kindergarten Student Record Sheets have an error on the Branching Rules for SCR-2 and SCR-4.

• Score sheets with an error will have a sticker on the shrink wrap of the score sheets to notify you.

• Errors appear only on Student Record Sheets for use during 2011-2012.

These are the correct Branching Rules

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31HOW Main Idea - 2

1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

2. Follow the Branching Rules provided.

Moving from the Screening Section to the Inventory Section

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The Optional Warm-Up Activity: Book and Print Awareness

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The PA Portion of the Inventory Section: Overview

5 tasks of increasing difficulty:

PA-1 Rhyming

PA-2 Blending Word Parts

PA-3 Blending Phonemes

PA-4 Deleting Initial Sounds

PA-5 Deleting Final Sounds

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The PA Portion of the Inventory Section: Branching Rules

• Each PA task:– consists of 5 items– scored as incorrect or correct– 4 or more correct is Developed (D); 3 or fewer is Still Developing (SD)

NEW BRANCHING RULE: • All students who take PA-1 Rhyming, move on to PA-2

Blending Word Parts, even if SD on Rhyming.

• PA-2 through PA-5, move to next PA task only if D.

• Once a student scores D, do not administer task again at MOY or EOY.

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PA-1 Rhyming 36

PA-2 and PA-3: Blending 37

Important Information about PA Tasks

• Do not add vowel sound after consonant sounds.

• For some consonant sounds, continue only slightly.

• Keep the vowel sound clipped for consonants such as /g/ and /b/.

• Pronounce letter sounds during Deleting Initial and Final Sounds tasks.

“Say bus without the /b/” not

“Say bus without the /bee/”

/b/ not /beh/

/mm/ not /mmmm/

/p/ not /puh//f/ not /feh/

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39HOW Main Idea - 3

1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

2. Follow the Branching Rules provided.

3. Practice all Phonemic Awareness tasks before giving TPRI.

40Practice PA-3 Blending Phonemes

1. Work with a partner.

2. Practice PA-3, Blending Phonemes.

3. Mark your scores on the Student Record Sheet box as you give the task.

4. Notice where the Branching Rules would send you next.

5. Change roles and practice again.

PA-4 & PA-5: Deleting Sounds 41

The Graphophonemic Knowledge (GK) Portion consists of 2 different tasks:

Branching Rules:

If students score D on GK-1, they move on to GK-2, the harder GK task.

The GK Portion of the Inventory Section: Overview

GK-1 Letter Name Identification

GK-2 Letter to Sound Linking

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GK-2 Letter to Sound Linking: PracticePractice GK-2 with your partner.• Mark your answers on the Student Record Sheet• Read the Branching Rules• Switch roles and practice again

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The Listening Comprehension Task•Given at BOY, MOY and EOY.•Students listen to a story and answer questions.•All students hear the same story, & there is a different story for BOY, MOY & EOY.

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Scoring the Comprehension Questions

• Ask the questions listed on the student record sheet.• Score 1 for correct and 0 for incorrect; do not give ½ points.• Sample answers are provided but rely on professional judgment.

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Comprehension Question Types

3 new types of comprehension questions:

Recalling Details• Information is stated directly in the text. • Do students understand important story details?

Linking Details• Require connecting information in multiple sentences. • Do students understand important story details & make

connections from one part of the text to another?

Inferring Word Meaning• Students give the meaning of a word from the story. • Can students understand text with less familiar words?

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Word Reading: Optional EOY Task

• The End-of-Year assessment includes an optional Word Reading task.

• Use with those students for whom it might provide useful information.

• Two sets of 5 words.

• Set 1 is easier than Set 2.

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Procedures for MOY and EOY: Jumping-In

• No Screening Section at MOY. At EOY begin with Screening 3.• At MOY and EOY, do not redo PA/GK tasks if Developed.• If Still Developing on a task, re-administer every item and follow the

Branching Rules.• Administer Listening Comprehension task to all students at BOY,

MOY and EOY.

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HOW Main Idea - 4

1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

2. Follow the Branching Rules provided.

3. Practice all Phonemic Awareness tasks before giving TPRI.

4. Complete Student Record Sheet and Summary Pages.

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The Student Summary SheetEach Individual Student Record Sheet includes a perforated Student Summary Sheet.

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Information Gained - Overview

Screening Summary

D or SD score tells whether student is likely at-risk.

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PA, GK, & Word Reading Summary

PA, GK, and Word Reading scores demonstrate student understanding of sounds and of sound/spelling relationships.

Listening Comprehension Summary

Provides information about student’s ability to listen to a story and comprehend it.

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The Class Summary Sheet

The kit includes 3 Class Summary Sheets for use at BOY, MOY and EOY.

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HOW Main Idea Review

1. Use the Teacher's Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

2. Follow the Branching Rules provided.

3. Practice all Phonemic Awareness tasks before giving TPRI.

4. Complete the Individual Student Record Sheet and summary pages.

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The “Quick Review” Sheet

At the back of your packet there’s a Quick Review Sheet.

Tear off this sheet, fold it in half and stick it in your Teacher’s Guide for reference while administering the assessment.

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TPRI Website and Contact Information

• For more information, IAG Blackline Masters and updates or news go to http://tpri.org.

• All TPRI questions can be emailed to tpri@uth.tmc.edu.

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Questions56

Goal: Plan to learn the steps for using TPRI scores to inform your teaching.

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Additional Training Modules

The purpose of TPRI is to provide information that helps teachers teach!

TEA recommends that all professionals administering or using TPRI should complete, at a minimum:

There are also training modules for:

Administration Module Grouping Students Using the Intervention Guide

Analyzing word reading and spelling results Progress Monitoring kits

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Additional Training Modules

TEA recommends that all professionals administering or using TPRI should complete, at a minimum:

Administration Module

Grouping Students

Using the Intervention Guide

Date:

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Summary of Main IdeasWHAT

The TPRI is an early reading assessment with two sections: a Screening Section to identify at-risk students and an Inventory Section to diagnose specific instructional needs.

WHY

The purpose of TPRI is to provide information that helps teachers teach! •The Screening Section quickly identifies students who are at-risk of struggling as readers. •The Inventory Section provides information about the specific instruction that will help students move forward.•The Teacher’s Guide and IAG provides lesson planning tools and Intervention Activities to address student needs.

HOW

1.Use the Teacher’s Guide to administer all tasks, and follow the scripts and procedures carefully to ensure consistent and accurate administration for all students.

2.Follow the Branching Rules provided.

3.Practice all phonemic awareness tasks before giving TPRI.

4.Complete Student Record Sheet and summary pages.

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