Round Rock ISD
Elementary Language Arts
Reading Assessment Timelines
2010-2011
- Who may test students? Only the child’s certified classroom teacher (teacher of record) may test students.
- How do campuses usually work together so the classroom teacher can test students efficiently? Please check with your campus principal. Some campuses use theembedded staff development support person to cover a teacher’s classroom while the teacher tests her own students. Some grade levels take on extra students in grade level classrooms to free up a classroom teacher for testing. Other campuses use support staff such as interventionists to cover classrooms. However, your campus principal should ultimately approve any decisions made. And the classroom teacher (teacher of record)must be the person testing the child.
- What if a student is in TAG or Special Education? The teacher of record should be the one testing the child unless that teacher has an excessive amount of students that he or she is responsible for. If a TAG is responsible for providing instruction for 45 students, it is unreasonable to expect him or her to test 45 students. The homeroom teachers for those students should assist with the testing.
- Which students are tested?
-During the middle of the year window, all students who scored below level at the beginning of the year are tested. New students, students tested using EDL at mid-year, and any students for whom the teacher has concerns regarding reading progress should also be tested.
- What if students move in after the start of the school year? Any child new to the campus should be tested within two weeks of enrolling.
- How do we know what is appropriate for a reading score? The correlation chart located on the wiki provides the criteria for beginning, middle, and end of year. “Assessment Support Documents”
- What if a student is unable to read the A on DRA? How is a level lower than that recorded in the database?Students successfully reading the level A record it as a zero in the database. Students who scored “frustration” on the A should be recorded as -1. The database only understands numeric data, which is why zero and negative one are used.
- How far do we test students?You may test students one grade level beyond their grade level target. For example, a first grader at the beginning of the year may be tested to the level of a second grader at the beginning of the year.
- How high do we test TAG students? Campus decision – you may stop at one grade level above, or test to frustration.
- What if a student tops out at the highest level for that grade level? If a student tops out at this level, record the level with a + at the end of the number. This will denote that you stopped testing but could have continued. When you retest the child next time, choose the nonfiction version of that level and you should be able to document an increase in fluency and an increase in detailed comprehension.
- May we talk to the parents about reading levels? With caution… how will this information help a parent understand the kind of books the child needs when buying books or checking them out of the library? Does the level accurately depict the child’s level of comprehension… a match with concept density?
- What is meant by concept density? Concept density refers to a child’s ability to comprehend, fully, the concepts in the passage – engage in a deep conversation.
- How do we order copies? The order forms are located on the wiki. Please e-mail these to Mary Pokorny at Print Services. The forms are ordered at no cost to your campus.
- How are 4-8 kits allotted? The ratio is a 1:4 kit per teacher ratio at grades 4 & 5.
- Are we allowed to use either the K-3 or the 4-8 kits? You are welcome to use passages out of either kit, but ideally, the lower levels in the 4-8 kit are designed for older readers who have repeatedly seen the lower level passages.
- Will students engage in any written comprehension? No.
- Did RRISD have permission to alter the DRA and EDL? Yes.
Development Reading Assessment (DRA2 & EDL2)
Procedures and Guidelines
2010 - 2011
How far do students read? / Are students timed for fluency? / Is there a comprehension component?
Levels A – 16 Read the entire text
Levels 18 – 80 Read to the asterisk only / Levels A – 12 Not timed for fluency
Levels 14 – 80Timed for fluency on 2nd reread / Levels 2 – 3Locate letters and sounds
Levels 4 – 80Formal comprehension
- Provide the introduction
- Have the child read the text and mark for accuracy (miscues, self-corrections)
- Beginning with level 14, reread the second time for fluency – 60 seconds.
- Only accurate or self-corrected words count.
- Word per minute minimums appear to the side and are bolded and underlined.
- Ask the comprehension questions or have the child locate the sounds and letters indicated (see levels above).
- The student must be instructional or independent in every area to continue testing.
- You may skip levels to avoid wearing the child out.
- If a child scores frustration in any single area, drop the level (you need to decide how much).
- The level recorded in the database should reflect the first level below frustration (which means you need to know where the child frustrated)or the highest allowable level tested.
DRA2 and EDL2
Reporting Schedule and Frequently Asked Questions
Reading Level Correlation Chart
The Reading Level Correlation Chart is provided to assist teachers when looking at student results. Often teachers need additional information to assist in the placement of students in leveled reading materials and placement in groups. This chart has proven to be a useful tool when making instructional decision. Please see the attached chart for the most current information.
*Level 3 and 4 are considered on-level for 1st Grade at the beginning of the school year.
Texas Primary Reading Inventory
and Tejas LEE
Procedures and Guidelines
2010 – 2011
The state of Texas has mandated that school districts administer an assessment to look for students who may have reading and comprehension issues in the primary years. Round Rock Independent School District has selected the TPRI (Texas Primary Reading Inventory) and Tejas LEEfrom TEA’s approved assessment list as tools to identify students that might be at risk of not mastering reading skills.
Testing Procedures- When possible, teachers must set aside time in non-distracting areas for testing.
- A certified teacher must give the assessment and, ideally, the teacher of record (the one responsible for giving grades) should be the tester.
- All students entering school at the beginning of the school year should begin the TPRI or Tejas LEE testing during the designated window of time.
- All students new to the district during the school year must be assessed using the TPRI or Tejas LEE (K-2) within one to two weeks of enrollment.
- Use the class summary sheet provided with the TPRI or Tejas LEE kits to record the results for K, 1, and 2 to track student progress. The class summary sheet hardcopy is included in your kit and the access database is provided by the district.
- Place the individual student record sheets in the student’s cumulative files at the end of the year or when a student withdraws from your school for next year’s teacher to use as a guide for instruction. These individual records will be used as documentation during state compensatory audits. Please record the information using numbers, not check marks. (Ex: 4/5).
- Kindergarten, First, and Second grade teachers will record the TPRI/Tejas LEE results on the student report card. Teachers will need to discuss TPRI/Tejas LEE results at parent conferences to clarify for parents the assessment data. It is critical that teachers provide information in the comments section of the report card concerning strengths and weakness based on the assessment results. This documentation assures the parents of each student’s progress and is required by law.
- Teachers of Dual Language and Bilingual classes should refer to the testing guidelines posted at
- The teacher responsible for reading instruction and assigning the grades in reading is responsible for administering the TPRI/Tejas LEE and recording all results. All students identified as “still-developing” according to the screening must receive a minimum of 30 minutes of supplemental reading instruction during the school day with documented evidence in lesson plans. Principals working collaboratively with teachers will determine the best plan of action to meet individual learner needs. It is important to share and collaborate with the support staff working with students to ensure a focused effort on interventions.
- All TPRI and Tejas LEE results need to be entered into the database provided by the district. The data should be recorded for each student.
- Met Standard & Met Exit Standard – both DRA & TPRI/EDL & Tejas LEE – Report Card
Ordering Materials
- If you need additional TPRI or Tejas LEE kits, contact your campus principal and he/she will contact Angela Schreiber.
Reading Level Correlation Chart
The Reading Level Correlation Chart is provided to assist teachers when looking at student results. Often teachers need additional information to assist in the placement of students in leveled reading materials and placement in groups. This chart has proven to be a useful tool when making instructional decision. Please see the attached chart for the most current information. *Level 3 and 4 are considered on-level for 1st Grade at the beginning of the school year.