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IRR Administration Frequently Asked Questions
During the testing window where students are being tested with a nonfiction book, should I drop down two levels from where my students were reading independently to begin the testing?
No. The fiction and nonfiction texts have been field tested to show their equivalence.
Do I have to test a student who previously scored at level Z independently on the F & P IRR assessment?
If your student scored independently at Level Z in the previous trimester you do not need to retest the student. Record a (+) in eSIS in the level field. Leave all other fields blank.
If I feel that certain books at certain levels are "challenging," can I use a different text?
For consistency and validity of the formal assessment, use only texts provided in the F & P kit.
What book level do I choose for my student to read if he/she has not made progress and is still at the same book level as the previous trimester?
Use the same book level as the previous assessment but use the required text genre that matches the required text genre for the current testing window.
What do I read or say to the student before he/she begins to read orally?
Teachers read the title of the book and the two-sentence book introduction on the cover of the book.
Do students need to read the entire text?
For books starting at level I, a black square, or stopping point, appears in the text at the point the child should stop reading orally. The child should finish reading the rest of the text silently before engaging in the comprehension conversation.
Should I tell my student the word he/she is stuck on?
IRR: No, after 3 seconds say, "Go on" or "Give it a try".
Can I stop testing once the student reaches standard according to the district guidelines?
Continue testing the student until he/she is no longer reading at his/her independent level based on accuracy and comprehension.
If my student makes an error, how do I count it?
Proper names are counted only once in a passage.
Repeated errors are each counted as an error
Language errors are counted, i.e. want for wanted
Speech articulation or accent errors are not counted
Should I stop the testing because the student's reading rate is slow?
No. Fluency is not used to determine proficiency of a level on an IRR. Use the reading accuracy and comprehension score to determine proficiency.
Should I "count" the right answers the student states to come up with a comprehension score?
No, look at the rubric for scoring each of the categories and then make a holistic decision as to the extent to which the child has demonstrated understanding.
What if my student doesn't come up with the key understanding in the comprehension conversation?
Use the prompts provided on the recording form if needed (not required). Do not score a child lower because you used the prompts. If the child is still unable to answer, it suggests an unsatisfactory level of understanding.
Can students go back into the book to answer a question?
Yes, as long as the student goes back into the text without being prompted. If the student does go back to the book unprompted and begins to read verbatim from the book, ask the student to paraphrase it in his/her own words.
How do I score "Additional Understandings" in the Comprehension Conversation?
If the student demonstrates a deep understanding without prompting then award the additional point for "Additional Understandings". This would include making a deep connection such as a student who says, "Charlotte's Web is about the cycle of life, birth and death."
When do I analyze the miscues (MSV) on the IRR?
It is recommended that teachers analyze errors (MSV) after completing the comprehension conversation and the testing session.
How do I record a below level A reader in eSIS?
If your student scores below level A independent on his/her IRR, record:
(-) in the level field
Leave all other fields blank