Title Hide Details 
10/22/13 > [K-6] IRR Administration FAQs

If you would like to download a hardcopy of this information, click here.

IRR Administration Frequently Asked Questions

Before Assessment

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.


During Assessment

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?
Scoring Errors:

  • 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.


After Assessment

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
10/04/13 > [K-6] IRR FAQ's

Dear teachers,

This year we are in the process of shifting to the Common Core State Standards English Language Arts and Math as well as a new quarter/semester reporting calendar. As we have begun this work, questions are emerging.  Please see below for answers to a few questions around IRRs and the Assessment Calendar.

Question: Will the IRR Assessment Calendar be adjusted for the new quarter/semester reporting periods this year? 

Answer: During this transition year, the Elementary Report Card Committee (ERC) is tasked with developing CCSS aligned report cards that will address semester changes in reporting to parents. The ERC will make recommendations for any changes in the 2014-15 Assessment Calendar.

Currently, the first quarter and second semester align with the testing windows on the Assessment Calendar. The first semester and third quarter do not align. The decision to leave the Assessment Calendar with testing windows in Oct/Nov, Mar, and June was based on the following rationale: 

  • The number of release days allowed by the Collective Bargaining Agreement (CBA) is based on F&P IRRs being given 2-3 times a year.
  • It seemed prudent to not wait until the first semester (January) to have initial IRR data available for teachers to plan instruction.
  • For students not meeting standard, the testing window in March allows teachers to gather data and have more instructional time to accelerate student learning rather than waiting until April. 

Question: Is the district readjusting the reading proficiency levels for IRR testing to reflect the quarters vs. trimesters?

Answer: The "NSD Reading Proficiency Levels by Testing Window" document aligns with the "NSD Assessment Calendar." No additional changes are expected to these two documents for the 2013-14 school year. Any changes to the proficiency levels in the 2014-15 school year will come from recommendations from ERC as well as Fountas and Pinnell's alignment to CCSS.

Question: What data should we be using for the first semester reporting since the Fountas & Pinnell IRRs are required in November not January? 

Answer: There are many factors to consider when determining a student's proficiency in reading.  When evaluating a student's growth for a report card grade, it is essential to assess higher-level comprehension skills, reading fluency and rate, stamina, volume of reading, and writing skills in addition to the student's reading level.  IRRs are intended to be one of multiple measures used to inform reporting.  In addition to the F&P IRR assessments, teachers may use other classroom-based data (i.e. formative assessments, classroom-based assessments, unit tests, conferring notes, etc.) to show student growth.  Certainly, individualized running records that are out of Benchmark, Rigby, or Teachers' College could be used for students for whom teachers want additional data.

10/04/13 > [K-6] Oct/Nov Testing Window Reminders

For your convenience, underlined text are hyperlinks.  You will need your NSD email username & password to download these documents.

Assessment Calendar:

Reading Testing Reminders:

  • Testing Window concluding November 4 (adjusted to Nov. 8 per email from Kathleen Poole & Tim Brittell):
    • K-AFES offered to ALL kindergarten students
    • 1st - 6th Grade: FICTION IRR for ALL students
  • Note:

eSIS Data Entry Reminders:

  • October 1 - November 12 (closes at 11:59 p.m.): Data Entry Window for Reading
  • Note: 
    • The data entry process for assessment scores remains the same as in the past.  Remember when you utilize the "Finalize" button, your data is available in eSIS Reports immediately and on Data Dashboard (DDS) within 24 hours.
    • If you have questions about eSIS and/or Data Dashboard (DDS), please review these FAQs.

Math Testing Reminders:

  • Reminder:
    • Given the change to semester reporting, eSIS data entry of district Math Benchmark Trimester Assessments has been suspended for the 2013-14 school year.  The assessments are still on the website for classroom use.
9/13/13 > [K-6] Suspension of Data Entry for Math Benchmark Tests

Given the change to semester reporting, eSIS data entry of district Math Benchmark Trimester Assessments has been suspended for the 2013-14 school year.  The assessments are still on the website for classroom use.

Data entry will still be required for the Math Inventories that are given during September.