1. Beginning of the Year Update
Training Valid for Puzzle Piece Edition
tejas•LEE
Beginning of the Year Update

2. 2010-2018 Beginning of the Year Update
Training Valid for Confetti Edition
Beginning of the Year Update

3. Contents 2 Slides 3-4 Before the Assessment Slides 5-9 Kindergarten
Slides First Grade
Slides Second Grade
Slides Third Grade
Slide MPLE
Slide MPLP

4. Before the Assessment 3
Look at Tejas LEE results from the previous school year for students in grades K, 1 and 2
Find a quiet, distraction free area to conduct your assessment
Familiarize yourself with the Tejas LEE directions, procedures, branching rules and materials

5. Performance Levels 4
Desarrollado (D)—The student has mastered the task
Nivel esperado (NE)—The student is performing as expected at this time point
Nivel de intervención (NI)—The student is significantly behind in this skill and intervention is strongly recommended

6. 5
KINDERGARTEN
OPTIONAL Section: The NI Performance Level is 0-5, expected student performance is 6-7 correct.
Sections 1 & 2: The NI Performance Level is 0-9, expected student performance is correct.
Book and Print Awareness is optional. Students are expected to know a minimum of 6 items on this section at BOY.
Letter Name/Letter Sound (Sections 1-2) require a minimum score of 10 for NE, 26 for D.
This slide has 1  CLICK of animation.
SAY: The first section is Book and Print Awareness. This section is OPTIONAL. It is followed by two GK sections Letter Name and Letter Sound.
DO: Show participants the BOY cutpoints for both tables on this page. Stress that students with scores in the NI section should receive intervention in these skills.
Also show participants that the NE standard disappears at EOY (this is true for all sections with NE cutpoints). Although students who score NE do not require intervention, they should continue to receive high quality classroom instructions in these skills until they have achieved mastery.
© 2011, The University of Houston and The Texas Education Agency

7. 6
KINDERGARTEN
Section 3: There is no NI Performance Level at BOY, expected student performance is 0-3 correct.
Sections 4 & 5: The NI Performance Level is 0-4, expected student performance is 5-9 correct.
Be sure to give both practice items before continuing on with the actual test items.
Students must provide real or nonsense rhyming words.
This slide has 1  CLICK of animation.
SAY: Rhyming is a challenging skill to develop for many young readers. It is key that the instructions and the practice items be given in their entirety to ensure that students understand this task.
DO: Draw participants’ attention to the Instrucciones section.  CLICK Either read or have a participant read through the bolded, italic (Teacher stated) text on this slide. Allow participants 2 minutes to practice this section with a partner.
ADDITIONAL INFORMATION FOR PRESENTER:
Although, Spanish has two types of rhyming words, we will only test rima consonante. Below is some background information on both types.
Type: Rima consonante
Rule: All final sounds are identical starting with vowel in stressed syllabe.
Examples: casa, masa ; pestaña, España; vestido, apellido
Type: Rima asonante
Rule: All final vowels are identical starting with vowel in stressed syllable.
Examples: casa, drama; pestaña, bala; vestido, chiquito
© 2011, The University of Houston and The Texas Education Agency

8. 7
KINDERGARTEN
Sections 6 and 7: There is no NI Performance Level at BOY, expected student performance is 0-6 correct.
Section 8: There is no NI Performance Level at BOY, expected student performance is 0-6 correct.
© 2011, The University of Houston and The Texas Education Agency

9. 8
KINDERGARTEN
Section 9: There is no NI Performance Level at BOY, expected student performance is 0-8 correct.
© 2011, The University of Houston and The Texas Education Agency

10. KINDERGARTEN 9 Section 10: BOY Story, “Un día en la playa”.
Section 10: All Listening Comprehension questions are explicit.
© 2011, The University of Houston and The Texas Education Agency

11. 10
FIRST GRADE
Sections 1 & 2: The NI Performance Level is No NE level exists. Students should score D.
Sections 3 & 4: The NI Performance Level is 0-8, the expected level is 9-13.

12. 11
FIRST GRADE
Sections 5 & 6: There is no NI Performance Level, the expected level is 0-8.
Section 7: The NI Performance Level is 0-4, expected student performance is 5-12 correct.

13. 12
FIRST GRADE
Section 8: BOY Stories, “El pato Lalo” and “Meme y el fútbol”.
BOY stories are very short.
There are 5 comprehension questions for each story.

14. 13
FIRST GRADE
Always administer BOTH stories regardless of student performance on story 1.

15. 14
SECOND GRADE
All three sections must be given at each time point.
Section 1: The NI Performance Level is 0-4, expected student performance is 5-12 correct.
DO:
Walk participants through flowchart logic.
Sección 1: Reconocimiento de las palabas
Sección 2: Comprehensión de lectura
Sección 3: Dictado
Remind participants that there is a copy of this administration sequence in their participant packet.
© 2011, The University of Houston and The Texas Education Agency

16. 15
SECOND GRADE
All three sections must be given at each time point.
Section 2: BOY Stories, “El abuelo de Nico” and “El Festival del Charro”.
DO:
Walk participants through flowchart logic.
Sección 1: Reconocimiento de las palabas
Sección 2: Comprehensión de lectura
Sección 3: Dictado
Remind participants that there is a copy of this administration sequence in their participant packet.
© 2011, The University of Houston and The Texas Education Agency

17. SECOND GRADE 16
All three sections must be given at each time point.
Section 3: There are different spelling words at each time point assessing different spelling conventions.
© 2011, The University of Houston and The Texas Education Agency

18. 17
SECOND GRADE
Always administer BOTH stories regardless of student performance on story 1.
Spelling is administered to ALL students at each time point as there are different spelling words for each administration.

19. 18
THIRD GRADE
Section 1: BOY Stories, “El gansito milagroso” and “El temblor”.
© 2011, The University of Houston and The Texas Education Agency

20. THIRD GRADE 19
Section 2: There are different spelling words at each time point assessing different spelling conventions.
© 2011, The University of Houston and The Texas Education Agency

21. THIRD GRADE 20
Always administer BOTH stories regardless of student performance on story 1.
Spelling is administered to ALL students at each time point as there are different spelling words for each administration.
© 2011, The University of Houston and The Texas Education Agency

22. 21
MPLE
Required Tasks: The Letter Name/Letter Sound task and the Listening Comprehension task (Starting with Serie 4) are required.
Optional tasks: Use these to better inform your instruction.
Discontinue Rule: If students have a perfect score on the Letter Name and/or Letter Sound task for two consecutive adminstrations, you may discontinue that task.
© 2011, The University of Houston and The Texas Education Agency

23. MPLP 22 Baseline Administration:
Establish your starting point for each student during your baseline administration.
Baseline administrations differ on the 2 week and 6 week schedule. See your Teacher Guide.
If a student in G2 or G3 is UNABLE to establish an on-grade baseline, backtrack to the previous grade.

24. MPLP 23 Subsequent Administrations:
Progress through stories or word lists one at a time.
Word lists may be administered as many times as necessary. Do not move on to next word list until student has successfully read the previous word list.
Stories may be read a maximum of 2 times. Move on to the next story for the following administration.

25. Questions tejaslee.info@times.uh.edu 24
If you have any questions please contact:
© 2011, The University of Houston and The Texas Education Agency