VUSD - Protocol for the Basic Reading Inventory (BRI) - Grades 2-6 PLEASE NOTE: This has been updated for the school year.

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1 VUSD - Protocol for the - Grades 2-6 PLEASE NOTE: This has been updated for the school year. The is used to screen students for approximate reading levels in, word recognition, and fluency. It is also used to analyze reading skills and provide information to help plan instruction for students. The BRI assessment is administered by the classroom teacher. Grade Level Beginning of the Year New student or no CST Score BRI Forms for each Grade Level 1 st Trimester Students scoring CST Basic or below or have CMA scores 2 nd Trimester Students who did not read at grade level on BRI in the first trimester End of Year Students who did not read at grade level on BRI in the second trimester 1A 1B 1C 2 nd DRA 16 2A 2B 2C 3 rd 2C 3A 3B 3C 4 th 3C 4A 4B 4D 5 th 4D 5A 5B 5C 6 th 5C 6A 6B 6D GRADE 2: WHO SHOULD BE TESTED Ø First Trimester, begin BRI administration after the student has successfully passed DRA level 16. If student has NOT passed DRA level 16, assess using the DRA. ü After a student has scored Instruction or above on grade level BRI AND have reached Benchmark on WPM in Fluency, assessment is complete for the year. Benchmark WPM in fluency, the teacher has the option to administer BRI 1A, 1B, or 1C (see the administration chart above). Be certain to assess the student the following trimester. GRADE 3: Ø First Trimester, All students will be administered the BRI. ü Calibrated BRI Assessors will use BRI 3A to screen all students ü After a student has scored Instruction or above on grade level BRI AND has reached Benchmark on WPM in Fluency, assessment is complete for the year. Benchmark WPM in fluency, the classroom teacher has the option to administer BRI 2A. If a student does not score Instruction or above on 2A on Word Recognition or Comprehension, or has not reached Benchmark WPM in Fluency the classroom teacher has the option to administer BRI 1A. Be certain to assess the student the following trimester (see the Assessment Forms Chart, above). USE THE ASSESSMENT TO DETERMINE INSTRUCTION. o If a student scores Instruction/Frustration in Word Recognition or Comprehension, he/she should be receiving strategic intervention (RtI Tier 1; a minimum of instruction during Universal Access time). o If a student scores Frustration in Word Recognition or Comprehension, he/she should be receiving intensive intervention (RtI Tier 2; a minimum of instruction during Universal Access time and 30 minute additional instruction). ü Administer BPST 3 if Word Recognition score is Instruction/Frustration or below on the grade 3 BRI. This will help determine specific area of need.

2 Grades 4-6 Ø First Trimester, All students will be administered the BRI. ü Calibrated BRI Assessors will use the grade level BRI to screen all students ü After student scores Instructional or above on grade level BRI and have read at Benchmark for WPM in Fluency, assessment is complete for the year. Benchmark WPM in fluency, the classroom teacher has the option to administer the below grade level BRI. Be certain to assess the student the following trimester (see the Assessment Forms Chart, above). USE THE ASSESSMENT TO DETERMINE INSTRUCTION. o If a student scores Instruction/Frustration in Word Recognition or Comprehension, he/she should be receiving strategic intervention (RtI Tier 1; a minimum of instruction during Universal Access time). o If a student scores Frustration in Word Recognition or Comprehension, he/she should be receiving intensive intervention (RtI Tier 2; a minimum of instruction during Universal Access time and 30 minute additional instruction).

3 Directions for administering the Materials needed: Stop watch or second hand on clock Student copy of the reading passage(s) Teacher assessment copy of the reading passage(s) Pencil or pen Calculator Words Per Minute (WPM) Fluency Chart Give the student the Student Copy of the reading passage with the text covered. Next, uncover the title of the story. Ask the student to tell what he/she thinks the story will be about. Based on this prediction, record on the Teacher s Copy whether you believe background knowledge to be high, medium, or low. Example: Background: Low I--x-----I I High Say to the student: Today I am going to listen to you read. I ve given you part of a story to read. When I say, Begin, please begin reading. I will be timing you and making notes as you read. This does not mean that you have made a mistake. I will be reading with many students in the class and I need to take notes so I can remember how you read. If you get stuck, do as well as you can to figure out the words. I cannot help you because I need to know what you can do by yourself. After you finish, I will be asking you some questions about what you read. Say Begin reading now. When the student begins reading the story, start timing the student. Do not time the title. When the student finishes the sample, stop timing. When scoring Word Recognition, use Total Miscues. Use scoring conventions below Scoring Conventions Behavior Code Description loved Substitution lived Each Substitution is counted as an error. Omission bear Each omitted word is counted as an error. Circle the word to show an omission. Insertions dark the ^ woods Each inserted word is an error and is marked with a ^ symbol. w The big bear lumbered When a student waits or fails to correctly pronounce a word, wait about 3 seconds, tell the student to go on, and count it as an error Waits/hesitates along the path. unless the word is read correctly. Write w next to words where the student waited, to show an interruption in fluency. Self-corrections Dialect ed endings Repetitions loved sc lived git get look-tid looked the dark woods R Mark self-corrections with sc and count as correct. Variations in pronunciation that are clearly dialectical are marked for analysis purposes, but are not counted as errors. Mispronunciation of ed endings are recorded every time, but counted as an error only the first time. Draw a line above all of the repeated words. Repetitions are not counted as an error.

4 Comprehension: When the student finishes reading, cover the story. Ask questions and record responses. If answers differ from those given, accept reasonable responses. If a question requires a multi-part answer, complete answers get full credit, and partial answers give ½ credit. Calculating Words per Minute (Oral Reading Fluency: ORF): Convert the time into seconds and put it in the equation at the bottom of the page in order to calculate words per minute. To determine words per minute, divide the number at the bottom of the page (3000 for pre-primer, 6000 for all other levels) by the total number of seconds that it took the student to read. (Example: 6000 divided by 80 seconds = 75 words per minute) BRI Results Rubric Screening Component Basic Reading Inventory (BRI) Reading Comprehension At Grade Level 0 2 ½ Strategic Instruction (RtI level 1; minimum of instruction during Universal Access) Instruction/Frustrati on Level: 3 4 ½ Intensive Instruction (RtI level 2; minimum of instruction during Universal Access and additional 30 minutes of intervention) 5 or more Basic Reading Inventory (BRI) Word Recognition Miscues Instruction/Frustrati on Level: Miscues 10 - Miscues

5 WORDS PER MINUTE (WPM) FLUENCY CHART Oral Reading Norms for Students in Grades Two Through Six Fall Winter Spring Grade Percentile WCPM WCPM WCPM Screening Component Fluency Reading Comprehension. Word Recognition BRI Results Rubric At Grade Level 50th percentile rank or above 0 2 ½ Miscues (RtI Tier 1 i.e.: Instruction during Universal Access) 26th to 49th percentile rank Instruction/Frustration Level: 3 4 ½ Instruction/Frustration Level: Miscues Needing Substantial (RtI Tier 2 i.e.: Instruction during Universal Access and additional 30 minutes) 25th percentile rank or below 5 or more 10 - Miscues