Meeting+10-12-09


 * 1. Welcome

2. Introductions** Members in attendance: Suzanne Kotch, Julie Fryman, Nancy Miller, Paula White, Megan Fedorko Members Julie & Kate will be meeting individually with: Molly Hinkle, Traci Lobao, Katie Yahn and Debbie Kent

-08-09 L.A. Course of Study Revision Committee wanted to look at alternative reading assessments for intermediate and Middle School students that will give additional information for teachers to drive instruction
 * 3. Rationale for QRI-4 Pilot**

- Determine parameters for pilot year assessment - Determine whether this group recommends utilizing QRI as an alternative reading assessment for intermediate and Middle School students
 * 4. Goals for this pilot**

-tabbing/notes at important parts of the Teacher's Manual
 * 5. QRI-4 Bits & Pieces**
 * Chapter 1 – Introduction (p. 1 background)
 * Chapter 2 – Research (Overview, pieces and parts throughout book)
 * Chapter 3 – Pieces & Parts of the QRI-4 (Passages, Word Lists, p.19 - glimpse of all passages)
 * Chapter 4 – Reading Levels (What info you will find by giving the QRI)
 * Chapter 5 – Uses of the QRI-4 (How to use the QRI for certain scenarios)
 * Chapter 6 – Administration & Scoring (Preparation) (pp. 44-45, also on cd)
 * Chapter 7 – Administration & Scoring (Word Lists) (Tells you how to administer)
 * Chapter 8 – Administration & Scoring (Prior Knowledge) (Tells you how to administer)
 * Chapter 9 – Administration & Scoring (The Passages) (Tells you how to administer)
 * (Tab pp. 68-71)
 * Chapter 10 – Administration & Scoring (Oral Reading) (Tells you how to administer)
 * (Tab p. 82)
 * Chapter 11 – Administration & Scoring (Comprehension) (Tells you how to administer)
 * Chapter 12 – Administration & Scoring (Assessing Strategic Reading) (Tells you how to administer)

-Begin with the Word List (this is where you, as a teacher, know your kids best and decide which word list to give) -You may need to create the word list for the student to read off of (open up your document on the cd, copy, and paste into a word document) -Use your professional judgement when choosing "Identified Automatically" or "Identified" -Concept Questions (background knowledge, before the reading): 3=precise, 2=example, 1=general association, 0=sound alikes -Student reads aloud (you will need to copy for student from the Teacher Manual) while you take a running record -Score accuracy: Please score for both Total Accuracy and Total Acceptability -**Please include SC as a miscue!** -**At the bottom equation, please subtract the meaning-change miscues from the total words per minute. You are calculating TOTAL ACCEPTABILITY!!** (Use chart on p. 77 to help you determine Independent, Instructional or Frustration Level. Please remember that the chart on this page should say Total Acceptability, NOT Total Accuracy). -Retelling: mark concepts the student gave while retelling, mark prompts (take text away) -Comprehension Questions: Implicit and Explicit questions (give text back to student) -During Retelling, take the text away. Give the text back to the student when asking the Comprehension Questions -What to do next? Where to instruct?
 * 6. Walking through an example/SCORING INFORMATION**
 * LOOK AT PAGES 44, 45 AND CHAPTER 10 (P. 72-82) FOR HELP**

__**Concept Question scoring:**__

3 - precise definition 2 - an example 1 - general association 0 - unconnected, no response

-"Clic**k** Me" has video clips with tutorials on how to administer and score the QRI -"Forms" folder has some masters that you may print -The other folders don't have anything in them
 * 7. Forms, CD, Getting Organized**


 * 8. Discussion and Decisions**
 * Who you are assessing?**
 * 2-3 students who are high-level readers
 * 2-3 students who are medium-level readers
 * 2-3 students who are low-level readers
 * Any student in R/W Intervention or on an IEP will **not** receive the QRI from the classroom teacher
 * (approx. 6-9 students)

If you need a text above or below your grade level, use the selected text at that grade level
 * What passages are we using?**
 * 3rd Grade, Nov: Use "The Trip to the Zoo". If you need 2nd grade, use "Father's New Game" (narrative). If you need 4th grade, see below
 * 3rd Grade, Jan: Use "Cats: Lions and Tigers in Your House." If you need 2nd grade, use "Seasons" (expository)


 * 4th Grade, Nov: Use "Johnny Appleseed."
 * 4th Grade, Jan: Use "The Busy Beaver."


 * 5th Grade, Nov: Use "Martin Luther King"
 * 5th Grade, Jan: Use "How Does Your Body Take in Oxygen"


 * 6th Grade, Nov: Use "Abraham Lincoln"
 * 6th Grade, Jan: Use "Clouds and Precipitation"


 * Upper M.S. Nov: Biddy Mason
 * Upper M.S. Jan: Immigration 1


 * How often are we assessing?**
 * Beginning of 2nd Quarter (Nov 3rd - 20th)
 * Beginning of 3rd Quarter (Jan 20th - 29th)
 * Assess the same group of students each time


 * How are you reporting results to the group?**
 * K&J will create a spreadsheet
 * Include: Word List Score (number correct), Word List Level (drop down menu), Concept Question (percentage), Total Miscues (Total Accuracy), Total Accuracy Level (drop down menu), Total Meaning-Change Miscues (Total Acceptability), Total Acceptability (drop down menu), Title of Passage (drop down menu), Corrected Words Per Minute Score, With Look Backs Number Explicit, Number Correct Implicit, Total (drop down menu)


 * How do we take into account IS using for intervention?**

9. Timing of Wrap-Up Meeting next winter/early spring


 * Next Meeting:**
 * **Julie & Middle School Teachers to decide Upper M.S. selected texts**
 * **Next Meeting: Tuesday, February 23rd from 12:15 - 4:00pm at Burbank Library!**

__Suggested Difficulty Levels Within Each Grade**__

__3rd (easiest to hardest)__ The Friend/A Trip to the Zoo A Special Birthday for Rosa Where Do People Live? Cats: Lions and Tigers in your house Wool: From Sheep to You

__4th__ __(easiest to hardest)__ Johnny Appleseed Tomie dePaola Amelia Earhart The Busy Beaver Plant Structures for Survival Early Railroads

__5th__ __(easiest to hardest)__ Martin Luther King Margaret Mead Patricia McKissack The Octopus How Does Your Body Take in Oxygen Farming on the Great Plains 