Implications for Instruction
When administering the middle and end of the year inventory, teachers should administer those tasks in which concepts are "still developing." Teachers do not need to revisit tasks that indicate a student has "developed" the reading concept, unless teacher observation has indicated a student is having difficulty with the concept. In training, this section is referred to as "Jumping-In."

Middle of the Year (MOY) – no screens for Grade 1 or Grade 2
   
    Kindergarten – administer TPRI according to directions.

    First Grade
a) If a student scored developed (D) on the beginning of the year screen, the teacher bypasses inventory and moves to the word list for story placement. Remember to carry the D’s over to the middle of the year class summary sheet to indicate that the concept was developed at the beginning of the year administration.

b) If a student scored still developing (SD) on the beginning of the year screen, the teacher starts with the first Phonemic Awareness (PA) inventory task showing SD from the beginning of the year administration. After all SD PA tasks are administered, the teacher jumps to the first Graphophonemic Knowledge (GK) inventory task showing SD from the beginning of the year administration.

c) On the off chance that a student is still developing on the screening at the beginning of the year, yet was developed on all inventory tasks, teachers should move to the word list for story placement.

    Second Grade
a) The inventory tasks are group administered. For ease of the teacher and to lessen confusion surrounding jumping to the still developing tasks in at this level, administer inventory tasks 1-4 in a group format to all the students.
 
b) For SCORING, only score tasks for which the student was SD. For example, student A has a D on beginning of year (BOY) tasks 1 and 2 – the teacher only grades tasks 3 and 4. Remember to carry the D’s over to the new class summary sheets to indicate that the concept was developed at the beginning of the year administration.



End of Year (EOY) – no screen for Grade 2
   
    Kindergarten
Screening - All students are to be administered the Screen. The screening section has new items and at the end of the year, risk status is re-calculated.

Inventory – Apply ‘Jump-in."
a) If a student scored developed (D) on the middle of the year screen, the teacher bypasses the inventory and moves to the word list for story placement. Remember to carry the D’s over to the new class summary sheets to indicate that the concept was developed according to the middle of the year administration.

b) If a student scored still developing (SD) on the middle of the year (MOY) screen, the teacher starts with the first Phonemic Awareness (PA) inventory task showing SD from the middle of the year administration. After all SD PA tasks are administered, the teacher jumps to the first Graphophonemic Knowledge (GK) inventory task showing SD from the middle of the year administration.

c) On the off chance that a student is still developing on the screening at the middle of the year (MOY), yet was developed on all inventory tasks, teachers should move to the word list for story placement.

    First Grade
Screening - All students are to be administered the Screen. The screening section has new items and at the end of the year, risk status is re-calculated.

Inventory – Apply "Jump-in."
a) If a student scored still developing (SD) on the middle of the year (MOY) inventory, the teacher starts with the first Phonemic Awareness (PA) inventory task showing SD from the middle of the year administration. After all SD PA tasks are administered, teacher jumps to the first Graphophonemic Knowledge (GK) inventory task showing SD from the middle of the year administration.

b) On the off chance that a student is still developing on the screening at the middle of the year, yet was developed on all inventory tasks, teachers should move to the word list for story placement.

    Second Grade
a) The inventory tasks are group administered. For ease of the teacher and to lessen confusion surrounding jumping in at this level, administer inventory tasks 1-4 in a group format to all the students.

b) For SCORING, only score tasks for which the student was marked still developing from the middle of the year administration. For example, if a student was developed on task 1 and 2 at the middle of the year administration – the teacher only grades tasks 3 and 4. Remember to carry the D’s over to the new class summary sheets to indicate that the concept was developed according to the middle of the year administration.