Spaces
Apps
Templates
Create
User Support (external)
All content
Space settings
Shortcuts
Troubleshooting articles
Troubleshooting articles
This trigger is hidden
How-to articles
How-to articles
This trigger is hidden
Content
Results will update as you type.
EA Frequent Questions
•
ABC: What is the purpose of ABC Names and Numbers?
•
CPM: ECDS Uploads for Pre-K Data
•
CPM: Can a student answer with the verb conjugated in a different tense than listed on the acceptable responses vocabulary sheet?
•
CPM: For the total score in phonological awareness, my class averaged above the benchmark. However, when I compare the benchmarks for the PA sub-measures (syllabication, onset- rime, alliteration and rhyming 1), my students are below in each category.
•
CPM: Why does the benchmark report show a zero score for Letter Sound correspondence?
•
CPM: How can I find the total scores on the Student Results Export excel sheet?
•
CPM: I accidentally assessed a student in the wrong language in CPM. Can this be fixed?
•
CPM: What do the Circle Progress Monitoring Coloring-Coded Benchmarks mean?
•
CPM: Why does the last item on the rapid tasks disappear before the student has three full seconds to respond?
•
CPM: Can I compare end-of-year CPM data to TX-KEA data?
•
CPM: Can I use manipulatives to support the child during assessment of math items?
•
CPM: For the Rhyming measure, why is it a yes or no question?
•
CPM: Will the CPM testing material be revised to align with the new Pre-K guidelines?
•
CPM: How do Rapid Vocabulary and Rapid Vocabulary Set 1 differ, and which list should be used at the beginning of the year and during each wave?
•
CPM: If a student is “on track” on any measure or sub-measure in Wave 1, would that student be assessed with the same measure again in Wave 2? What if a child receives a perfect score? Are there additional questions generated at each wave?
•
CPM: Why is the vocabulary measure timed?
•
CPM: Why does the Circle Progress Monitoring phonological awareness Overall Measure Total Score not match each individual sub-measure?
•
CPM: How were CPM vocabulary selected for the assessment?
•
CPM: What guidance is there on scoring syllabication? If a student claps the right amount of syllables for a word, but says the wrong number of syllables, is the item marked correct or incorrect? For example: /cow/ /boy/ - claps twice but says "3"
•
CPM: What resources are available to support teachers in implementing the new PK Guidelines?
•
CPM: Why is the letter naming measure timed?
•
CPM: On the Rapid Letter Naming assessment, why do I not measure on all 52 uppercase and lowercase letters?
•
TX-KEA: For TX-KEA and the Dyslexia Referral Checklist, which part of the assessment is considered phonemic awareness vs phonological awareness?
•
TX-KEA: ECDS Uploads for Kindergarten Data
•
TX-KEA: What is the TX-KEA Statewide Kindergarten Readiness Score?
•
TX-KEA: How do I locate and administer the TX-KEA Dyslexia Screener?
•
TX-KEA: How were TX-KEA items developed?
•
TX-KEA: What are we required to assess if we use TX-KEA?
•
TX-KEA: Why do some TX-KEA assessments appear overly challenging for kindergartners & some areas do not align to the TEKS?
•
TX-KEA: Is there a report in TX-KEA that shows only the Dyslexia Screener results?
•
TX-KEA: Can I use TX-KEA at the end of prekindergarten?
•
TX-KEA: Is TX-KEA a norm or criterion-referenced progress monitoring tool?
•
TX-KEA: What are the benchmarks/cut scores for the TX-KEA assessment?
•
TX-KEA: Is it possible to view TX-KEA scores for receptive and expressive separately instead of combining them?
•
TX-KEA: Why is vocabulary in Circle Progress Monitoring timed but not timed in TX-KEA?
•
TX-KEA: What TX-KEA report can I use to show how students are doing from one wave to another?
•
TX-KEA: When I give TX-KEA, can I translate the instructions from English to Spanish, but still assess a student's English skills? Or translate instructions from Spanish to English, but still assess a student's Spanish skills?
•
TX-KEA: How to score TX-KEA Spelling?
•
TX-KEA: Why is Spanish TX-KEA blending section not done in syllables only?
•
TX-KEA: What should I do if TX-KEA audio not working properly?
•
TX-KEA: For the TX-KEA vocabulary measure, can teachers preview the assessment words and integrate them into their teaching to familiarize students with the vocabulary?
•
TX-KEA: Can I use a touchscreen device with this assessment?
•
TX-KEA: TX-KEA: What do the TX-KEA color coding benchmarks mean?
•
TX-KEA: Why is the TX-KEA Literacy Screener only available for Wave 1 and not Waves 2 or 3?
•
TX-KEA: In TX-KEA, why are Academic Motor Skills only tested at the beginning of the year?
•
TX-KEA: Why does TX-KEA tests for the "soft g" sound instead of "hard g"? For example, the word "jam"
•
TPRI: Do I administer both TPRI stories for 1st and 2nd grade?
•
TPRI: When a student reads a story what are considered errors or not errors?
•
TPRI: Why are there TPRI Branching Rules?
•
TPRI: Do I exclude the TPRI Reading Comprehension section since the student read at a frustrational level?
•
TPRI: Do I assess the same measures again at the next wave if the student scored "developed" for a measure at previous wave?
•
TPRI: How do I locate and administer the 1st Grade Dyslexia Screener?
•
TPRI: How do I obtain reading level scores and/or grade equivalents for TPRI stories?
•
TPRI: How were words selected for the Word Reading and Spelling tasks?
•
TPRI: Is TPRI Norm or Criterion-referenced?
•
TPRI: Why do reports not include students that were excluded?
•
Tejas LEE: If the student cannot read the 1st and 2nd fluency story, The story is supposed to be excluded, and the comprehension section is not assessed. Is the global score also excluded, or should it be marked red?
•
Tejas LEE: Can I administer the Dictado/Spelling section for Tejas LEE to the whole class at once?
•
Tejas LEE: Can Tejas LEE be used for students with special needs?
•
Tejas LEE: Do I assess the same measures again at the next wave if the student scored "developed" for a measure at previous wave?
•
Tejas LEE: Should I assess all Spanish speaking students with Tejas LEE?
•
Tejas LEE: How do I locate and administer First Grade Dyslexia Screener on Tejas LEE?
•
Dyslexia DRC: What is the Dyslexia Referral Checklist?
•
Dyslexia TX-KEA: On the TX-KEA Kindergarten Dyslexia Screener, why is decoding only required for Spanish?
•
Dyslexia: How do I communicate with families about the Dyslexia Screener results?
•
Dyslexia: Who is screened for dyslexia? When is the deadline?
•
Dyslexia: Where can I access the Dyslexia Screener?
•
Dyslexia: Why screen students for dyslexia?
•
Dyslexia TX-KEA: What TX-KEA literacy measures are part of the Dyslexia Screener?
•
Dyslexia Tejas LEE: What Tejas LEE literacy measures are part of the Dyslexia Screener?
•
Dyslexia TPRI: What TPRI literacy measures are part of the Dyslexia Screener?
•
FAQ: How do I assess my class in Spanish?
•
FAQ: I am not seeing a total score under the sub-measures, just a dash. What does this mean?
•
FAQ: My class is bilingual. Can I assess some students in English and others in Spanish?
•
FAQ: What report can I use to show how students are doing from one wave to another to show growth?
•
FAQ: Can I translate the instructions from English to Spanish, but still assess a student's English skills?
•
FAQ: When I administered a Spanish assessment to my student, she responded in English. Is this alright?
•
FAQ: What if I haven’t yet taught my students the skills I am supposed to assess?
•
FAQ: What if I haven’t yet taught my students the skill I am supposed to assess?
•
FAQ: How to Facilitate CLI Engage Online Courses
•
FAQ: Why is it important to assess Wave 2 (MOY)?
•
FAQ: Can I translate the instructions from English to Spanish (or Spanish to English) and accept responses in either language while assessing a student's English skills?
•
FAQ: Who determines which measures are required & optional for PK & KG?
Show more below
Blogs
Apps
Usage
User Support (external)
/
CPM: Can a student answer with the verb conjugated in a different tense than listed on the acceptable responses vocabulary sheet?
Summarize