Transcript What do principals need to know about the DRA2 for K-3?

Administering the DRA2 /EDL2
Denver Public Schools
Spring 2008
Grades K–3
Agenda Topics
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Purposes of testing
What good readers do
CBLA expectations for benchmark levels
Administration of the DRA2 with
different levels of readers
• Instructional information gained from the
DRA2/EDL2
What is the purpose of
DRA2/EDL2 testing?
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For Teachers: To get instructional information
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For the State: To meet CBLA requirements (Spring)
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Inform the state of students’ reading levels (K–3).
After third grade—Inform the state as to the progress
of those students identified at the end of third grade
(Grades 4–11)
Foundation for the DRA2/EDL2:
What do good readers do?
Brainstorm at tables:
What do good readers do?
How has “What Good Readers Do”
been incorporated into
DRA2/EDL2 Text Reading?
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Assesses:
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Determines student’s Independent level and
provides focus areas for instruction.
Look in the handout at the Good Readers Chart.
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Reading Engagement
Oral Reading Accuracy and Fluency
Comprehension (Predictions, Retellings and Summaries,
Connections, Inferences, Reflections)
Put a checkmark next to every strategy on which you have
provided mini-lessons. Note Rationale.
How has “What Good Readers Do”
been incorporated into
DRA2/EDL2 Text Reading?
Activity:
• Read through the sample Continuum for Oral
Reading (Level 16, Baby Birds, nonfiction).
• How might teachers use this information to
guide instruction?
Stages of Reading in DRA2/EDL2
DRA2 K–3 and EDL2 have slightly different
processes for administration at each of the
following stages of reading:
– Emergent: L. A–3
– Early: L. 4–12
– Transitional: L. 14–24 (Start to use timing)
– Extending: L. 28–38 (Start to have student
write answers in student booklet)
– Intermediate: L. 40
CDE Guidelines:
CBLA Benchmark Levels
End of Year
Kindergarten
First Grade
Benchmark Level on
DRA2
L. 3 Independent
L. 16 Independent
Second Grade
Third Grade
L. 28 Independent
L. 38 Independent
Adapted from the CDE PowerPoint at:
http://www.cde.state.co.us/action/CBLA/Updated_DRA2_EOY_Reporting.ppt
What is Independent level
for DRA2/EDL K–3?
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Use the Continuum descriptors and scores to
evaluate student reading.
Levels A–3: Find highest level where student
scores Independent on BOTH Oral Reading AND
Printed Language Concepts.
Levels 4–38: Find highest Independent level
where students scores Independent on BOTH Oral
Reading Fluency AND Comprehension sections.
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Look at the L. 16 continuum to identify the scores that
you use to find whether the student read at the
Independent level.
Highest Independent Level
Consider going to a
higher text level
Go to a lower text level
Why is it important to find
students’ Independent Level?
• 85% of everything children read should be
easy for them
• 15% should be a bit of a challenge
• 0% should be at the difficult level because
it provides no purpose for learning
»
Richard Allington
Expectations for Kindergarten
• Assess all students in their language of
instruction.
• DRA2:
– Give Word Analysis Tasks 1–7 for students reading at
Level 2 or below.
• Administer only those tasks on which the student has
scored No/Little Control.
• EDL2 (Spring 2008)
– Give the IO to students reading at L. 2 or below
• The IO subtests are optional for students at L.3 and above.
• In the fall of 2008, Spanish versions of the DRA2 Word Analysis
Tasks will replace the IO
• If you need support giving these tasks, talk with
your facilitator.
Expectations for Grades 1–3
• Assess ALL students in their language of
instruction
– Exception: NEP and LEP students who have been in
school in the U.S. for less than one year are exempt
from having to be tested.
– In spring 2009, ELA-S students receiving literacy
instruction in Spanish will need to have a DRA2 as well as
an EDL2.
• You do not have to administer any Word Analysis
Tasks for Spring testing.
– It is recommended that teachers use the Word Analysis
during the year to support instruction, as it gives
important diagnostic information about students’ phonics
skills.
Administering the DRA2 with a
Transitional Reader (L. 14–24)
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Read through the Continuum for Thin as a Stick
(Level 24), so you know what behaviors to look
for during this assessment.
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Note differences from the L. 16 continuum.
Skim through the Observation Guide for Thin as
a Stick . Things to note:
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Teacher says the bold print.
The student reads part of the text orally and the rest
silently.
The teacher scribes some of the student’s answers, and
the student writes some of the answers. In previous
levels, the teacher does all of the writing.
Administering the DRA2 with a
Transitional Reader (L. 14–24)
Watch DVD of the Transitional Reader.
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Code the transcript as the student reads.
– Note the student’s use of phrasing by underlining
words read in phrases.
– Note the student’s use of expression.
IMPORTANT: For DPS purposes, if the student is
stuck on a work, give 5 seconds of wait time, then tell
the word and count it as a miscue.
After listening to the student read, SCORE THE
ORF on the continuum.
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In DPS—If student is Independent, continue with the
Comprehension section.
If student is not Independent, move to a lower-level
text.
Administering the DRA2 with a
Transitional Reader (L. 14–24)
Watch the rest of the administration of this level.
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Script the student’s answers to the prediction questions.
Script or note on the Story Overview the student’s
summary.
Score the Comprehension section of the continuum
together.
Administering the DRA2 with a
Transitional Reader (continued)
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Discuss: Do you think this is the student’s highest
Independent level? What would you do next?
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Look at the Focus for Instruction sheet and identify three
to five Areas for Focus in Instruction
Watch the discussion between the teacher and
the coach.
Administering the DRA2/EDL2 with
an Extending Reader (L.28–38)
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Read through the Continuum for Animals Can
Help (L. 28). What’s changed from the previous
level?
Look at Daquarius’ Reading Engagement Survey.
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What do you notice about him as a reader?
How might you score his Reading Engagement?
Read through the Teacher Observation Guide.
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What changes do you notice?
Administering the DRA2/EDL2 with
an Extending Reader (L.28–38)
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Listen to Daquarius read the text and code the
transcript.
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Score the ORF—Is he Independent? Should you administer
the Comprehension section?
Look through the Student Booklet and discuss
his written answers, using the exemplars for that
text.
Watch the session with the coach to see what
their observations are for Daquarius.
What is the Word Analysis Part
of the DRA2?
• 40 word analysis tasks, sequenced in difficulty
• Students do a range of tasks, depending on their
reading level
• 5 strands:
– Phonological awareness
– Metalanguage related to Print Concepts
– Letter/High-Frequency Word Recognition
– Phonics
– Structural Analysis and Syllabication
Next fall, some of the Word Analysis tasks will be
available in Spanish.
How Can the Word Analysis
Tasks Be Used?
• To assess emergent readers’ development of
phonemic awareness and phonics skills
• To assess the word analysis skills of students who
are struggling with reading
– To determine the extent to which word analysis
problems are interfering with the student’s reading
progress
• To diagnose and monitor the progress of
students who need further support
• NOTE: The DRA2 kit has a training video on how
to do the Word Analysis subtests.
Using the DRA2/EDL2
for Instructional Purposes
Look at the following DRA2 Summary Sheet for
students at Levels 14–24.
• What do you notice?
• What questions does this raise for you?
• How could the Word Analysis information guide your
instruction?
Using the DRA2/EDL2
for Instructional Purposes
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Use information to support appropriate book bags
for students.
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Use Summary Sheets to group students and plan
whole group and small group instruction.
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Summary sheets will support the next year’s teacher in
getting started right away with students.
Use Continuum rubrics and Focus for Instruction
sheets to identify areas for instruction.
Using the DRA2/EDL2
for Instructional Purposes
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Use Continuum rubrics to assess student progress,
e.g., in SMART goals. For example: If students
score low on Reflection,
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Make a student-friendly chart of the Reflection
rubric,
Model and teach students how to reflect during
Guided Reading, and
Teach students the rubric for Reflection and have
them write their own reflections and score them.
Using the DRA2/EDL2
for Instructional Purposes
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Keep Continuum on clipboard during conferences or
guided reading as a reference.
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As students improve in the areas of instruction
identified initially, use the Focus for Instruction
sheets to identify new areas for instruction and to
set goals with students in Reading Assessment
Notebooks.
Turn and talk: What else?
Preparing for the Assessment:
Teachers
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Gather materials —Teacher Guides, stopwatch, clipboard,
books
Make copies of necessary forms.
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Teacher Observation Guide and Continuum for each book
Student Booklet for writing responses (L.28–40)
Focus for Instruction form
Word Analysis record forms (if necessary)
Read the books and Teacher Guides ahead of time.
Use information from instruction to guide choice of levels
and tasks.
If new to running records, ask facilitator for training and
tape students’ reading.
In closing…
The DRA2 and EDL2
– Provide a clear and shared vision of what
student proficiency looks like
– Offer specific guidance for instruction
– Support ongoing discussions of student work
and implications for instruction
ALL are critical for enhancing
student achievement.