DRA2 Training - TSDCurriculum

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DRA2 TRAINING
Developmental Reading Assessment
Thompson School District
Fall 2012
GOOD READERS P. 7-9
BENCHMARK ASSESSMENT BOOKS P.12-18
Fiction
Nonfiction
 A-2
 3-6
 8-14
 16
 16-28
 28
 30-38
 38
 40
 40
DETERMINING STARTING LEVEL
Returning Student
 Fall – use spring DRA2
New Students
 Information from previous
independent level as a starting
place.
 DRA2 Quick Check
 Spring – use last running record
 Use informal reading
level from progress monitoring
data and/or classroom
observations of student reading
level (comparable book titles on
p. 37-39)
school if available
engagement information to
offer level choices (comparable
book titles on p. 37-39)
TEACHER OBSERVATION GUIDES P.19
 Scores
 To be independent, a reader MUST meet the benchmark in BOTH
oral reading fluency and comprehension.
 Teacher selects the text for levels A-24.
 Students may be given a choice of texts at level 28 and above.
 TSD – We are determining the highest independent level. Refer to
TSD handout.
TEACHER OBSERVATION GUIDES P. 19
 Reading Engagement:
 Levels A-24 student responses are recorded next to reading
engagement questions on guide.
 Levels 28 and above students complete a Student Reading Survey
which may be given individually or in a group. Responses may be
dictated or independently written.
 P. 69-73 provide support for understanding about reading
engagement responses from students
TEACHER OBSERVATION GUIDES P.19
 Oral Reading Fluency
 Levels 1-3 – if student is unable to name half the items pictured in
the text, use your best judgment to decide whether you should
continue with the assessment.
 In introduction and preview, for levels 4-16, students do a “picture
walk.” Teacher directions are in bold print.
 Levels 14 and above, timing student’s reading is required.
 Note the reader’s phrasing, expression, and attention to
punctuation.
TEACHER OBSERVATION GUIDES P.19
 Oral Predictions
 NOTE: Levels A-16 have an Introduction and Preview
 Levels 18-24 students do an Oral Prediction. Note and count the number
of possible events or actions that students predict. Students do NOT use
the text when making their predictions.
 Levels 28-38 Read aloud the questions/prompts on page 1 in the Student
Booklet, and record the student’s responses on the same page. Do NOT
give additional prompts. NOTE: Students may use the book when
responding to the Text Features prompts and nonfiction Prediction prompt,
but the book should be CLOSED when they make their predictions for
fiction books.
 Level 40 and above Students must do a written prediction
TEACHER OBSERVATION GUIDES P.19
 Record of Oral Reading
 The student’s miscues, including substitutions, omissions, and insertions, as
well as repetitions and self-corrections are marked on the Record of Oral
Reading.
 If student skips as an entire line, redirect the student to reread and score as
one error.
 If a students miscues a proper noun multiple times in a text, the first miscue
is counted as an error. The subsequent miscues of the same name are not
counted as errors.
 Repetitions of words or phrases are NOT errors. They should be recorded
as they give you important information about a child’s processing.
 Mispronunciations are NOT errors if they are due to speech impairment,
English Language Learners, and/or dialect.
 See p. 143 for more guidelines.
TEACHER OBSERVATION GUIDES P.19-20
 After Oral Reading:
 Record time on guide and reference Oral Reading Words Per Minute
chart for the WPM range. Count miscues and self corrections and
determine student’s percentage of accuracy.
 If the student’s score falls in a shaded area for either WPM or Accuracy,
STOP! Reassess at a lower level.
 If the student is reading below the grade-level benchmark, administer
appropriate DRA Word Analysis Tasks at another time. To determine
tasks see p. 16 in Word Analysis book.
TEACHER OBSERVATION GUIDES. P.21
 Comprehension
 For levels 4-24, students orally retell the story. A story overview is
provided. Helpful hint: use a highlighter to highlight as student is
retelling.
 The only prompts that may be used are the ones provided on the
guide. NO EXCEPTIONS! Be sure to check and/or tally the
prompt/s used and the number of times prompted.
 For levels 28-40 students write a story summary. Any student,
regardless of grade level, being administered a level 28-40 MUST do
the written summary and it should be scored against the DRA2
Examples of Student Written Responses (p.88-119)
 Please see chart on p. 74 for more information.
TEACHER OBSERVATION GUIDES. P.21
 Teacher Analysis
 This may be done immediately following the
administration OR it may be analyzed at a later time.
DRA2 CONTINUUM
 Independent: Total score for Oral Reading Fluency and Comprehension
must be at least within the Independent range on the Continuum
 Instructional: Total score for Oral Reading Fluency or Comprehension
is within the Instructional range on the Continuum.
 Advanced: Total score for Oral Reading Fluency and Comprehension
must be within the Advanced range on the Continuum.
DRA2 CONTINUUM
 Reading Engagement
 Use the information from the Student Reading Survey and the
Student Booklet to circle the descriptors that best describe the
student’s responses for Reading Engagement and Comprehension.
 Levels 28-40 Use the student’s responses on the Student Reading
Survey
 Refer to p. 68-73 for exemplars of student responses
 P. 69 = A-3
 P. 71 = 4-24
 P. 72-73 = 28-38
DRA2 CONTINUUM
 Oral Reading Fluency
 Use your notes from your observations about the student’s
phrasing, monitoring/self-corrections, and problem solving on
unknown words, expression and accuracy rate to fill out the Oral
Reading Fluency section of the continuum
 Levels 4-12: If a student reads a text with 100% accuracy, then they
score a 4 on Problem Solving Unknown Words
DRA2 CONTINUUM - COMPREHENSION
 A-3 = Printed Language Concepts (directionality, 1-1 Correspondence,
Words/letters)
 4-24 – use info from oral retelling
 28-40 – use info from student booklet
 **use teacher guide for exemplars pp. 80-119
ADDITIONAL INFORMATION P.57
 Students reading text levels 28-40 are not reassessed using a lower
DRA2 level text if their total comprehension score falls within the
Instructional range on the Continuum. Without instruction it is highly
improbable that they will perform any better when asked to write
similar responses with a slightly lower level text.
 It is important to teach Extending readers how to respond in writing to
demonstrate their comprehension. Providing opportunities to respond
in writing scaffolds their ability to think more deeply about a text and
prepares them for proficiency tests at the district and state levels.
INSTRUCTIONAL DECISIONS P. 121-129
 Reference pp. 121-129
 Next steps
 Delve more deeply
 Instructional coach meetings
 Support from Kathy
KINDERGARTEN
 Word Analysis
 P, 9 in Word Analysis book
 Handout recording sheet
 Explore tasks in group
 Questions and debrief whole group
APPROPRIATE ACCOMMODATIONS
 The only accommodations used when administering DRA2 are those
documented on an IEP, 504 Plan, or IAAP
 The following accommodations MAY be appropriate and documented:
 Scribe or Assisted Technology (Level 28 and above)
 The following are NOT documented accommodations for DRA2:
 Extended Time: There is no time limit for a student taking the DRA2.
 Teacher Read Directions: The protocol for DRA2 is to read the directions to
students.
 Using the Spanish version of DRA2 (Lectura) is not an accomodation, but rather an
alternative admissible administration of the assessment.
 Alternate settings and frequent breaks are admissible for DRA2 administration,
therefore they are not an accommodation.
I
INTERRATER RELIABILITY
INTERRATER RELIABILITY
 Level 4 – Where is My Hat?
 Choose a student reader and a teacher
 Other two are observers/recorders
 Teacher administer level 4 to student reader
 Teacher and observers record student responses on observation guide
 Complete DRA2 continuum independently using p. 71 & 83 in guide
 Compare data on continuum and discuss
 Group debrief
INTERRATER RELIABILITY
 Level 16 – Nonfiction – Animal Homes
 Choose a student reader and a teacher
 Other two are observers/recorders
 Teacher administer level 16 to student reader
 Teacher and observers record student responses on observation guide
 Complete DRA2 continuum independently using p. 71, 80 & 83 in guide
 Compare data on continuum and discuss
 Group debrief
INTERRATER RELIABILITY
 Level 28 – Fiction – Missing Sneakers
 Read story
 In partners, score and complete continuum. Use pp. 72-73, 92-93 in
guide as a reference.
 Compare scores with other partnership
 Discuss noticings and/or questions
 Group debrief
COMPLIANCE VS. BEST PRACTICE
How might you support teachers in
moving from using DRA2 for
compliance to using it for best practice?

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