PISD Assessments DRA Overview

1. PISD AssessmentsDRA Overview Developmental Reading Assessment 2007-2008

2. Purpose �To enable primary teachers to systematically observe, record, and evaluate change in student reading performance and to plan for and teach what each student needs to learn next�

3. Components Series of leveled stories DRA DRA ALT DRAII Observation Guides Directions, questions, prompts Space to mark behaviors and responses

4. One Campus�Two Kits Range of books DRA A-44 DRAII A-40 (extra level 40 titles) Oral Accuracy, Fluency and Rate DRA Accuracy & Fluency on observation guide; rate (counts EOY Grade 1 and beyond) DRAII Scored together on continuum (rate included level 14+)

5. One Campus�Two Kits Comprehension score for leveling DRA Top score is 24 (below 16 is frustration); all responses are oral; no vocabulary concepts are tested DRA II Top score is 28 (below 20 is frustration); responses are written on level 28+; Vocabulary concepts included (accounts for the 4 point difference)

6. Uses Focus on instruction Strategy lessons Flexible groups Guided Reading Centers Reporting Use PISD form on line (linked to ELA/ARI)

7. Recommended Testing Levels Follow guidelines on testing instrument regarding when to stop�DRA II is explicit on the test; for DRA I stop when comp falls below 16 or accuracy falls below 94% or rate falls below target (starting EOY 1st grade 60 wpm; 2nd grade 70 wpm) or child reaches recommended grade level (Kinder EOY=2; Grade 1 EOY=16; Grade 2 EOY=30) Once a child reaches grade level use running records with alternative materials to guide instructional decisions (leveled library books)

8. Testing beyond grade level NOT recommended If you do choose to test beyond grade level, do NOT test beyond these levels Kinder - Level 8 Grade 1 - Level 28 (equivalent to end of grade 2) Grade 2 - Level 38 (equivalent to end of grade 3)

9. Levels A-2 Teacher selects text Teacher introduces text Teacher reads 1-2 pages Child points and reads rest of story; teacher takes record of oral reading Teacher asks response and preference questions

10. Levels 3-16 Teacher or student selects text Teacher introduces text Child looks at pictures and tells what is happening or identifies topics within informational text Child reads story aloud; teacher takes record of oral reading

11. Levels 3-16 (cont�d) Child retells the story or information read Teacher asks response and preference questions

12. Levels 18-44 Teacher selects a range of 3 texts Child previews and chooses one Teacher introduces text Child reads first 2-4 paragraphs aloud Child predicts what will happen in story or identifies topics within informational text

13. Levels 18-44 (Cont�d) Child reads complete story in another location Child retells story or shares information from text Teacher asks response questions Child reads selected portion of text aloud; teacher takes record of oral reading Teacher asks preference questions

14. Paper Work Individual Student Form (On line link from Curriculum/ELA/ARI) Revised forms available (DRA II) Class Summary Form by grade level (also on line) Revised forms available (DRA II)

15. Now What? Use scores to drive instruction Guided reading using leveled library Consider the three cuing systems Semantic (meaning: does it make sense?) Syntactic (structure: does it sound right?) Graphophonic (visual: does it look right?) Build on strengths to develop skills that have not been mastered

16. Questions?