There are different components of the DRA2. For some students the teacher would 
have been following the protocol if she served as a scribe-at least on parts of 
the assessment. There is a DRA2 K-3 kit, and there is a DRA2 4-8 kit. There are 
also "bridging" components especially designed for struggling readers at Level 
40 of the K-3 kit. (I think that's the right level.) The books are written a 
little differently, and the tasks on the observation guides are different. It 
is extremely important to clarify the cut score for instructional or 
independent levels at each level. They are different depending on the level and 
the kit, and so are the decisions teachers will make to proceed, or how to 
proceed. One example of a difference I can remember for student responses is 
that there are sentence starters on the summary for the student copies at some 
levels (bridge component?). Those can either be very supportive for some 
writers, or confuse the writer somewhat who tries to make her !
summary or retelling fit on the lines available. 

One thing is for sure if you are trying to use the original DRA kit(s) in some 
classrooms, and DRA2 in others-- students and teachers will both end up 
confused by the whole assessment piece and the tasks required to be successful. 
I would highly recommend either sticking with the original DRA kits, or going 
completely over to DRA2. It will make talking about the assessment and student 
performances much more effective. 

 We only give DRA twice a year...mid-year and end of year...so i have not had 
to make myself look over the DRA2 since last May. 

john 
>the DRA2 available for the older grades also?
>Also, what do you think about scribing for the DRA?  The 4th grade  teacher 
>would scribe for her students.  Then, I get them in the 5th grade,  make them 
>write out their answers and watch their scores go down.  I'm not  wrong am I?  
>Aren't they supposed to write their own answers.  

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