Wow!  Level 28 is a high benchmark.  We stuck with 20--which is higher than the 
DRA@ itself recommends.  Our reasoning is we didn't want to push children to 
written response any sooner and Reading Recovery has set 20 as their success 
mark for end of year reading.  Our Reading Recovery teachers have noted that 
their students are typically working in an instructional setting with materials 
at 24 and above before they test out at a 20.  We have witnessed a difference 
between RR testing and DRA testing for years, with kids typically DRAing 
several levels below the RR levels.  Therefore, to be proficient at the end of 
first grade we believe children should read at an 18 and those reading at 20 
are considered proficient.  This does not mean we don't teach to readers at 
higher levels, only that we do not DRA them beyond this level. Teachers need to 
feel validated in their own day-to-day assessments--running records, 
checklists, written summary--and we report to parents where children are in 
terms of DRA and classroom instruction.  For example, your child has met the 
DRA2 ceiling for first grade (20) and is reading texts at a level 24 
instructional settings.  



Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755

----- Original message -----
From: Mary Kendall <[EMAIL PROTECTED]>
To: [email protected]
Date: 2008, 02, Friday Of May 04:55
Subject: [MOSAIC] Do You Test Those Well Above Your Benchmark?

> Let's say you have children who test at Level 28 or above at the end of
> first grade on the DRA. Do you test them again in second grade? They have
> already met your exiting benchmark of Level 28. I'm curious about how you
> all handle the pressures of time and testing. Should you simply leave it to
> the classroom teacher's discretion since he or she has worked with the child
> and knows how well they do read?  Those really accomplished readers often
> handle the DRA with no trouble very early on.
> 
> Mary
> 
> 
> 
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> 


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