Hi.

Somewhere in the manual it talks about the fact that at level 28+ if the 
student is independent in the oral reading fluency but instructional in the 
written response/comprehension, stop.?? Dropping down will most likely provide 
a similar profile - it's hard to tease out if the issue at 28+ is comprehension 
or WRITTEN response to text.? That's where to dig in with instruction.

Yes, we noticed a drop after the summer with a number of students.? They often 
just need time to rebuild the stamina for reading and in higher levels, for 
writing, too.? It makes me wonder about the timing of the fall testing.? I 
don't think (in the big scheme of things) that the issue is that the spring 
scores of the previous year were not accurate.

We continue to remind ourselves that it's so much more than 'the levels' ... 
it's really about what did we learn about the child, and where do we go next.

Hope that helps.

Martha


 


 

-----Original Message-----
From: SPINELLO, Carol <[EMAIL PROTECTED]>
To: 'Mosaic: A Reading Comprehension Strategies Email Group' 
<[email protected]>
Sent: Thu, 30 Oct 2008 9:50 am
Subject: Re: [MOSAIC] DRA2 Question











Hello Readers!
I am hoping someone can help me with a question that keeps coming up in our 
school regarding the DRA2. Do you ever test down? For example, in the fall a 
child scored in the independent range on a level 28 but only instructional on 
the level 30 so the teacher stopped the assessment. During the winter 
assessment 
the teacher began assessing the child with the level 30 text and again the 
child 
did not score at the independent range so at this point does the teacher test 
the child down even though the child already passed the level 28 previously?
I hope I made this clear enough to understand. I would appreciate your thoughts 
on this.
Carol

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