Our school district uses a variety of sources to determine our students reading
level and zone of development.
1: We use the state website to create benchmark tests in reading and math.
These tests are given 3 times a year before the CRCT is administered. Teachers
do not use these as grades but as a means to guide instruction. It is extremely
useful as it provides data about our students as a school all the way to
individual results per students. Data is broken down by standards to help
teachers determine which areas students need more help with.
2: STAR. This is a program through Accelerated Reader that gives the students a
test that then determines their reading level. This is used to help determine
reading levels for the library and in class activities.
Carrie Davis
Third Grade Teacher
Buford Academy
Building Community;
Serving Students
________________________________
From: mosaic-bounces+carrie.davis=bufordcityschools....@literacyworkshop.org on
behalf of [email protected]
Sent: Wed 3/17/2010 3:51 PM
To: [email protected]
Subject: [MOSAIC] DRA used for Grading purposes
Hello! I am a Reading Specialist with a small district in the state of Texas.
Our district is currently in the process of revamping our primary reading
instruction and shifting towards a balanced literacy model. One of the things
our administrators are examining is our current use of reading assessments.
I'd really like some expert advice and opinions. We currently use the
Developmental Reading Assessment, but are considering switching to the
Benchmark Assessment System. My question regards not the particular assessment
system, but the way in which they should be used.
The DRA is being used by classroom teachers in kindergarten through second
grade. It is administered by teachers at the end of a grading period. After
determining a child's independent reading level on the DRA, teachers convert
this level into a numerical grade and this becomes 50% of a child's reading
grade on the report card for a given grading period. Even though there is
clearly a "range" for what is considered developmentally appropriate, students
are expected to be at the higher end of the range in order to earn a minimally
passing grade. For example, a student reading independently at a level 12 at
the end of first grade will earn a 60 for half of his or her reading report
card grade. A student must be at least at a level 14 in order to be promoted
to second. Students reading at a level 14 at the end of the year will only
earn a 77 for half of their reading report card grade.
The same is true for second grade. A student who, at the end of the year, is
reading at a DRA level 24 independently will earn a 60 for half of his or her
reading report card grade. A student must be at least at a level 28 in order
to be promoted to third grade.
Percentage grades are not given in kindergarten, but a current proposal
recommends that students will be expected to exit kindergarten at a level 4-6.
The Developmental Reading Assessment is touted as "Assessment that Drives
Instruction". Fountas and Pinnell's Benchmark Assessment System advertises
that it is "Assessment Linked to Instruction." Our current system is mainly
in place to ensure teacher accountability. Unfortunately, with our assessments
being tied to grades, the information is not being used to guide teaching as
much as it should be. Parents and administrators are pressuring teachers to
"get their kids up to level." Teachers are responding to this pressure by
pushing students beyond a level at which they can be successful. Students
are losing self-esteem as they continue to see "failing" grades when they are
working to the best of their abilities on their own developmental levels.
Our administrators are now negotiating the possibility of making some changes
to this practice. Many other Reading Specialists in our district disagree with
the current practice, but we need to hear from some other experts in the field.
Any information that you could share regarding the proper use of reading
assessments, developmental reading ranges and/or grading procedures you are
familiar with would be very much appreciated.
Annette Lese
Reading Specialist
Williams Elementary
"Today a reader, tomorrow a leader."
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