Just curious as to why districts have abandoned DRA's. We give the
DRA-2 3
times per year in grades k-5 We give phonological awareness tests
and
sightword inventories to all of our kidin 1,2,and 3 and in K later on
in the
year. We have periodic writing assessments with district-wide
prompts that
match a writing calendar for units for the district. Teacher give
running
records to students when they are considering moving to the next
guided
reading level. There is an ELL evaluation at the beginning and end
of year
also. They continually add asessments. Classroom teachers do some
of it
and the lit team for the building does the rest. We get a really
comprehensive picture of these little guys before we group and
continually
regroup as necessary.
--- On Sun, 9/12/10, Jan Sanders <[email protected]> wrote:
From: Jan Sanders <[email protected]>
Subject: Re: [MOSAIC] data collection for analysis
To: "Mosaic: A Reading Comprehension Strategies Email Group" <
[email protected]>
Date: Sunday, September 12, 2010, 6:46 PM
In our district the teacher gives a running record to each student
and
submits the data to the principal.
Plusses and minuses for teacher or team to assess. Teacher knows the
student as a reader instantly after the assessment, but not all
teachers
administer it the same, although there was a major training 6 years
ago.
Each year they are given the criteria, a reminder of how to assess,
and can
watch a video of a lit coach giving the assessment.
Jan
You do not really understand something unless you can explain it to
your
grandmother.
-Albert Einstein
On Sat, Sep 11, 2010 at 12:00 AM, Betsy Lafontant
<[email protected]>wrote:
My school using a fairly low-tech but effective means of assessing
the
students' reading progress. At the start of the year, the Student
Support
Services team (which consisted of ESOL, Learning Support, and the
school
counselor) tested the reading abilities of each child in our
elementary
school using a running record. The tester started where the student
tested
out at then of last year or for new students, where the classroom
teacher
believes is the student's reading level. It took two intense weeks
for
the
SSS team and lots of pullouts for the classroom teacher. But at the
end
we
had a comprehensive data on each child's reading levels. This
process is
repeated at the end of the year to track progress and to reflect on
our
teaching practice and methods.
This is the third year my school is doing this. The first year it
was a
bit
of a mess because some testers had different "lens" on when they
were
testing. Some put more emphasis on fluency while others only tested
for
comprehension. In the second year, the testing team met every day
to
discuss the process, streamline and normalize their practice. In
the
third
year, this process is sleek, fast and the end product, the data, is
extremely valuable to the classroom teacher.
For writing, we have a writing test. With a common prompt, each
child
writes a story. No names are on the writing test. Then the writing
tests
are divided among the classroom teachers and are scored using a
rubric
based
on the 6 traits (ideas, sentence fluency, mechanics, voice,
organization
and
word choice). This data is collected and used to drive the
classroom
instruction for each child. Like the reading, this process is
repeated
towards the end of the year.
On Tue, Sep 7, 2010 at 11:06 PM, Jeana Wise
<[email protected]
wrote:
What types of data does your schools collect for anaylsis? My
district
is
using Aimsweb, but I am thinking that other forms of data may be
helpful
when looking at interventions for our struggling students. My
district
no
longer gives the DRA, either.
Jeana Wise
K-4 Literacy Coach
[email protected]<mailto:[email protected]>
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_______________________________________________
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[email protected]
To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________
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[email protected]
To unsubscribe or modify your membership please go to
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