Administering the DRA2 and EDL2

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Administering the DRA2 and EDL2

• Denver Public Schools
• Spring 2008
• Grades 48

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Agenda Topics

• What good readers do
• CBLA Expectations for grade level targets
• Administration of the DRA2 with different levels
  of readers
• Word Analysis tasks and instruction
• Instructional information gained from the
  DRA2/EDL2

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What is the purpose of DRA2/EDL2 testing?

• For Teachers To get instructional information
• For the State To meet CBLA requirements
  (Spring)
• Inform the state of students reading levels
  (K3).
• After third grade Inform the state as to the
  progress of those students identified at the end
  of third grade (Grades 411).

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Foundation for the DRA2/EDL2What do good
readers do?

• Brainstorm at tables
• What do good readers do?

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How has What Good Readers Dobeen incorporated
into DRA2/EDL2 Text Reading?

• Assesses
• Reading Engagement
• Oral Reading Accuracy and Fluency
• Comprehension (Predictions, Retellings and
  Summaries, Connections, Inferences, Reflections)
• Determines students Independent level and
  provides focus areas for instruction.
• Look in the handout at the Good Readers Chart.
  Put a checkmark next to every strategy on which
  you have provided mini-lessons. Note Rationale.

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How has What Good Readers Dobeen incorporated
into DRA2/EDL2 Text Reading?

• Activity Read through the sample Continuum for
  Oral Reading (Level 38, Amelia Earhart,
  nonfiction).
• How might teachers use this information to guide
  instruction?

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DRA2 48

• DRA2 48 has slightly different processes for
  administration at each of the following levels of
  reading
• Bridge (L. 2038)
• Intermediate (L. 4050)
• Middle School (L. 6080)

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DRA 48 Bridge Pack

• For students in grades 48 who are reading BELOW
  L. 40
• Texts at Levels 20, 24, 28, 38
• If students need a lower text, coordinate with
  your facilitator or a primary teacher to use the
  DRA2 K3.
• Teacher provides more scaffolding at lower levels

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In grades 48, which students should take the
DRA2/EDL2?

• Administration of the DRA2/EDL2 in the Spring is
  required
• For students who are in the third grade cohort
  group (identified in third grade as being below
  grade level) and
• For students who did not score Proficient on
  Benchmark Assessments for Reading or are not
  reading at grade level, according to other
  indicators, including CSAP.
• Administration of the DRA2/EDL2 is OPTIONAL
• For students who are NOT in the cohort group AND
  scored Proficient on Benchmark Tests for Reading
  and are reading at or above grade level,
  according to other classroom indicators.

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CDE GuidelinesCBLA Benchmark Levels
Adapted from the CDE PowerPoint at
http//www.cde.state.co.us/action/CBLA/Updated_DRA
2_EOY_Reporting.ppt
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What is Independent Level on the DRA 48?

• Use the Continuum descriptors to evaluate the
  students reading behaviors.
• Find highest level at which the student scores
  Independent or Advanced in BOTH the total of the
  ORF and the total of the Comprehension scores.

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Highest Independent Level
Consider going to a higher text level
Go to a lower text level
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Why is it important to find students Independent
level?

• 85 of everything children read should be easy
  for them
• 15 should be a bit of a challenge
• 0 should be at the difficult level because it
  provides no purpose for learning
• Richard Allington

Richard Allington
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Administering the DRA2/EDL2 with Consistency

• Read only the bold directions in the Teacher
  Observation Guide.
• Paraphrasing or giving more information can
  compromise the reliability of the test.
• Use a stopwatch to time the reading.
• If a student is stuck on a word, give 5 seconds
  of wait time, then supply the word and mark it as
  a miscue.

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Administering the DRA2 Bridge PackL. 38 Hayato

• Read through Hayatos Reading Survey. What would
  you give him for Reading Engagement on the
  Continuum?
• Read through the Observation Guide and Continuum
  for Amelia Earhart, L. 38.
• Watch DVD of Hayato, following along with the
  transcript and taking notes.
• Underline the words and phrases to show how
  Hayato phrases words as he reads them.
• Score his ORF immediately. Is he Independent?
  Should you go on?

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Administering the DRA2 Bridge PackL. 38 Hayato

• Look through Hayatos Student Booklet.
• Note Student examples are included in Teacher
  Guide to support scoring.
• Score the Continuum. At what level is Hayato
  reading?
• Look at Focus for Instruction sheet and check
  three to five areas to focus on with Hayato.
• What would you work with him on in guided
  reading?
• What would you do with him in your reading
  conferences?
• Watch the conference between the facilitator and
  the teacher.

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Word Analysis Assessment

• For DRA2 48
• If students are significantly below grade level,
  teachers might choose to do some of the Word
  Analysis tasks to determine the extent to which
  word analysis problems are interfering with the
  students reading progress.
• Teachers collaborate with their facilitator or
  primary teachers about the administration of the
  Word Analysis tasks.

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Activity Administering the DRA2 48 Level 40

• Watch DVD of the student reading L. 40, All the
  Way Under and the conference between the
  facilitator and the teacher.
• How is this process different from the Bridge
  Pack format?

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Using the DRA2/EDL2 for Instructional Purposes

• Look at the following DRA2 Summary Sheet for
  students at the Bridge level.
• What do you notice?
• What questions does this raise for you?
• How can this information be used for
  instructional purposes?

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DRA2 Summary Sheet Bridge Pack
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Using the DRA2/EDL2 for Instructional Purposes

• Use information to support appropriate book bags
  for students.
• Use Summary Sheets to group students and plan
  whole group and small group instruction.
• Use Continuum rubrics and Focus for Instruction
  sheets to identify areas for instruction.

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Using the DRA2/EDL2 for Instructional Purposes

• Use Continuum rubrics to assess student progress,
  e.g., in SMART goals. For example If students
  score low on Reflection,
• Make a student-friendly chart of the Reflection
  rubric,
• Model and teach students how to reflect during
  Guided Reading, and
• Teach students the rubric for Reflection and have
  them write their own reflections and score them.

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Using the DRA2/EDL2 for Instructional Purposes

• Keep Continuum on clipboard during conferences or
  guided reading as a reference.
• As students improve in the areas of instruction
  identified initially, use the Focus for
  Instruction sheets to identify new areas for
  instruction and to set goals with students in
  Reading Assessment Notebooks.
• What else?

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Preparing for the AssessmentTeachers

• Gather materialsTeacher Guides, stopwatch,
  clipboard, books
• Make copies of necessary forms.
• Teacher Observation Guide and Continuum for each
  book
• Student Booklet for writing responses (L.2840)
• Focus for Instruction form
• Word Analysis record forms (if necessary)
• Read the books and Teacher Guides ahead of time.
• Use information from instruction to guide choice
  of levels and tasks.
• If new to running records, ask facilitator for
  training and tape students reading.

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In closing

• The DRA2 and EDL2
• Provide a clear and shared vision of what student
  proficiency looks like
• Offer specific guidance for instruction
• Support ongoing discussions of student work and
  implications for instruction
• ALL are critical for enhancing
• student achievement.