Administering the DRA2 /EDL2Administering the DRA2 /EDL2Administering the DRA2 /EDL2Administering the DRA2 /EDL2

Denver Public SchoolsDenver Public SchoolsSpring 2008Spring 2008Grades K–3Grades K–3

Agenda Topics• Purposes of testing• What good readers do• CBLA expectations for benchmark

levels• Administration of the DRA2 with

different levels of readers• Instructional information gained from

the DRA2/EDL2

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 (K–3).• After third grade—Inform the state as to the

progress of those students identified at the end of third grade (Grades 4–11)

Foundation for the DRA2/EDL2:What do good readers do?

Brainstorm at tables:

What do good readers do?

How has “What Good Readers Do”been incorporated into

DRA2/EDL2 Text Reading?• Assesses:

– Reading Engagement– Oral Reading Accuracy and Fluency – Comprehension (Predictions, Retellings and Summaries,

Connections, Inferences, Reflections)

• Determines student’s 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.

How has “What Good Readers Do”been incorporated into

DRA2/EDL2 Text Reading?

Activity: • Read through the sample Continuum for

Oral Reading (Level 16, Baby Birds, nonfiction).

• How might teachers use this information to guide instruction?

Stages of Reading in DRA2/EDL2

DRA2 K–3 and EDL2 have slightly different processes for administration at each of the following stages of reading:– Emergent: L. A–3– Early: L. 4–12– Transitional: L. 14–24 (Start to use timing)– Extending: L. 28–38 (Start to have student

write answers in student booklet)– Intermediate: L. 40

CDE Guidelines:CBLA Benchmark Levels

Adapted from the CDE PowerPoint at: http://www.cde.state.co.us/action/CBLA/Updated_DRA2_EOY_Reporting.ppt

End of Year Benchmark Level on DRA2

Kindergarten L. 3 Independent

First Grade L. 16 Independent

Second Grade L. 28 Independent

Third Grade L. 38 Independent

What is Independent level for DRA2/EDL K–3?

• Use the Continuum descriptors and scores to evaluate student reading.

• Levels A–3: Find highest level where student scores Independent on BOTH Oral Reading AND Printed Language Concepts.

• Levels 4–38: Find highest Independent level where students scores Independent on BOTH Oral Reading Fluency AND Comprehension sections.– Look at the L. 16 continuum to identify the scores

that you use to find whether the student read at the Independent level.

Consider going to a higher text level

Go to a lower text level

Highest Independent Level

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

Expectations for Kindergarten

• Assess all students in their language of instruction. • DRA2:

– Give Word Analysis Tasks 1–7 for students reading at Level 2 or below.

• Administer only those tasks on which the student has scored No/Little Control.

• EDL2 (Spring 2008)– Give the IO to students reading at L. 2 or below

• The IO subtests are optional for students at L.3 and above.• In the fall of 2008, Spanish versions of the DRA2 Word Analysis Tasks

will replace the IO

• If you need support giving these tasks, talk with your facilitator.

Expectations for Grades 1–3

• Assess ALL students in their language of instruction– Exception: NEP and LEP students who have been in

school in the U.S. for less than one year are exempt from having to be tested.

– In spring 2009, ELA-S students receiving literacy instruction in Spanish will need to have a DRA2 as well as an EDL2.

• You do not have to administer any Word Analysis Tasks for Spring testing. – It is recommended that teachers use the Word Analysis

during the year to support instruction, as it gives important diagnostic information about students’ phonics skills.

Administering the DRA2 with a Transitional Reader (L. 14–24)

• Read through the Continuum for Thin as a Stick (Level 24), so you know what behaviors to look for during this assessment. – Note differences from the L. 16 continuum.

• Skim through the Observation Guide for Thin as a Stick . Things to note: – Teacher says the bold print.– The student reads part of the text orally and the rest

silently.– The teacher scribes some of the student’s answers,

and the student writes some of the answers. In previous levels, the teacher does all of the writing.

Administering the DRA2 with a Transitional Reader (L. 14–24)

Watch DVD of the Transitional Reader.• Code the transcript as the student reads.

– Note the student’s use of phrasing by underlining words read in phrases.

– Note the student’s use of expression.• IMPORTANT: For DPS purposes, if the student is

stuck on a work, give 5 seconds of wait time, then tell the word and count it as a miscue.

After listening to the student read, SCORE THE ORF on the continuum.– In DPS—If student is Independent, continue with

the Comprehension section. – If student is not Independent, move to a lower-

level text.

Administering the DRA2 with a Transitional Reader (L. 14–24)

Watch the rest of the administration of this level.

• Script the student’s answers to the prediction questions.

• Script or note on the Story Overview the student’s summary.

Score the Comprehension section of the continuum together.

Administering the DRA2 with a Transitional Reader (continued)

• Discuss: Do you think this is the student’s highest Independent level? What would you do next?– Look at the Focus for Instruction sheet and identify

three to five Areas for Focus in Instruction

• Watch the discussion between the teacher and the coach.

Administering the DRA2/EDL2 with an Extending Reader (L.28–

38)

• Read through the Continuum for Animals Can Help (L. 28). What’s changed from the previous level?

• Look at Daquarius’ Reading Engagement Survey. – What do you notice about him as a reader?– How might you score his Reading Engagement?

• Read through the Teacher Observation Guide.

• What changes do you notice?

Administering the DRA2/EDL2 with an Extending Reader (L.28–

38)

• Listen to Daquarius read the text and code the transcript.– Score the ORF—Is he Independent? Should you

administer the Comprehension section?

• Look through the Student Booklet and discuss his written answers, using the exemplars for that text.

• Watch the session with the coach to see what their observations are for Daquarius.

What is the Word Analysis Part of the DRA2?

• 40 word analysis tasks, sequenced in difficulty• Students do a range of tasks, depending on

their reading level• 5 strands:

– Phonological awareness– Metalanguage related to Print Concepts– Letter/High-Frequency Word Recognition– Phonics– Structural Analysis and SyllabicationNext fall, some of the Word Analysis tasks will be

available in Spanish.

How Can the Word Analysis Tasks Be Used?

• To assess emergent readers’ development of phonemic awareness and phonics skills

• To assess the word analysis skills of students who are struggling with reading– To determine the extent to which word analysis

problems are interfering with the student’s reading progress

• To diagnose and monitor the progress of students who need further support

• NOTE: The DRA2 kit has a training video on how to do the Word Analysis subtests.

Using the DRA2/EDL2 for Instructional Purposes

Look at the following DRA2 Summary Sheet for students at Levels 14–24.

• What do you notice?• What questions does this raise for you?• How could the Word Analysis information guide

your instruction?

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. – Summary sheets will support the next year’s teacher in

getting started right away with students.

• Use Continuum rubrics and Focus for Instruction sheets to identify areas for instruction.

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.

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.

Turn and talk: What else?

Preparing for the Assessment:Teachers

• Gather materials —Teacher Guides, stopwatch, clipboard, books

• Make copies of necessary forms.– Teacher Observation Guide and Continuum for each

book – Student Booklet for writing responses (L.28–40)– 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.

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.