Friday, September 11, 2015

I'm So Glad You Asked! DRA Questions Answered

Lots of questions arise when administering and assessing the DRA. From the "Where do I start?" question, to "What do I do if they are one point off of fluency?" When it comes to this diagnostic tool, no question is too small, too big, too challenging to try to tackle, or too "dumb" to investigate. As I have mentioned, my pals at Pearson have been  great about responding to my many, many questions on behalf of Buckner staff over the last (nearly) decade. All in all, every time I hear one of your questions, and we think through it together, I leave thinking, "I'm so glad you asked that!"

Now it's time to share the info. with the masses. So, what kinds of things are teachers curious about?

What do I do after I give the One Minute Reading Fluency screener?
  1. Compute the Words Correct Per Minute (WCPM). 
  2. Use the grid on the last page of the DRA teacher guide (lower #s use K-3, higher #s go to 4-8 booklet) to see where the child would likely pass the fluency portion. 
  3. LOOK at and analyze the scoring guide of the past DRA assessments. What do you notice? Are they typically a HIGH fluency, LOW comprehension kind of reader?
  4. Check to see if their folder offers you insights about Summer Learing Loss. Do he typially drop between Spring and Fall assessments? 
  5. See what texts and genres they student has read. Has she ever read a NF text? What books did she just do fluency on, and which ones did she finish all parts of the assessment? 

     How do I know a child's past if I don't have the DRA folder from a different Oldham County School with past DRAs in it? (they are coming...eventually)
  1. Go on Infinite Campus to find out ALL of the child past DRA independent levels.
  2. Search student (last, first name)
  3. Click "Custom Tab"
  4. Click DRA Benchmark tab
  5. Look at the previous levels, rate of growth, fall to spring (summer slide), engagement, fluency, and comprehension levels, Word Analysis task range given. 

What if the child passes rate and accuracy, BUT with prosody (phrasing and expression) they are not in the independent range? Do I have to go back a level?  
Yes. Per the DRA administration guide, that is the protocol to make the assessment valid. What great information do you now have, however? What can already determine teaching points for the instructional level! 

What if she misses comprehension by 1 point? 
You still have to reassess at a lower level. What instructional points can you use when you provide instruction? Is the information a waste? NO!! 

What if a child has read ALL of the books on the level he/she needs to use for checking the FALL (or other timeframe) level of independence?
IF they have read all the levels in the main pack, AND the leveled text  in the 4-8 booster pack (back of the 4-8 box), you CAN use a middle Progress Monitoring DRA assessment. Come see Sarah if you are not sure what this means. 

Can I write for a student who is struggling on the level 28 or above?  I just know they can comprehend it! 
NO. Changing the assessment in a way such as this,  is a modification of the assessment. The level of rigor asked of ALL students 28+ must include the student writing component. See the teacher's guide for further information. 
What if the child has an IEP?
Honor the IEP for the comprehension part only. Extended time-per an IEP- is ONLY given for the comprehension section. Scribes can only be used if the child has that accommodation on her IEP.

Where do I start the Word Analysis for a below grade level reader?
Follow the graphic on p. 15 of the Word Analysis teacher guide, OR check out this photo which is the cover of each packet. Assess the entire range *unless the child does not gets 3 "strikes" (little/no control  or some) on any 3 tasks in that range. 

What if a child has done the Word Analysis tasks?
Use teacher discretion on this. Do you think she needs to redo those same tasks? If they scored  control, what info would you be looking to find out? If a child had gaining or some, which words did they struggle with and how could you assess them? Do you need to find and fill the holes?

When are the Word Analysis Tasks due?
 Friday, September 18. 

Where do I get the Word Analysis packets for my new students?
Sarah's space. On the marker board. Run only the tasks you'll need. (They are already copied 2-sided and you can easily run a set.

Where do I record the data I get?
  1. On the DRA folder, put an X (dot for PM) on the graph showing the final FALL text assessment DRA level. 
  2. Fill in the grey card stock Snapshot of Assessment  for all students with all of the DRA info requested.
What do I do when I am finished assessing?
Use the data to plan instruction! Is it a fluency issue? What part of fluency (rate, accuracy, expression, phrasing)?
Is it comprehension? What part? Literal? Interpretation? Predicting? Summarizing with details? etc.
Is it an issue with communicating in written words rather than oral retelling?
Once you figure out the most critical component for that child, you will want to set your goals and teach to them for a period of time.
Let them know the goal. Ask them how they think they can get there. Inform them as to how you will help them grow when you work together.
Let the kids track their data (or track it for them if they are not ready) and SHOW them their improvements/growth/progress. MOTIVATION MATTERS.

Direction sheet below.
Student Snapshot 2015.docx

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