DRA+thoughts+and+questions

DRA Observations: Working with a Partner   By watching a video of Kindergarten students going through the DRA process, the Kindergarten Leads found that when it came to scoring, we were pretty similar in our judgment. We feel that we are much more comfortable with scoring this year and can always ask a grade level colleague for her opinion. We agreed that it was most beneficial talking about DRA scoring last year in Literacy meetings because we are now more aware of when a child uses connecting words, uses names or nouns instead of pronouns, or reads with sensible phrasing. It is very clear to us that a child can read text well, but may not be able to retell with much detail or in sequence. When it came to making a connection, one student only focused on the “grandma” mentioned in the story and missed the main idea of being so busy that there was no time for friends to play together.

 First grade observed a video of me doing a DRA with a student. Our scores were very much inline with one another. Here were our observations after watching the video and administering our own DRAs to our students:

Kids were better at PREVIEWING because of the time of year and the amount of picture walk practice by that time.

Part of the results are developmental and part because the strategies are new learning.

Their retellings were by and large simplistic, again because of time of year. We see their retelling improving as they have more practice and are exposed to more Toolkit lessons.

We see student's "think aloud" commentary steadily shifting from very literal to reflect deeper understanding through inferring, making more substantive reflections, etc. The more we delve into the Toolkit lessons, the more they practice the strategies: tracking their thinking, merging background knowledge with new learning, being more intentional with their reading responses and coding, and making more significant connections. This is deepening their comprehension. We are looking forward to seeing the growth that has transpired when we have our next DRA in February.

We all agreed that running records are pieces of data that are very informative and that we wish we could do them more often. We reminded ourselves that we could do informal running records, particularly with students we are watching closely.

For this project, my entire team scored the same child's DRA. Cindy videoed one of her students and we all sat around a table to watch the video and score his work. We found that we were very consistent across the board. My team meets before every "DRA day" to discuss our expectations for each domain. It is because of this that our scoring is consistent throughout our different classrooms. Also, if we ever have a question after a test is done, we bring it to our team meeting to discuss. We can then talk about what the child said and how we think it should be scored. Having the different opinions is key so that we ensure we are all on the same page. This collaborative process and these discussions are very beneficial for us. This was a very interesting assignment to do! Thanks!

CeCelia and I did a DRA on --. We administered the DRA together and scored separately. We both scored -- an 11 on the oral fluency. It was clear to both of us that she read with some expression that conveyed meaning. We both scored her a 17 on comprehension. We differed in the categories of scaffolded summary and use of text features...each of us giving either a 2 or 3. After our discussion we both could have gone with way on both. Happily, we both agreed that is hovering between instructional and independent on this selection...SO overall we were validated by our common judgement! Cheers to that!

4th grade and Jillian met together to give a DRA assessment for an on level student. It was interesting to discuss the miscues we all observed (or didn't) and how familiar we become with the text that it is easy to miss subtle mistakes. We were generally close in this area though. Each of us then scored the written assessment separately and reconvened to discuss our findings. As expected, this was the difficult part as we had various ideas and reasonings for the different scores we gave. The learning actually came through discussing why we gave the scores we did and helped us to better align ourselves for future assessments. While these assessments will remain subjective, we feel that we have a better understanding of the overall expectations we have for our students. **__1. How do you decide what levels to assess?__**

K: We start the year with a baseline phonological awareness assessment, sight word assessment, and concepts of print for our new students. These results, along with observations during book browsing and reading from classroom leveled books gives us an indication of where to begin our DRA assessments.

1: At the beginning of the year, we assess the student levels by reading the DRA folders and establishing the end of year level for the previous year. Then we read with each individual child in that level to determine if there has been progress or regression over the summer. That determines their starting point and we form groups. Further ongoing assessment happens within groups and when observing or reading with each and keeping anecdotal notes, student reading response logs, and when needed using F&P reading assessments. Between mid and late October, a DRA is administered to each individual student. The masses are given the benchmark level assessment. Students who are performing significantly above the benchmark may be given a higher DRA unless it is beyond our first grade boundaries for DRAs. In that case, a F&P assessment can be given.

2: We start with the students folders that come up from the previous year. We use that as a jumping point, but follow up with individual assessments.

3: Start with individual student's DRA folder. Look where they've been.

4: Look at reading folders to determine DRA level from the previous year Anecdotal notes from reading conferences, book clubs, small groups Mini assessments between DRA assessments

**__2. How do you decide to assess fiction or nonfiction?__**

K: Not applicable - In Kindergarten, we assess through DRA level 8 which is all fiction.

1: In first grade, nonfiction cannot be formally assessed with a DRA until level 16. First grade assesses NF with the 16 in the spring, usually between April and May. Students reading below grade level are not able to be assessed in nonfiction with the DRA. For other purposes, observations, student work, and anecdotal notes inform the progress of these students.

2: Nonfiction is required before moving on to the next level. Therefore, we make sure that every nonfiction assessment has been successfully completed before moving on.

3: If successful with fiction, try non-fiction next.

4: Begin with fiction - move to nonfiction

**__3. How do you use DRA information?__**

K: As an informative assessment for fluency, comprehension, retelling, and for individual and small group instruction.

1: To identify growth, strengths and weaknesses regarding decoding and comprehension; to inform the planning of individual, group, and whole-class instruction; to use as a consistent measure of reading progress.

2: To form groups so we can meet individual meets. We also use the information to differentiate lessons and help plan.

3: To help identify teaching points (mini-lessons), help students with book selection and help student identify strengths and goals.

4: A guide for mini lessons and individual instruction, form small groups for specific skill instruction, highlight growth and areas of weakness

**__4. How do you decide what is a 4, a 3, a 2, or a 1?__**

K: Our team began the discussion of scoring last spring as we found it difficult. We talked about the criteria for a solid picture walk, retelling, and making connections. We feel this is an ongoing progress and will continue to bring examples to discuss scoring and make sure we are all on the same page. We are becoming more aware of the importance of a critical eye on Teacher analysis which informs our instruction.

1: As a team, we bring together sample student responses for each DRA and sight attributes of a 4, 3, 2, and 1. It is tricky, but it helps us to be in better alignment rather than purely making an individual call that is comparatively all over the board. These samples are typed up and distributed among us for handy reference. Then if/when we have a student assessment that we are still unsure about, we bring it to the team for a "second opinion."

2: We sit down as a team to discuss expectations for each score. We use the DRA assessment book as a guide.

3: As a grade-level we have discussed sample answers and how we would score. This is a tricky area.

4: This is tough! We need to get together and look at samples to make sure we are on the same page. We did not do that last year and we will soon. Then we can score them and discuss our reasoning.

**__5. What are your concerns/thoughts/questions about DRA?__**

K: We were celebrating our students reading successes and possibly marking them higher than in reality. Through our work with Literacy committee and the comprehension toolkit, we teachers have reevaluated our grading and became more conscientious of " digging deeper" and having students truly read for meaning!

Kindergarten explored with Fountas and Pinnell assessments last spring and all felt it was very user friendly.

1: The first grade team has had some extensive conversations about our benchmark levels. Currently they are level 10 for Nov, level 14 for Feb, and levels 16 NF / 18 Fiction for May. We have been rethinking this in light of our push for reading deeper not higher. While many of our students can read higher and higher, for many, the deeper comprehension isn't there, or at least not consistently. Coming off of summer, many students need time to linger in level E 7/8 to be ready for the decoding and comprehension strategy demands of level F 9/10. We have also recognized that our "November benchmark" is really assessed in October, and that December, January, and February encompass a lot of holidays with time away from school, making it difficult to reach level 14 by Feb. Therefore, we feel it is more appropriate to adjust our benchmarks: level 8 for October, level 12 for Jan/Feb, and Level 16 NF for May.

2: Since we have grade level benchmarks, at what point is it appropriate to go beyond those set benchmarks?

3:

4: Consistency with scoring

//Notes from prior conversations/meetings://

Is it appropriate to "try" a student at a higher DRA level just to see if s/he can do it?

We will all be starting our DRA's next week or the next, so how do we know that we are starting at the right place with each child. I know that you look at the level they ended last year and if they are independent or instructional. But do you skip a level if you think they can handle it. I think we need to have a little refresher on this part. It is very subjective, so I think it is something that would be helpful to talk about sooner than later. Hope this makes sense! (CeCelia)