1. Developmental Reading Assessment Thompson School District Fall 2012
DRA2 Training
Developmental Reading Assessment
Thompson School District
Fall 2012
Welcome
Download ppt and follow along – take your own notes
Hide slides as needed when using with your teachers.

2. Good Readers p. 7-9
To scaffold the process of learning to read, it is important to recognize the characteristics and behaviors of good readers and foster them in all of our students. Primary students are in the process of learning to read and respond to increasingly more complex texts. On pages 7-9 in the teacher guide, specific behaviors of good readers are identified, along with how they are assessed with the DRA2 and the rationale for their importance. Prior to administering the DRA2, we recommend teachers reference this information. Please take a moment to skim and scan the information on pages 7-9. Turn and talk to your neighbor about how the DRA2 supports the ongoing instruction of helping students become more proficient readers.
TRAINER NOTE: The less experienced your staff is with administering the DRA2, the more important it is to have conversations about these pages in the teacher guide.

3. Benchmark Assessment Books p.12-18
Fiction
Nonfiction
A-2
3-6
8-14
16-28
30-38 40 16 28 38 40
The DRA2 Benchmark assessment books levels A-40 are broken into bands. Within these bands there are specific features of the levels explicitly identified. This information is helpful to know as you are assisting students in selecting appropriate books for independent reading or for instructional decisions when choosing books for small group instruction. In DRA2, nonfiction book choices are only available at levels 16, 28, 38, and 40. The information provided in these pages also helps a teacher to truly begin to understand what it means when we say a child is reading at a certain level. Additionally, as we begin to explore text lexiles with the common core, this information can support our understanding of matching texts to readers.
TRAINER NOTE: The less experienced your staff is with administering the DRA2, the more important it is to have conversations about these pages in the teacher guide.

4. Determining Starting Level
Returning Student
New Students
Fall – use spring DRA2 independent level as a starting place.
Spring – use last running record level from progress monitoring data and/or classroom observations of student reading level (comparable book titles on p )
Information from previous school if available
DRA2 Quick Check
Use informal reading engagement information to offer level choices (comparable book titles on p )
The first step in administering the DRA2 to students is determining the level at which to begin testing. In the fall for returning students, teachers can use the DRA2 independent level as a starting place. In the spring, teachers can use data from progress monitoring done with running records, guided reading levels and classroom observations to determine the place to begin. Information from previous schools may provide information about where to assess a new student. Teachers may also make use of San Diego Quick or other tools they may have. On p , there are comparable book titles correlated with each level. Pulling some of the tradebook titles and having an informal reading conference with the student may also provide some information about where to start testing. There also is a helpful chart on p. 44 in the teacher guide.

5. Teacher Observation Guides p.19
Scores
To be independent, a reader MUST meet the benchmark in BOTH oral reading fluency and comprehension.
Teacher selects the text for levels A-24.
Students may be given a choice of texts at level 28 and above.
TSD – We are determining the highest independent level. Refer to TSD handout.
The teacher records information from the reading conference on the Teacher Observation Guide. Final scores are located at the top of the guide. In TSD, we are assessing to find the highest independent reading level. To be independent, a reader MUST meet the benchmark in BOTH oral reading fluency and comprehension. We suggest the for a reading conference with levels A-24, the teacher chooses the book for the student to read. Starting at level 28, the student may be given a choice from a couple of titles within a level or even at different levels.
TRAINER NOTE: Use pages to go in depth with teachers who have never used the DRA2 before. With experienced DRA2 users, a refresher may be all that is necessary.

6. Teacher Observation Guides p. 19
Reading Engagement:
Levels A-24 student responses are recorded next to reading engagement questions on guide.
Levels 28 and above students complete a Student Reading Survey which may be given individually or in a group. Responses may be dictated or independently written.
P provide support for understanding about reading engagement responses from students
The reading engagement questions help you to become aware of student’s preferences and alert you to students who are somewhat passive about reading or have limited literacy experiences. It is important that students not only learn how to read, but that they also spend time reading on a daily basis and find reading enjoyable. (p68) For levels A-24 the teacher records the student responses next to the questions on the guide. Starting at level 28 on up, the students complete a Student Reading Survey which may be given individually or in a group. At these levels, responses may be dictated or independently written by the student.

7. Teacher Observation Guides p.19
Oral Reading Fluency
Levels 1-3 – if student is unable to name half the items pictured in the text, use your best judgment to decide whether you should continue with the assessment.
In introduction and preview, for levels 4-16, students do a “picture walk.” Teacher directions are in bold print.
Levels 14 and above, timing student’s reading is required.
Note the reader’s phrasing, expression, and attention to punctuation.
Again, the oral reading fluency score AND the comprehension score must be in the independent range for a student to be considered independent at that level. The oral reading fluency section of the conference includes an introduction and preview or prediction of the book, record of the oral reading (including miscues, self-corrections, repetitions, etc) during which at some levels the student’s reading is timed, and the words per minute is calculated, as well as the percent of accuracy. During the oral reading, teachers also note phrasing, expression, and attention to punctuation. At Levels 1-3 if students are unable to name half the items pictured in the text, use your best judgment to decide whether you should continue. At levels 4-16, students do a picture walk. Teachers follow script in bold. Levels 14 and above, student’s reading is timed.

8. Teacher Observation Guides p.19
Oral Predictions
NOTE: Levels A-16 have an Introduction and Preview
Levels students do an Oral Prediction. Note and count the number of possible events or actions that students predict. Students do NOT use the text when making their predictions.
Levels Read aloud the questions/prompts on page 1 in the Student Booklet, and record the student’s responses on the same page. Do NOT give additional prompts. NOTE: Students may use the book when responding to the Text Features prompts and nonfiction Prediction prompt, but the book should be CLOSED when they make their predictions for fiction books.
Level 40 and above Students must do a written prediction
Levels A-16 there is a scripted introduction and preview or picture walk. Not you can use general prompts but do not ask specific questions. P. 45
Levels there is an oral prediction. Students do NOT use the text when making predictions. Teachers should make note of the prompts used during the prediction and know that only the prompts listed on the form are permitted.
At levels teachers read aloud the questions/prompts on page 1 in the student booklet and record the responses on the same page. Do NOT give additional prompts. For fiction the book remains closed. For nonfiction, students may use the book for the text features and nonfiction prediction.
At Level 40 and above the predictions are written by the student. They may NOT be scribed no matter the grade level of the student.

9. Teacher Observation Guides p.19
Record of Oral Reading
The student’s miscues, including substitutions, omissions, and insertions, as well as repetitions and self-corrections are marked on the Record of Oral Reading.
If student skips as an entire line, redirect the student to reread and score as one error.
If a students miscues a proper noun multiple times in a text, the first miscue is counted as an error. The subsequent miscues of the same name are not counted as errors.
Repetitions of words or phrases are NOT errors. They should be recorded as they give you important information about a child’s processing.
Mispronunciations are NOT errors if they are due to speech impairment, English Language Learners, and/or dialect.
See p. 143 for more guidelines.
Go through each point. If teachers are uncertain about scoring mispronunciations, access appropriate specialist in your building for clarification.

10. Teacher Observation Guides p.19-20
After Oral Reading:
Record time on guide and reference Oral Reading Words Per Minute chart for the WPM range. Count miscues and self corrections and determine student’s percentage of accuracy.
If the student’s score falls in a shaded area for either WPM or Accuracy, STOP! Reassess at a lower level.
If the student is reading below the grade-level benchmark, administer appropriate DRA Word Analysis Tasks at another time. To determine tasks see p. 16 in Word Analysis book.
Go through each step.

11. Teacher Observation Guides. P.21
Comprehension
For levels 4-24, students orally retell the story. A story overview is provided. Helpful hint: use a highlighter to highlight as student is retelling.
The only prompts that may be used are the ones provided on the guide. NO EXCEPTIONS! Be sure to check and/or tally the prompt/s used and the number of times prompted.
For levels students write a story summary. Any student, regardless of grade level, being administered a level MUST do the written summary and it should be scored against the DRA2 Examples of Student Written Responses (p )
Please see chart on p. 74 for more information.
Go through each point. Emphasize the written portion of the test at levels 28 and above. There is a bridge kit with lower level texts and the same format as levels 28 and above. These are intended to use with older children who are reading at a lower level, but still need to be able to show comprehension and responses to text in writing.

12. Teacher Observation Guides. P.21
Teacher Analysis
This may be done immediately following the administration OR it may be analyzed at a later time.
Sometimes we are testing students back to back and we don’t have time to do all of the analysis in real time. The teacher analysis section may be done at a later time. It is important to note that if we stop the DRA2 when we have a level and accuracy rate, we are missing important information to inform our instruction. We realize that we are using this instrument for compliance and reporting, however, the real reason we are using DRA2 is to gain valuable information about the student’s reading behaviors so we can make crucial instructional decisions and support students in becoming proficient readers.

13. DRA2 Continuum
Independent: Total score for Oral Reading Fluency and Comprehension must be at least within the Independent range on the Continuum
Instructional: Total score for Oral Reading Fluency or Comprehension is within the Instructional range on the Continuum.
Advanced: Total score for Oral Reading Fluency and Comprehension must be within the Advanced range on the Continuum.
Use the descriptors selected on the Continuum to identify the student’s instructional needs.

14. DRA2 Continuum Reading Engagement
Use the information from the Student Reading Survey and the Student Booklet to circle the descriptors that best describe the student’s responses for Reading Engagement and Comprehension.
Levels Use the student’s responses on the Student Reading Survey
Refer to p for exemplars of student responses
P. 69 = A-3
P. 71 = 4-24
P = 28-38

15. DRA2 Continuum Oral Reading Fluency
Use your notes from your observations about the student’s phrasing, monitoring/self-corrections, and problem solving on unknown words, expression and accuracy rate to fill out the Oral Reading Fluency section of the continuum
Levels 4-12: If a student reads a text with 100% accuracy, then they score a 4 on Problem Solving Unknown Words
Note Level bands A-3, 4-12, – the continuum is slightly different at each of these bands.

16. DRA2 Continuum - Comprehension
A-3 = Printed Language Concepts (directionality, 1-1 Correspondence, Words/letters)
4-24 – use info from oral retelling
28-40 – use info from student booklet
**use teacher guide for exemplars pp

17. Additional Information p.57
Students reading text levels are not reassessed using a lower DRA2 level text if their total comprehension score falls within the Instructional range on the Continuum. Without instruction it is highly improbable that they will perform any better when asked to write similar responses with a slightly lower level text.
It is important to teach Extending readers how to respond in writing to demonstrate their comprehension. Providing opportunities to respond in writing scaffolds their ability to think more deeply about a text and prepares them for proficiency tests at the district and state levels.
Read and turn and talk.

18. Instructional Decisions p. 121-129
Reference pp
Next steps
Delve more deeply
Instructional coach meetings
Support from Kathy
The most important reason we use the DRA2 is to inform our instruction. You will have opportunities to delve in more deeply in how to support teachers in making these instructional decisions with the data they glean from the DRA2. Please note the Alignment with Fountas and Pinnell levels on pp This information will be especially useful during data dialogues and analysis of DRA2.

19. Kindergarten Word Analysis P, 9 in Word Analysis book
Handout recording sheet
Explore tasks in group
Questions and debrief whole group
Follow slide

20. Appropriate Accommodations
The only accommodations used when administering DRA2 are those documented on an IEP, 504 Plan, or IAAP
The following accommodations MAY be appropriate and documented:
Scribe or Assisted Technology (Level 28 and above)
The following are NOT documented accommodations for DRA2:
Extended Time: There is no time limit for a student taking the DRA2.
Teacher Read Directions: The protocol for DRA2 is to read the directions to students.
Using the Spanish version of DRA2 (Lectura) is not an accomodation, but rather an alternative admissible administration of the assessment.
Alternate settings and frequent breaks are admissible for DRA2 administration, therefore they are not an accommodation.
Accommodations for testing must be documented on the IEP, 504 plan or IAAP in order to be used on the DRA2. If extended time, teacher read directions, using Spanish, alternative settings and frequent breaks are a documented accommodation for a student, they are used for the DRA2, however, they are not reported as an accommodation because they are permitted for all students.

21. Interrater reliability
What – 3 opportunities to practice
Why – to calibrate and gain familiarity with exemplars in teacher guide
How – groups of 4 – line up alphabetically by best place you visited this summer -

22. Interrater reliability
Level 4 – Where is My Hat?
Choose a student reader and a teacher
Other two are observers/recorders
Teacher administer level 4 to student reader
Teacher and observers record student responses on observation guide
Complete DRA2 continuum independently using p. 71 & 83 in guide
Compare data on continuum and discuss
Group debrief
Take participants through protocol on slide.

23. Interrater reliability
Level 16 – Nonfiction – Animal Homes
Choose a student reader and a teacher
Other two are observers/recorders
Teacher administer level 16 to student reader
Teacher and observers record student responses on observation guide
Complete DRA2 continuum independently using p. 71, 80 & 83 in guide
Compare data on continuum and discuss
Group debrief
Take participants through protocol on slide.

24. Interrater reliability
Level 28 – Fiction – Missing Sneakers
Read story
In partners, score and complete continuum. Use pp , in guide as a reference.
Compare scores with other partnership
Discuss noticings and/or questions
Group debrief
Take participants through protocol on slide.

25. Compliance vs. Best practice
How might you support teachers in moving from using DRA2 for compliance to using it for best practice?
Read last 2 pages of handout. End with this question. Turn and talk and then whole group debrief.