1. READ ACT
& Review
Using this powerpoint – Have copies of the teacher materials for Green Freddie, level 20.
Created with the help and guidance of Curriculum & Instruction and the English Language Acquisition departments in Denver Public Schools.

2. DRA2/EDL2 Materials
All materials can be found on Curriculum and Learning website under Elementary Literacy Program  Curriculum, Instruction, & Assessment Reading Assessment
Missing/Lost/Additional kits
If your school needs new DRA2/EDL2 kits, you will have to order them out of your own budget through Pearson. Call or visit their ordering website:
New grades/New Schools
Visit this website and click the DRA2/EDL2 tab.

3. Purpose of DRA2/EDL2 Why administer the DRA2/EDL2?
identify students reading significantly below grade level for READ Plans
the School Performance Framework (SPF)
gather data as part of a body of evidence for students
gain knowledge on the student’s current literacy skills to accelerate growth
make a teacher’s job easier for guiding instruction
Remember: Nothing can replace or show more about a student than sitting down and observing them read.

4. Assessing to Instructional and Independent
Teach
Prompt
Reinforce
Independent Level
Instructional
Level
Observe
ZPD
Zone of Proximal Development
ZAD
Zone of Actual Development
Presenter Notes:
In DPS we assess to the instructional level in the Fall and Midyear. The instructional level is where the student can learn from the teacher’s instructional guidance. Students already have some knowledge, but not enough to function independently without the teacher’s coaching.
In the spring we assess to the Independent Level. The independent level is the point that a student operates with few, if any mistakes. Errors that occur are usually careless in nature and self-corrected. Students do not need instructional guidance from the teacher at this point and can operate independently.

5. Who administers?
It is imperative that teachers administer the DRA2/EDL2 to their students.
Schools can utilize volunteers or paraprofessionals to administer the “Reading Engagement” section of the test only.
Observing the child as s/he processes text, solves problems, and responds to prompts is part of what the teacher needs to understand. Good teaching relies on good assessment. Nothing can replace a teacher observing their students while reading to guide instruction.

6. Options to maximize instructional/testing time
Better training - The more trained teachers are in administering the DRA2/EDL2, the quicker they can give the assessment. Use Moodle training and hold a collaborative scoring session with all teachers.
Admin offer a testing day with a substitute – if schools provide a substitute, a teacher should be able to test almost all of their students in one day.
Volunteers from Central Office – Have the principal or Instructional Superintendent reach out to central office to acquire volunteers for the classroom. Teachers can then pull students while staying within the room to assess.
Reading Engagement: Utilize classroom volunteers – They can administer the reading engagement portion of the assessment to students.
These concerns have been expressed by many schools and teachers.

7. Concerns with administering the DRA2/EDL2
Inflation of scores:
Whole School: ARE recommends a calibration session with the entire staff to collaboratively score. (Use videos within the Moodle Training course in Schoolnet)
Individual teacher: provide teacher with direct professional development in administering DRA2/EDL2.
A summative/End-of-Year assessment and using a well-trained other to administer the assessment:
Spring scores do not signal the end of instruction, but inform the last several weeks of instruction.
A good teacher, armed with information gleaned from this assessment, could move a student another level or more in the last 3-6 weeks of school.
Never separate a teacher from the information they need to teach!
These concerns have been expressed by many schools and teachers.

8. General reminders…
The more you know the assessment, the better prepared you will be to administer it accurately that results in reliable instructional data for every student.
Accuracy and comprehension are both important to successful reading. Students must demonstrate both to you.
Procedures differ according to levels. Be clear about how the procedures at your levels work.
Timing rate begins at level 14. Rate is one aspect of fluency.
The written response begins at level 28.

9. General Procedure Selecting the appropriate text level
Fall: look at the student’s spring score from the previous school year. You are trying to determine the INSTRUCTIONAL level of text in which to teach this student.
Spring: start below the level you are using for your Guided Reading group (Instructional). You are looking for INDEPENDENT level, which is LOWER than instructional level.
*You can do a quick check with a book-room book if needed.
2. An example, if the student has 6 miscues on the first page of the text, then stop.
Pass out the Continuum from Green Freddie as you walk through with teachers over the next few slides.

10. General Procedure Before you sit down with the student…
…have everything you need:
Copies of continuum
Student books
*You should have materials above and below the text level to save time when moving up or down.
…check # of miscues for instructional/independent level.
If the student begins and the book is too hard, STOP. Say, “OOPS! I gave you the wrong book. Here’s the one I meant to give you.”
We will now walk through a level 20 together to unearth questions.

11. Know the accuracy rate and maximum times
Save time: if a student hits either mark below, stop testing. There is no reason to continue. Move to a lower text level.
|Instructional| Independent | Advanced
| INST| Independent | Advanced |

12. This can be done at another time, as a whole group or small group activity. You can also utilize paraprofessionals or volunteers to complete this section as well. Remember, no prompting.
Read the introduction as written
Start your timer!

13. self-corrections. Mark all TOLDs and note any other behaviors.
Record all errors and
self-corrections. Mark all TOLDs and note any other behaviors.
STOP your timer!
Did the time fall in
the shaded zone?
2:48 or more

14. Teacher should say what is written.
PREDICTION
SILENT READING
RETELLING
Teacher should say what is
written.
Close the book before retelling
The Comprehension section is made up of three parts: prediction, silent reading, retelling, interpretation (on next slide), and reflection (on next slide). Remember to use prompts
Use the prompts to get at
what the student knows!

15. Reminder for prompting students
Students can still reach the independent level during the retell with the teacher prompting 1-2 times. It is ok to prompt during this section and teachers should do so.

16. INTERPRETATION
REFLECTION
ANALYSIS
ORF
CONTINUUM

17. The Focus for Instruction is essential to use as you are planning instruction.
Pull this sheet out of the packet and put it with your student data. This will make your job planning much easier and take less time to complete.

18. Administrative Change
Based on questions we have received, we need to clarify an administration detail for the DRA2/EDL2. Pearson’s guidance directs the teacher to stop testing and drop a level if either the Rate or Accuracy sub-components within Oral Reading Fluency (ORF) are not at the Independent level. While we agree with using Accuracy in this way, we are concerned about the impact of using Rate in this manner for many of our students including students with disabilities and English Language Learners. Please clarify the following with your teachers for the spring DRA2/EDL2 administrations:

19. If the Accuracy sub-component within ORF is not Independent or higher, the teacher should stop the administration and administer the next level down.

20. If the Accuracy sub-component is Independent or higher
If the Accuracy sub-component is Independent or higher* and the total ORF is within the Independent score range* (even if RATE is instructional)* the teacher should continue on to Comprehension.

21. When a child struggles on a word…
NO PROMPTING. No pointing. No stink eye.
No mouth actions. No helping the student at all.
Wait 3 seconds and give a TOLD.
Waiting longer for a child to process a word gives a false positive (the word is counted as correct even though the processing was much too slow).
Allowing students to struggle for longer than 5 seconds can both cause frustration and destroy comprehension(pulls student from story to simply saying words).

22. Get a feel for 3-4 seconds
Three seconds Four seconds

23. Miscues Repeated errors on the same word
When a child reads the same word wrong over and over, give a TOLD the THIRD time and note what happens during the rest of the book. Every incorrect response is counted as an error. (P. 10 Guidebook)
Proper noun example – We have students who come from all over the world. An English language learner from Romania once said to one our elementary literacy coaches while reading a text titled Jake and Ann, “Jake, that’s a weird name!” The young man’s name was Milko. Keep this perspective in mind for proper nouns.

24. DRA2/EDL2 Best Practices
Contractions are ONE error.
Can’t Cannot
ELA Student Miscues

25. Utilize Resources on READ Act website: http://testing. dpsk12
Click “Elementary/K-8 tab”
Online Training DRA2/EDL2
DRA2/EDL2 Guidebook
Target level expectations
Links to materials on Teaching & Learning site and DRA2/EDL2 Progress Monitoring

26. Accommodations
Pages in the DRA2/EDL2 Guidebook have detailed information on accommodations.
Please read it carefully and follow the guidelines.

27. Remember, assessing is more than a score!
Score according to guidelines.
But be clear that the score is not the only place there is information to guide instruction.
Knowing the score of a football game cannot tell you everything that happened during it. Your instructional plan depends on HOW the students’ reading behaviors determined the score.

28. Questions?
Consult the DPS READ Act website under the tab “Elementary/K-8”
Contact your building’s READ Act SAL
Have your READ Act SAL contact the READ Act Coordinator: Peter Tardif –
Contact the Curriculum & Instruction Department

29. Thank you!
Thank you for all of your hard work in supporting your students’ literacy. You are continuing to open a world of endless possibilities for your students!