Our school district uses a variety of sources to determine our students reading level and zone of development. 1: We use the state website to create benchmark tests in reading and math. These tests are given 3 times a year before the CRCT is administered. Teachers do not use these as grades but as a means to guide instruction. It is extremely useful as it provides data about our students as a school all the way to individual results per students. Data is broken down by standards to help teachers determine which areas students need more help with. 2: STAR. This is a program through Accelerated Reader that gives the students a test that then determines their reading level. This is used to help determine reading levels for the library and in class activities. Carrie Davis Third Grade Teacher Buford Academy Building Community; Serving Students
________________________________ From: mosaic-bounces+carrie.davis=bufordcityschools....@literacyworkshop.org on behalf of thele...@mail.com Sent: Wed 3/17/2010 3:51 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] DRA used for Grading purposes Hello! I am a Reading Specialist with a small district in the state of Texas. Our district is currently in the process of revamping our primary reading instruction and shifting towards a balanced literacy model. One of the things our administrators are examining is our current use of reading assessments. I'd really like some expert advice and opinions. We currently use the Developmental Reading Assessment, but are considering switching to the Benchmark Assessment System. My question regards not the particular assessment system, but the way in which they should be used. The DRA is being used by classroom teachers in kindergarten through second grade. It is administered by teachers at the end of a grading period. After determining a child's independent reading level on the DRA, teachers convert this level into a numerical grade and this becomes 50% of a child's reading grade on the report card for a given grading period. Even though there is clearly a "range" for what is considered developmentally appropriate, students are expected to be at the higher end of the range in order to earn a minimally passing grade. For example, a student reading independently at a level 12 at the end of first grade will earn a 60 for half of his or her reading report card grade. A student must be at least at a level 14 in order to be promoted to second. Students reading at a level 14 at the end of the year will only earn a 77 for half of their reading report card grade. The same is true for second grade. A student who, at the end of the year, is reading at a DRA level 24 independently will earn a 60 for half of his or her reading report card grade. A student must be at least at a level 28 in order to be promoted to third grade. Percentage grades are not given in kindergarten, but a current proposal recommends that students will be expected to exit kindergarten at a level 4-6. The Developmental Reading Assessment is touted as "Assessment that Drives Instruction". Fountas and Pinnell's Benchmark Assessment System advertises that it is "Assessment Linked to Instruction." Our current system is mainly in place to ensure teacher accountability. Unfortunately, with our assessments being tied to grades, the information is not being used to guide teaching as much as it should be. Parents and administrators are pressuring teachers to "get their kids up to level." Teachers are responding to this pressure by pushing students beyond a level at which they can be successful. Students are losing self-esteem as they continue to see "failing" grades when they are working to the best of their abilities on their own developmental levels. Our administrators are now negotiating the possibility of making some changes to this practice. Many other Reading Specialists in our district disagree with the current practice, but we need to hear from some other experts in the field. Any information that you could share regarding the proper use of reading assessments, developmental reading ranges and/or grading procedures you are familiar with would be very much appreciated. Annette Lese Reading Specialist Williams Elementary "Today a reader, tomorrow a leader." _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.