I am a reading process trainer for my district and have to say completely appalled at the idea of giving grades based on the DRA! It is a tool used to drive instruction and far too subjective to grade on. The wide reading survey score depends so much on whether or not the teacher makes sure the students keep an accurate reading log. Our district uses the DRA twice a year and the Rigby PM Benchmark assessments in between when a teacher's running records indicate a student is ready to move up a reading level. I think Joetta Beavers herself would be quite taken aback at the notion of assigning a grade to her DRA.
________________________________ From: mosaic-bounces+jludwig=gisd.k12.nm...@literacyworkshop.org on behalf of Primary email Sent: Wed 3/17/2010 3:35 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [PandaEX.SPAM] - Re: [MOSAIC] DRA used for Grading purposes I have never heard of anyone linking DRA/IRI or other reading inventories to a grade. They are to dreive your instrution on what to teach and tae a grade off of. I am from a San Antonio school district NISD and we do testing every grading period as well but not fot a grade. It is used to put into small groups and for protion/retention at end of year but it is only 1 thing we look at. ________________________________ From: "thele...@mail.com" <thele...@mail.com> To: mosaic@literacyworkshop.org Sent: Wed, March 17, 2010 2:51:17 PM 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.
_______________________________________________ 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.
