Re: [MOSAIC] DRA used for Grading purposes
We moved to the F&P Benchmark Assessment system right after it was published. We administer it 3 times a year (FALL/WINTER/SPRING-- just before the end of each trimester). Before switching to the F&P, we used the Early Literacy Profile (ELP) and the WRAP. In our district, it has been the tradition to include the student's reading level on the report card (it simply says "Independent Reading Level"). I've been working to try to have it taken off of the report card because it causes all sorts of confusion: it is information for TEACHERS to help drive instruction, and for STUDENTS to make just-right book choices. Parents cannot go into a bookstore or library and ask "Where are your Level M books?" Instead, they misunderstand it (that "A" is good, that "I" means inconsistent, that a first grader at "F" is a failure, etc.) or worse, they misuse it (bragging at the town pool that their child is already reading at a level T, try to arrange play dates with children who are reading at higher levels, etc. -- true examples!). What's worse is that previously, the reading level helped determine grade levels (1-4) for various indicators on the report cards. For example, there was a rubric that stated that if a child is reading at a level F in the Winter of Grade 1, that they would receive a 3 on the report card next to indicators such as "Uses multiple strategies to decode unfamiliar words." Does reading a Level F automatically mean a student uses multiple strategies to decode unfamiliar words?? Since I discovered this, I proposed something novel: I suggested we consider whether or not they USE MULTIPLE STRATEGIES in order to determine a grade for the student. It's a long process of change...but we're moving. The point is this: the Benchmark Assessment is ONE measure of a student as a reader. Just one. It is an excellent source of information for what the student knows and is ready to learn. It should not be a driving force to assign grades (not even 50%). It's one ten-minute assessment. As a teacher, would you want your yearly evaluation to be based solely on one 10 minute observation by your principal, or would you rather they use multiple measures to determine your effectiveness as a teacher? I have yet to find "benchmarks" for each grade level that are assigned by Fountas and Pinnell. I believe it is because it is counter to the purpose of the assessment. F&P do provide ranges for each grade, but the point is not to "flag" students who are behind; the level helps to determine what students do as independent readers, and to determine the next steps of instruction for each student. It's formative, not summative. It's to help the teacher teach the student -- not to hold students accountable. When you use it as a factor in the student's grade, you begin to elevate it to the status of a high-stakes test, when its really meant to drive instruction. Randy Lichtenwalner Elementary ELA Developer Public Schools of the Tarrytowns ___ 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.
Re: [MOSAIC] DRA used for Grading purposes
I agree. The purpose of the DRA is not to generate a grade, but to generate teaching strategies and guided teaching decisions. My previous district did establish benchmarks for proficiency. These were helpful guidelines but not used as the basis for a grade. A failure to meet benchmarks did not trigger retention, but it might have been one of multiple factors to recommend retention. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Wed, 17 Mar 2010 14:35:16 -0700 > From: tinadud...@sbcglobal.net > To: mosaic@literacyworkshop.org > Subject: 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" > 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 unsubscri
Re: [MOSAIC] DRA used for Grading purposes
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/
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" 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] 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.
