1. Administering the DRA2 /EDL2
Denver Public Schools
Spring 2008
Grades K–3
Introductions
Find out who is in the room and use that information to adjust the presentation – e.g., if there are no kindergarten teachers there, you can skip through the slides for kdg.
Ask if they have seen the Refresher Training – if not, they should go to the website and watch it when they get back to their schools as it includes some additional information.

2. Agenda Topics Purposes of testing What good readers do
CBLA expectations for benchmark levels
Administration of the DRA2 with different levels of readers
Instructional information gained from the DRA2/EDL2
Ask participants how familiar they are with the DRA and explain that these are the topics to be covered in this session.

3. What is the purpose of DRA2/EDL2 testing?
For Teachers: To get instructional information
For the State: To meet CBLA requirements (Spring)
Inform the state of students’ reading levels (K–3).
After third grade—Inform the state as to the progress of those students identified at the end of third grade (Grades 4–11)
Emphasize that the DRA2 was selected because of the instructional information and guidance – it takes longer to give and score, but it will help them group students and move faster with instruction.
It’s also for accountability with the state.

4. Foundation for the DRA2/EDL2: What do good readers do?
Brainstorm at tables:
What do good readers do?
After they brainstorm, watch DRA Training DVD section on this, IF THERE IS TIME and it seems appropriate. Note the beautiful classrooms in the DVD!

5. How has “What Good Readers Do” been incorporated into DRA2/EDL2 Text Reading?
Assesses:
Reading Engagement
Oral Reading Accuracy and Fluency
Comprehension (Predictions, Retellings and Summaries, Connections, Inferences, Reflections)
Determines student’s Independent level and provides focus areas for instruction.
Look in the handout at the Good Readers Chart.
Put a checkmark next to every strategy on which you have provided mini-lessons. Note Rationale.
Direct them to the pages in the handout of the Good Readers Chart and how “what good readers do” has been incorporated into the DRA2. If you think there is time, have them skim through and put checkmarks – if not enough time to do this, suggest that they look at it back at school because this is really what they should be teaching kids in their mini-lessons and guided reading, and most of these strategies have been incorporated into the planning guide lessons. .

6. How has “What Good Readers Do” been incorporated into DRA2/EDL2 Text Reading?
Activity:
Read through the sample Continuum for Oral Reading (Level 16, Baby Birds, nonfiction).
How might teachers use this information to guide instruction?
Direct them to the L. 16 continuum in the handout. .

7. Stages of Reading in DRA2/EDL2
DRA2 K–3 and EDL2 have slightly different processes for administration at each of the following stages of reading:
Emergent: L. A–3
Early: L. 4–12
Transitional: L. 14–24 (Start to use timing)
Extending: L. 28–38 (Start to have student write answers in student booklet)
Intermediate: L. 40
These are the stages of reading development identified in DRA/EDL and the corresponding levels. Because the DRA2 was built so much around stages of reading, it makes the administration a little more complicated, but it also means they will get more information about students to move them forward. In this workshop we will talk about Extending and Transitional Readers. Because we don’t have a lot of time tonight and because it is Spring, not Fall, we will not discuss Emergent or Early Readers, but you can view students and procedures at these levels on the training DVD in your DRA2 box.

8. CDE Guidelines: CBLA Benchmark Levels
End of Year
Benchmark Level on DRA2
Kindergarten
L. 3 Independent
First Grade
L. 16 Independent
Second Grade
L. 28 Independent
Third Grade
L. 38 Independent
In grades K through 3, these are the targets to use to determine if a student’s DRA2 score is above, at, or below grade level.
Although these are the same target levels that DPS has been using, now students must score at the independent level rather than at the instructional/independent level.
In grades 4 through 8, continue using the current target levels, which already specify the “independent level.”
Adapted from the CDE PowerPoint at:

9. What is Independent level for DRA2/EDL K–3?
Use the Continuum descriptors and scores to evaluate student reading.
Levels A–3: Find highest level where student scores Independent on BOTH Oral Reading AND Printed Language Concepts.
Levels 4–38: Find highest Independent level where students scores Independent on BOTH Oral Reading Fluency AND Comprehension sections.
Look at the L. 16 continuum to identify the scores that you use to find whether the student read at the Independent level.
Have them look at the L. 16 continuum again to see where the scores for ORF and COMP are found. Let them know that it is OKAY if they also find the student’s Instructional level – that will give even more information for instruction. But what DPS will be collecting is the highest Independent level.

10. Highest Independent Level
Consider going to a higher text level
Go to a lower text level
This graphic illustrates the next steps in testing based on ORF and COMP totals.

11. Why is it important to find students’ Independent Level?
85% of everything children read should be easy for them
15% should be a bit of a challenge
0% should be at the difficult level because it provides no purpose for learning
Richard Allington
85% refers to Independent level, 15% refers to Instructional, and 0% refers to anything harder than that. Ask them how many students actually spend that much time in texts during the day that they can read easily!
Richard Allington

12. Expectations for Kindergarten
Assess all students in their language of instruction.
DRA2:
Give Word Analysis Tasks 1–7 for students reading at Level 2 or below.
Administer only those tasks on which the student has scored No/Little Control.
EDL2 (Spring 2008)
Give the IO to students reading at L. 2 or below
The IO subtests are optional for students at L.3 and above.
In the fall of 2008, Spanish versions of the DRA2 Word Analysis Tasks will replace the IO
If you need support giving these tasks, talk with your facilitator.
These are new expectations for Kindergarten.

13. Expectations for Grades 1–3
Assess ALL students in their language of instruction
Exception: NEP and LEP students who have been in school in the U.S. for less than one year are exempt from having to be tested.
In spring 2009, ELA-S students receiving literacy instruction in Spanish will need to have a DRA2 as well as an EDL2.
You do not have to administer any Word Analysis Tasks for Spring testing.
It is recommended that teachers use the Word Analysis during the year to support instruction, as it gives important diagnostic information about students’ phonics skills.

14. Administering the DRA2 with a Transitional Reader (L. 14–24)
Read through the Continuum for Thin as a Stick (Level 24), so you know what behaviors to look for during this assessment.
Note differences from the L. 16 continuum.
Skim through the Observation Guide for Thin as a Stick . Things to note:
Teacher says the bold print.
The student reads part of the text orally and the rest silently.
The teacher scribes some of the student’s answers, and the student writes some of the answers. In previous levels, the teacher does all of the writing.

15. Administering the DRA2 with a Transitional Reader (L. 14–24)
Watch DVD of the Transitional Reader.
Code the transcript as the student reads.
Note the student’s use of phrasing by underlining words read in phrases.
Note the student’s use of expression.
IMPORTANT: For DPS purposes, if the student is stuck on a work, give 5 seconds of wait time, then tell the word and count it as a miscue.
After listening to the student read, SCORE THE ORF on the continuum.
In DPS—If student is Independent, continue with the Comprehension section.
If student is not Independent, move to a lower-level text.
Ask if they know how to code a transcript for a reading record. If they don’t know how, you should explain the basics so they can try it out, but encourage them to get further training from their facilitator at school. They could tape record themselves the first few times they do it so they are more accurate.
Explain to them how to underline on the transcript at certain places to indicate the phrasing the student is using. Emphasize that it is really important to listen to the student’s phrasing and expression in order to score it accurately.
PAUSE THE VIDEO AFTER THE STUDENT’S READING AND SCORE THE ORAL READING FLUENCY ON THE CONTINUUM.

16. Administering the DRA2 with a Transitional Reader (L. 14–24)
Watch the rest of the administration of this level.
Script the student’s answers to the prediction questions.
Script or note on the Story Overview the student’s summary.
Score the Comprehension section of the continuum together.
Continue through the DVD of the student. Support them in coding the Comprehension section of the continuum together or have them do it in pairs – but encourage them to move quickly because that’s how they will have to do it in their classrooms. Emphasize the importance of reading the descriptors and not just circling all the 2’s.

17. Administering the DRA2 with a Transitional Reader (continued)
Discuss: Do you think this is the student’s highest Independent level? What would you do next?
Look at the Focus for Instruction sheet and identify three to five Areas for Focus in Instruction
Watch the discussion between the teacher and the coach.
If there isn’t time, don’t show the discussion between the teacher and the coach. Your decision!

18. Administering the DRA2/EDL2 with an Extending Reader (L.28–38)
Read through the Continuum for Animals Can Help (L. 28). What’s changed from the previous level?
Look at Daquarius’ Reading Engagement Survey.
What do you notice about him as a reader?
How might you score his Reading Engagement?
Read through the Teacher Observation Guide.
What changes do you notice?
Move through this more or less quickly, depending on time. Note about change: student is now writing some of his answers.

19. Administering the DRA2/EDL2 with an Extending Reader (L.28–38)
Listen to Daquarius read the text and code the transcript.
Score the ORF—Is he Independent? Should you administer the Comprehension section?
Look through the Student Booklet and discuss his written answers, using the exemplars for that text.
Watch the session with the coach to see what their observations are for Daquarius.
Pause the DVD after the reading to score the ORF. Make sure they notice that the teacher still asks the prediction questions and scribes them but now the student writes the summary.
Ask for questions as you are now moving beyond the oral reading part of the presentation.

20. What is the Word Analysis Part of the DRA2?
40 word analysis tasks, sequenced in difficulty
Students do a range of tasks, depending on their reading level
5 strands:
Phonological awareness
Metalanguage related to Print Concepts
Letter/High-Frequency Word Recognition
Phonics
Structural Analysis and Syllabication
Next fall, some of the Word Analysis tasks will be available in Spanish.
The DRA2 K-3 has a Word Analysis component that can support teachers in diagnosing students’ issues with letters and words. (Explain the rest of the slide.)

21. How Can the Word Analysis Tasks Be Used?
To assess emergent readers’ development of phonemic awareness and phonics skills
To assess the word analysis skills of students who are struggling with reading
To determine the extent to which word analysis problems are interfering with the student’s reading progress
To diagnose and monitor the progress of students who need further support
NOTE: The DRA2 kit has a training video on how to do the Word Analysis subtests.
Although the Word Analysis tasks are not required by the district except for kindergarten in the spring and both kindergarten and first grade in the fall, they can offer very useful information for instruction and teachers are encouraged to use them for these purposes.

22. Using the DRA2/EDL2 for Instructional Purposes
Look at the following DRA2 Summary Sheet for students at Levels 14–24.
What do you notice?
What questions does this raise for you?
How could the Word Analysis information guide your instruction?

23. How might this information about students’ Word Analysis performance impact your instruction with them?

24. Using the DRA2/EDL2 for Instructional Purposes
Use information to support appropriate book bags for students.
Use Summary Sheets to group students and plan whole group and small group instruction.
Summary sheets will support the next year’s teacher in getting started right away with students.
Use Continuum rubrics and Focus for Instruction sheets to identify areas for instruction.

25. Using the DRA2/EDL2 for Instructional Purposes
Use Continuum rubrics to assess student progress, e.g., in SMART goals. For example: If students score low on Reflection,
Make a student-friendly chart of the Reflection rubric,
Model and teach students how to reflect during Guided Reading, and
Teach students the rubric for Reflection and have them write their own reflections and score them.

26. This is an example of what one teacher did with her students to teach them about Reflection, using the rubric from DRA2.

27. Using the DRA2/EDL2 for Instructional Purposes
Keep Continuum on clipboard during conferences or guided reading as a reference.
As students improve in the areas of instruction identified initially, use the Focus for Instruction sheets to identify new areas for instruction and to set goals with students in Reading Assessment Notebooks.
Turn and talk: What else?

28. Preparing for the Assessment: Teachers
Gather materials —Teacher Guides, stopwatch, clipboard, books
Make copies of necessary forms.
Teacher Observation Guide and Continuum for each book
Student Booklet for writing responses (L.28–40)
Focus for Instruction form
Word Analysis record forms (if necessary)
Read the books and Teacher Guides ahead of time.
Use information from instruction to guide choice of levels and tasks.
If new to running records, ask facilitator for training and tape students’ reading.

29. ALL are critical for enhancing
In closing…
The DRA2 and EDL2
Provide a clear and shared vision of what student proficiency looks like
Offer specific guidance for instruction
Support ongoing discussions of student work and implications for instruction
ALL are critical for enhancing
student achievement.
Note: These are goals that were expressed in the Principal Institute over and over that would make a difference for students.