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Selma Unified School District Department of Curriculum and Instruction Kindergarten Release Day Day 1 Sept. 17, 2010.

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Presentation on theme: "Selma Unified School District Department of Curriculum and Instruction Kindergarten Release Day Day 1 Sept. 17, 2010."— Presentation transcript:

1 Selma Unified School District Department of Curriculum and Instruction Kindergarten Release Day Day 1 Sept. 17, 2010

2 Welcome Norms The Big Picture: Where are we headed? Goals for the session Goals for future sessions

3 Where are you on the ELA adoption highway?

4 BREAK Please return in 10 minutes

5 District Information New testing packet pieces Report card changes At Risk Criteria Writing Prompt 1 Rubric Writing prompt protocols Anchor paper selection

6 Lunch We will begin again in one hour. Enjoy!

7 Summative vs Formative Assessment Summative Assessment Culmination Assesses student mastery of what was taught/learned Formative Assessment On-going Diagnostic May be performance based Used to drive instruction

8 DRA2 Kits and Protocols Assemble Kits Review new District Protocols View video of assessment conference

9 Purpose The DRA is the summative assessment used by the district to determine Mastery Level reading for all Selma Unified students K-3. The purpose of the test is to tell us what students can read and comprehend independently. The following protocols were developed using the Assessment Guidelines in the Teacher Guide for the DRA2 as well as best practices as determined by the Selma Unified School District. When there are differences in the directions for administration listed in the DRA2 Teacher Guide, the protocols listed below are to be followed.

10 This new version of the DRA includes several other testing instruments. You are not required to use any test, other than the text reading assessment (including comprehension). You may want to give the Student Reading Survey at the beginning of the year. It could provide valuable insight into your students as readers, but it is not required.

11 Who can test? All Certificated Employees who have attended a district approved training in the administration of the DRA2. Who will be tested? All Students in grades K-1 will be tested 3-4 times a year using the DRA2. Students in grades 2-3 who score BB or FBB on the Fluency Assessment must be DRA’d. These scores must be scanned into Edusoft. Consult the District Assessment Schedule for further detail. All students who enter after the school year has begun will also be tested to determine a beginning DRA level.

12 What will be tested? Using the DRA2 leveled books, students will be tested to determine their mastery reading level. Mastery reading will be defined as reading at or above a 94% accuracy level with “Independent” level comprehension. (Comprehension assessments begins at level 4) When will students be tested? Students in K-3 will be tested during each assessment window as required by the District Assessment Schedule. District Assessment time periods include: Pre-Assessment, Trimester 1 and 2, and the Post Assessment.

13 PROTOCOLS 1. Preparing for Assessment It is important that you think through the following questions before your first day of testing. Where will you assess the students? How many students will you assess each day? When will you assess? What are the other students doing during assessment? 2. Assemble Assessment materials Check out a DRA2 kit. Check to see that the following are included: Multiple copies of the Teacher Observation Guides for the leveled books Student Texts Pencils DRA K-3 Assessment Procedures Overview Card and Reading Guidelines

14 3. Review and learn how to take and analyze a running record. Do Help the student to feel relaxed. Introduce the child to the text before they read. Seat the child on your left. Prompt the child to “try it” before giving a Told. Allow the child adequate wait time. Do Not!!!  Read the book to the child prior to testing.  Use the test booklets as reading material.  Test more often using the DRA.  Prompt with any prompt other than “Try It, you try it” or give a “Told”.  Point to the picture or ask questions during the reading.  Practice the text language when giving a book talk before reading.  Point out words prior to reading  Translate directions or text.

15 4. Read all the student books you will be using before you begin It is important you know the texts the students are going to read in order to evaluate student retellings and determine their level of comprehension. 5. Decide on the format you will use for assessing students Generally teachers can do 2 assessments each day. The assessment window needs to be taken into consideration. The remaining students need to be engaged in other activities. The location of the assessment needs to be free from distraction. If you are taking a release day you will need to arrange that well in advance of the testing date. Talk with your administrator about this.

16 6. Prepare students for the DRA Remember to include re-telling of familiar stories during Read Aloud and Guided Reading time so students are familiar with the process. If students are reading at or above level 20 they will read aloud a short portion of the text and then be asked to go to their seat to read the remainder of the text. After completing the silent reading they will be asked to talk with you about what they read. Students need to be taught how to read silently before being asked to complete this task. Students a reading level 28 and above should practice constructing written summaries of what they have read.

17 7. Conducting the Assessment Select a beginning level text from the testing packet. If you have reading group levels those should offer you a beginning text level. If the student is new to the school, the chart below will help guide your first text selection. If the text is too hard or too easy select another text. You do not need to have the child finish reading the text before selecting another level.

18 Let’s watch a teacher holding an assessment conference with a beginning reader.

19 Closing Thoughts… Final comments Goals Next session Evaluation


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