Welcome to DRA/EDL and DIBELS/MIDE Trainer-of-Trainers for SRP Teachers, ICs and WRISE Teachers August 25, 2009

What is the LISD Teacher Training Model Language Arts Facilitators and/or Instructional Coaches LAFs, ICs, SRP & WRISE

Early Reading Instruments DIBELS (Dynamic Indicators of Basic Early Literacy Skills) & MIDE (Medidas Incrementales de Destrezas Esenciales) DRA (Developmental Reading Assessment) & EDL (Evaluacion del desarrollo de la lectura

What is done with ERI Data? Provide Appropriate Classroom Instruction Qualify for Intervention Programs (SRP) Monitor Progress Report to Parents Report to School Board Report to State

Administering the DRA & EDL Grades K - 5 What is it? Why teachers chose it? How is it administered?

Purpose of DRA2 Help teachers identify students’ skills and plan for timely instruction in reading engagement, fluency and comprehension Monitor student growth on a variety of crucial skills and strategies that successful readers utilize Prepare students to be successful readers Support teachers and their school districts in keeping parents and other stakeholders informed about the level of student reading achievement

Why DRA & EDL? Alignment in K-5 Structure of DRA/EDL reflects LISD Balanced Literacy Framework Aligned with the TEKS Research based Provides support for making instructional decisions

DRA/EDL is looking for characteristics of good readers Good readers… Select appropriately leveled reading materials Read and sustain their reading for longer periods of time Aware of their strengths as readers and are goal directed Preview a book before reading it and predict what might happen Read aloud quickly and smoothly Use a variety of strategies Use text features and graphic organizers Summarize important information in a written form Read for meaning on the explicit and implicit level

Materials Provided in the kit: Teacher Guide Blackline Masters (Book and CD) Training DVD Laminated Procedure Overview/Record of Oral Reading Guidelines DRA/EDL Texts Timer Student Book Graph Other materials needed: Copies of Student Reading Surveys Teacher Observation Guides Student Booklets

Text Characteristics When the texts were written, the authors considered the following: Genre Content Themes Vocabulary and word choice Sentence length and complexity Print features, such as length of text, font size and spacing Number of illustrations in narrative texts Organizational and graphic features

Overview of DRA/EDL for 4-5 Step 1 – Student reading survey Step 2 – One on one student reading conference Step 3 – Independent student work Step 4 – Analyzing Student performance

Step 1 – Student Reading Survey Students complete this survey prior to the assessment. Approx min. Students are asked to recall what they have read during the last couple of months and may use reading logs. May be administered individually, small group, or whole class.

Step 2 – One-on-one Student Reading Conference Text level is chosen prior to the assessment by the teacher (use the Student Green Card). Approx. 6 – 10 min. Record of oral reading is completed by the teacher during the conference. If the students reading accuracy and WPM (fluency) meet the designated range then the assessment continues. The student then completes the prediction/questions page of the student booklet. If using fiction text, the student may not use the text, but if using non-fiction text the student may use the text for this step.

Step 3 – Independent Student Work Students read the entire text. Approx. 35 – 45 min. Students answer questions in the student booklet: Literal Comprehension Summary Interpretation Reflection Meta-cognitive Awareness If the student’s comprehension score falls with the “intervention” range the student will be assessed with a lower level text.

Step 4 – Analyzing Student Performance Approx. 5 to 10 min. Do not consider spelling, grammar, or punctuation errors when making a decision. Oral reading fluency should be completed immediately following the one-on-one conference. Use pages 43–119 for examples to consider when analyzing your students answers.

DRA2 Continuum Looking at the Continuum

Samples Level 40: All the Way Under

Preparing for the Assessment Assemble and organize assessment materials and place in tub. Sort the copies of the assessment forms and place in folders with leveled texts. Read all of the leveled texts and assessment materials that your students will use. Make a plan for administering the DRA/EDL. Prepare students for DRA/EDL.

Frequently Asked Questions Does a word count as an error if a student misreads it throughout the text? Every error counts except for a person’s name. What is the appropriate number of times to administer DRA? In general it is administered twice a year (fall and spring), but may administered mid year for challenged readers or those that need progress monitoring.

Frequently Asked Questions Continued… Is it okay to prompt the student and ask the student to reread with better expression? No. Reading aloud during the assessment is not an instructional moment. Information gained should guide future instruction for that student. Are there any parts of DRA2 that can be omitted and still maintain the integrity of the test? No.

Frequently Asked Questions Continued… The written portion of the assessment is too difficult for some of my students. Are there any suggestions on how to deal with this? If students are unable to respond in writing, then this is a strong indication of a need for immediate and intense instruction. Can I record limited English speaker’s responses for the student rather than have them write for themselves? If the student can read the text independently, then they should be able to respond in writing. Dictation may be taken if a student has an IEP or 504 plan stating to do so.

Looking at Samples Kindergarten First Grade Second Grade Third-Fifth Grade

Supporting Each Other

DIBELS/MIDE

DIBELS Materials K-2 DIBELS Cards (for students) Student ERI booklet (with teacher directions) DIBELS/DRA Class Data Card Timer