[MOSAIC] data collection for analysis
valvitalo at yahoo.com
Mon Sep 13 20:26:34 EDT 2010
Just curious as to why districts have abandoned DRA's. We give the DRA-2 3 times per year in grades k-5 We give phonological awareness tests and sightword inventories to all of our kidin 1,2,and 3 and in K later on in the year. We have periodic writing assessments with district-wide prompts that match a writing calendar for units for the district. Teacher give running records to students when they are considering moving to the next guided reading level. There is an ELL evaluation at the beginning and end of year also. They continually add asessments. Classroom teachers do some of it and the lit team for the building does the rest. We get a really comprehensive picture of these little guys before we group and continually regroup as necessary.
--- On Sun, 9/12/10, Jan Sanders <jangousan at gmail.com> wrote:
From: Jan Sanders <jangousan at gmail.com>
Subject: Re: [MOSAIC] data collection for analysis
To: "Mosaic: A Reading Comprehension Strategies Email Group" <mosaic at literacyworkshop.org>
Date: Sunday, September 12, 2010, 6:46 PM
In our district the teacher gives a running record to each student and
submits the data to the principal.
Plusses and minuses for teacher or team to assess. Teacher knows the
student as a reader instantly after the assessment, but not all teachers
administer it the same, although there was a major training 6 years ago.
Each year they are given the criteria, a reminder of how to assess, and can
watch a video of a lit coach giving the assessment.
You do not really understand something unless you can explain it to your
On Sat, Sep 11, 2010 at 12:00 AM, Betsy Lafontant
<betsylafontant at gmail.com>wrote:
> My school using a fairly low-tech but effective means of assessing the
> students' reading progress. At the start of the year, the Student Support
> Services team (which consisted of ESOL, Learning Support, and the school
> counselor) tested the reading abilities of each child in our elementary
> school using a running record. The tester started where the student tested
> out at then of last year or for new students, where the classroom teacher
> believes is the student's reading level. It took two intense weeks for the
> SSS team and lots of pullouts for the classroom teacher. But at the end we
> had a comprehensive data on each child's reading levels. This process is
> repeated at the end of the year to track progress and to reflect on our
> teaching practice and methods.
> This is the third year my school is doing this. The first year it was a
> of a mess because some testers had different "lens" on when they were
> testing. Some put more emphasis on fluency while others only tested for
> comprehension. In the second year, the testing team met every day to
> discuss the process, streamline and normalize their practice. In the third
> year, this process is sleek, fast and the end product, the data, is
> extremely valuable to the classroom teacher.
> For writing, we have a writing test. With a common prompt, each child
> writes a story. No names are on the writing test. Then the writing tests
> are divided among the classroom teachers and are scored using a rubric
> on the 6 traits (ideas, sentence fluency, mechanics, voice, organization
> word choice). This data is collected and used to drive the classroom
> instruction for each child. Like the reading, this process is repeated
> towards the end of the year.
> On Tue, Sep 7, 2010 at 11:06 PM, Jeana Wise <jwise at marshallschools.com
> > What types of data does your schools collect for anaylsis? My district is
> > using Aimsweb, but I am thinking that other forms of data may be helpful
> > when looking at interventions for our struggling students. My district no
> > longer gives the DRA, either.
> > Jeana Wise
> > K-4 Literacy Coach
> > jwise at marshallschools.com<mailto:jwise at marshallschools.com>
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