[MOSAIC] data collection for analysis

Hoffmann Dale Marie dmhoffmann at cox.net
Wed Sep 15 20:20:57 EDT 2010


The WIDA test only measures an ELL's language proficiency in the areas  
of speaking, listening, reading, and writing.  It does not replace the  
DRA.   For reading the DRA is a better tool to use.  Have a good  
school year!
On Sep 15, 2010, at 9:03 AM, Licette Morales wrote:

> How do you like using the WIDA? Do you think it is more accurate  
> than the
> DRA? IS it easier to use?
>
> Thanks
>
> On Wed, Sep 15, 2010 at 3:52 AM, Hoffmann Dale Marie <dmhoffmann at cox.net 
> >wrote:
>
>> Yes, our district also uses the WIDA assessments.
>>
>> On Sep 14, 2010, at 1:04 PM, soozq55164 at aol.com wrote:
>>
>>
>>> I know that many teachers have abandoned the DRA because it can be  
>>> time
>>> consuming especially in the upper grades. There is a written  
>>> component for
>>> grades 4 and up (grade 3 has an optional one I believe). Even  
>>> though it may
>>> take some students about an hour to complete, I feel that the  
>>> information I
>>> get about the students is crucial to drive my instruction. I don't  
>>> really
>>> like that the engagement piece is worth so many points but I take  
>>> that into
>>> consideration when looking at it. Our district uses the WIDDA for  
>>> ELL
>>> assessment.
>>> Sue
>>>
>>> -----Original Message-----
>>> From: Hoffmann Dale Marie <dmhoffmann at cox.net>
>>> To: Mosaic: A Reading Comprehension Strategies Email Group <
>>> mosaic at literacyworkshop.org>
>>> Sent: Tue, Sep 14, 2010 6:41 am
>>> Subject: Re: [MOSAIC] data collection for analysis
>>>
>>>
>>> What ELL assessment do you give your ELL's.
>>> Dale Marie
>>> On Sep 13, 2010, at 8:26 PM, Valerie Vitalo wrote:
>>>
>>> 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.
>>>>
>>>> Jan
>>>> You do not really understand something unless you can explain it  
>>>> to >
>>>>
>>> your
>>>
>>>> grandmother.
>>>> -Albert Einstein
>>>>
>>>>
>>>>
>>>> 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
>>>
>>>> bit
>>>>> 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
>>>
>>>> based
>>>>> on the 6 traits (ideas, sentence fluency, mechanics, voice, >>
>>>>>
>>>> organization
>>>
>>>> and
>>>>> 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
>>>
>>>> wrote:
>>>>>>
>>>>>
>>>>> 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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>>>>>>
>>>>>>
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>>
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