The Developmental Reading Assessment ( Dra )

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

Harris and Jerome A. Niles (1982), the Informal Reading Inventory’s stated purpose is to determine the reading level of a child by identifying their reading comprehension strengths and weaknesses (Harris & Niles, 1982). This test was developed to measure the reading level of a child, and for some students, it may identify their levels of reading comprehension. It is difficult to determine the reliability and validity of this assessment, not knowing the specifics of the original tested population, the size of the tested group, the sex, or the location of where they were assessed. Due to the lack of developmental data, the overall assessment results from school to school can give inconsistent

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

BRI stands for Basic Reading Inventory. The BRI helps teachers determine what reading level each student is at with comprehension, word identification, and fluency. Comprehension means that they understand what they are reading. Word Identification means that they can identify and know what words they are reading. Fluency means that students can read without being choppy with their words.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

The North Carolina Pre-Kindergarten Program, formerly known as More at Four, is geared towards bettering the lives for At-Risk 4-year-old children. Exposing children to an early learning experience that will promote a positive learning environment to ensure Kindergarten readiness is what drives the program. Upon arrival, each child is screened using the Brigance 4-year-old tool to assess and determine the child’s developmental skills and abilities. According to the text, “Classroom tests and assessments play a central role in the evaluation of student learning. They provide relevant measures of many important learning outcomes and indirect evidence concerning others” (Miller, Linn, Gronlund, pg. 139). While many educators and families

Back to school reading in the primary grades usually begins in the classroom assessment, and part of a formal reading assessment includes reading fluency. Teachers strive for students to read grade-level texts throughout the year with purpose and understanding. Testing students in reading by using a variety of formal assessments, such as DRA (Developmental Reading Assessment) or PALS (Phonological Awareness Literacy Screening) provides a little insight into how well students read, but there is usually only one or two reading passages used. Fluency is one area that is extremely important, but seldom practiced because most students read independently to themselves. Together with phrasing, expression and punctuation, pace is can be evaluated by teachers in small group guided reading lessons. Students are given an opportunity to read out-loud in front of their teacher and their peers, but often will not receive daily practice with fluency everyday.

In early childhood education classrooms, teachers utilize assessments for a variety of reasons. Assessments are used to detect strengths in weaknesses in a specific area of study as well as the differences in the students’’ learning the classroom (Stiggins, 2007). Teachers utilize this information in order to direct instruction in the classroom to best benefit the students in it. There are various types of assessments for education, many geared toward early literacy skills. Two of the more common literacy skill tests for early childhood education are the Gray Oral Reading Test (GORT) and the Early Reading Diagnostic Assessment (ERDA), both of which assess reading for young students. Using the information from the GORT and the ERDA, a teacher can create a pre-assessment and a post assessment for phonics and phonemic awareness.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

How effective is the SRA program in placing student in the correct SRA reading intervention program level?

The reason we perform an assessment is to launch a baseline. Knowing a child’s baseline is important because it gives professionals something to measure up to. According to NAEYC Position Statement states, “To best assess young children’s strengths, progress, and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional” (NAEYC Summary) It helps identify special needs early, evaluate and monitor the curriculum and most importantly hold the school accountable if things are not done as they are supposed to be. A child who may have hearing/vision impairment or special needs may be identified through assessment. The ultimate purpose of

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.