Meeting+2-4-11


 * Friday, February 4th, 12:30 - 4:00 pm** in the Burbank Library (This has been rescheduled from Wednesday January 26th, 12:30 - 4:00pm)
 * 1) Bring copy of data sheets (DRA2 and Benchmark Data). If possible, please drop them in Julie's dropbox so that all of the data can be put into one spreadsheet.
 * 2) Bring 1 copy of each of your assessments to reference
 * 3) Be ready to share feedback with the group about the Benchmark Assessment 2 - think about how this assessment compares or doesn't compare to the DRA2.

Kdg:

1st:
 * nice to have multiple text levels
 * use in the fall, more books to use for those kids that are still stuck
 * another option if they're struggling with comprehension, when it starts at the level 4
 * good connection between reading and writing
 * deciding when to do nonfiction (unclear)
 * missing: the continuum of the DRA - since the benchmark only takes accuracy and comprehension into account as to independent level,etc
 * consistent with scores between DRA/Benchmark
 * no picture walk

2nd:
 * thought benchmark would be useful as a 22/26
 * 28 equivalent is better on benchmark because they are not writing as much
 * fluency was tough to determine
 * liked having the continuum to help pick out specific pieces
 * books were short, quick
 * fall - dra levels exhausted, nice to use equivalent level with books they've never seen
 * kids do not know books as well so didn't know which level they were given
 * prompting not penalized
 * extra 1 point - why? parameters?

3rd:
 * applicable for off-cycle time
 * levels had good correlation
 * kids responded well to assessment

4th:
 * running record - looking at miscue analysis was helpful
 * liked there was just not 1 level at the 40s
 * used word list to help determine where to start
 * comprehension - felt like teacher was doing a lot of prompting. wanted that plus more questions similar to QRI questions
 * writing - kids saying "didn't I already tell you that"
 * like as an additional assessment, another perspective/piece of information
 * great way to show growth because DRA is just 40 to 50
 * fluency was very subjective
 * liked the shorter books, happy that they did not have to write a lot
 * lots of prompting, which doesn't necessarily show what kids know
 * extra question - super subjective, could be the make or break between independent/instructional
 * liked having the extra levels between 40-50

5th:
 * overall, liked reading materials, titles, kids more engaged
 * length was appealing
 * prompting way too much, they knew the answers but needed the prompting
 * wished this assessment had more QRI questions

Middle School
 * implications for middle school intervention

Word Lists:
 * thought it was useful when determining where to start assessing with unknown kids

Thinking:
 * Interesting that
 * It's an "in between" between informal running record and DRA, more of an organized running record
 * "Apples to apple slices" - Benchmark to DRA
 * DRA gives more information for instructional purposes
 * Benchmark is faster
 * Writing - having kids just answer 1 question instead of whole packet
 * comparison between F&P word list vs UA word list
 * want fluency and level charts on the actual assessment
 * found in many kids that fiction/nonfiction at same level, kids scored the same (DRA has to have every fact, writing is more intense)
 * correlation between HFW with F&P word list, see if we can use HFW instead of word list
 * Miscues - found it was repetitive, distracting, nice to have but glad it's an option

Implications:
 * not our intention to put on assessment calendar for 11-12 school year
 * creating a document with guidelines/parameters/suggestions/scenarios
 * even though not on assessment calendar, but needs to hold some weight
 * if we are using this, we should be able to bring it to lit team as another piece of information, not the piece of information
 * PD: early release or 10 min at staff meeting, intro of benchmark, possibly using pilot teachers and/or video, then offering 3-4 session of PD of how to use
 * PD for literacy coordinators/IS/EIS
 * Pilot teachers keep kits for now