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DRA Assessment: A Comprehensive Guide for Educators and Parents
Are you familiar with the DRA assessment? This powerful tool plays a vital role in determining a student's reading level and informing instructional strategies. Whether you're a teacher striving to personalize learning or a parent seeking to understand your child's reading progress, this comprehensive guide will demystify the DRA assessment, covering its purpose, methodology, interpretation, and practical applications. We'll explore everything you need to know to effectively utilize DRA data for improved literacy outcomes.
What is a DRA Assessment?
The Developmental Reading Assessment (DRA) is a widely used informal reading inventory (IRI) designed to pinpoint a student's independent, instructional, and frustration reading levels. Unlike standardized tests, the DRA focuses on individual student needs, providing a detailed picture of their reading abilities beyond a simple grade level. This assessment goes beyond simply decoding words; it evaluates comprehension, fluency, and accuracy, offering a holistic view of reading proficiency.
Key Components of a DRA Assessment
The DRA assessment typically involves several key components:
#### 1. Oral Reading:
This section assesses a student's ability to read aloud a passage at their presumed reading level. The assessor observes accuracy (pronunciation, errors), rate (words per minute), and expression (intonation, phrasing). Errors are meticulously documented to understand specific areas of difficulty.
#### 2. Comprehension Questions:
Following the oral reading, the student answers comprehension questions, both literal (recalling facts) and inferential (drawing conclusions). This evaluates their understanding of the text beyond mere decoding.
#### 3. Retelling:
The student retells the story in their own words, demonstrating their ability to summarize and synthesize the information. This component highlights their comprehension and memory skills.
#### 4. Independent Reading Level:
This is the level at which a student can read accurately and comprehend with minimal support. They demonstrate fluency and can successfully answer comprehension questions.
#### 5. Instructional Reading Level:
This represents the level at which a student can read with support and guidance from a teacher or tutor. They may struggle with some words or concepts but can still engage with the material with assistance.
#### 6. Frustration Reading Level:
This is the level at which a student experiences significant difficulty, exhibiting low accuracy, poor comprehension, and frustration. Materials at this level should be avoided to prevent discouragement and build confidence.
Interpreting DRA Results: What the Scores Mean
DRA scores aren't presented as a single number; instead, they provide a range indicating the student's reading level. For instance, a DRA level of 20 suggests proficiency at a particular level, allowing educators to choose appropriate instructional materials and strategies. These levels often correspond to grade levels, but it's essential to remember that a student's DRA level may differ from their grade level. The assessment also highlights areas of strength and weakness, providing targeted instruction opportunities.
Using DRA Assessments to Improve Reading Instruction
The value of the DRA assessment lies in its practical applications:
Personalized Learning: By identifying a student's specific reading level and areas for improvement, educators can tailor instruction to meet individual needs.
Intervention Strategies: The assessment helps pinpoint specific difficulties (e.g., phonics, vocabulary, fluency) guiding targeted interventions.
Monitoring Progress: Regular DRA assessments allow educators and parents to track a student's progress over time, demonstrating the effectiveness of interventions and adjustments to instructional approaches.
Curriculum Planning: DRA results can inform the selection of appropriate reading materials and activities, ensuring students are challenged appropriately but not overwhelmed.
DRA Assessment vs. Other Reading Assessments
While DRA shares similarities with other reading assessments, its focus on individual student needs and comprehensive evaluation sets it apart. Standardized tests often provide a broad overview, while the DRA offers a detailed, individualized profile. This in-depth understanding allows for more targeted support and intervention.
Conclusion
The DRA assessment is a valuable tool for educators and parents seeking to understand and enhance a child's reading abilities. Its comprehensive approach, focusing on accuracy, fluency, and comprehension, provides insights that go beyond a simple grade level. By utilizing the information gleaned from the DRA, educators can create personalized learning plans, implement effective interventions, and monitor progress, leading to improved reading outcomes.
Frequently Asked Questions (FAQs)
1. How often should a DRA assessment be administered? The frequency depends on individual student needs and school policy. Some schools administer it twice a year, while others may do it more frequently for struggling readers or as needed.
2. Who administers the DRA assessment? Typically, trained educators or reading specialists administer the DRA. Specific training is required to accurately administer and interpret the results.
3. Is the DRA assessment standardized? No, it's an informal reading inventory, not a standardized test. It's designed for diagnostic purposes, focusing on individual student needs rather than comparing students to a norm group.
4. What if my child scores lower than their grade level on the DRA? A lower score doesn't indicate a child's overall intelligence or ability. It highlights areas needing support. With appropriate instruction and intervention, children can make significant progress.
5. Are there different versions of the DRA? Yes, there are several versions of the DRA, catering to different age groups and reading levels. The specific version used depends on the student's estimated reading ability.
| dra assessment: Developmental Reading Assessment Joetta Beaver, Mark A. Carter, 2003 Gives middle school teachers a range of tools to help monitor literacy behavior continuously as they teach, as well as conduct periodic assessments for accountability. Intended to guide teachers' ongoing observations of student's progress within a literature-based reading program. |
| dra assessment: Dynamic Instructional Leadership to Support Student Learning and Development Edward T. Joyner, Michael Ben-Avie, James P. Comer, 2004-05-12 With its comprehensive framework, this guide offers instruction that will help all children grow and develop along the pathways that support success both in school and in life. |
| dra assessment: Making the Most of Small Groups Debbie Diller, 2007 In her previous books, Literacy Work Stations and Practice with Purpose, Debbie Diller showed teachers how to productively occupy the rest of the class while meeting with small groups. Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. Making the Most of Small Groups grapples with difficult questions regarding small-group instruction in elementary classrooms such as: How do I find the time? How can I be more organized?How do I form groups? How can I differentiate to meet the needs of all of my students? Structured around the five essential reading elements--comprehension, fluency, phonemic awareness, phonics, and vocabulary--the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Debbie provides an overview of relevant research and reflection questions for professional conversations. |
| dra assessment: Diagnostic Reading Analysis Mary Crumpler, Colin McCarty, 2004 Individually asses the reading accuracy, comprehension and fluency/ reading rate, plus comprehension processing speed for less able readers from 7 to 16. The test is brilliant. We used it with a cohort who have been well below standard for the school and right the way throughout it told us so much about that cohort and their learning styles. It was quick to administer, didn't stress the pupils and the end result was so useful. - SENCO, Hampshire school - Carefully structured, with an initial listening comprehension passage that helps determine each pupil's starting point - Provides standardised measures of reading accuracy (as standardised scores and reading ages), fluency/reading rate and reading comprehension. Additionally, this second edition provides a standardised measure of comprehension processing speed, making the DRA ideal for access arrangements assessment. - Pupils read and answer questions on three graded passages - fiction and non-fiction - pitched at appropriate levels of difficulty - Perfect for assessing progress with two parallel forms A and B that allow for re-testing - Identify patterns of reading performance with a photocopiable Diagnostic Checklist The optional Diagnostic Profiler CD-ROM helps you to produce a detailed diagnostic report, including prompts for appropriate follow-up for each pupil. |
| dra assessment: Assessing and Addressing Literacy Needs Barbara Combs, 2011-04-07 Assessing and Addressing Literacy Needs: Cases and Instructional Strategies is designed to help preservice and inservice teachers understand the problems that children encounter when learning to read and to provide key instructional strategies related to best practices in literacy instruction. The text promotes reflection and analysis that will provoke thoughtful responses and discussions to help teachers use assessments to identify problems and employ appropriate strategies to help their students become better readers-- Provided by publisher. |
| dra assessment: The "I Like" Game Joetta Beaver, 1997-01-01 |
| dra assessment: Dynamic Risk Assessment Stephen Asbury, Edmund Jacobs, 2014-04-16 Dynamic Risk Assessment is the key tool to support a holistic risk management framework. This book aims to help employers, managers and staff alike to understand how they can effectively integrate dynamic risk assessment into business management processes and systems to improve safety. With tips, examples and solutions throughout, this multi-disciplinary text delivers an effective and comprehensive approach to help you to understand how dynamic risk assessment (DRA) can be integrated into predictive (PRA) and strategic risk assessments (SRA) to enhance your organization’s effectiveness. The 3-Level Risk Management Model fully supports and complements the systematic ‘five steps to risk assessment’ process A multi-disciplinary approach to dynamic risk assessment that covers workers operating in teams and those working alone within the public, private and third sectors Contains practical examples, tips and case studies drawn from a wide range of organizations The book comes with access to downloadable materials from an accompanying website at: www.routledge.com/cw/dynamic-risk-assessment |
| dra assessment: Teaching in a Nutshell Clare Kosnik, Clive Beck, 2011-03-17 Teaching in a Nutshell |
| dra assessment: Adaptive Disaster Risk Assessment Neiler Medina Pena, 2021-10-08 Climate change, combined with the rapid and often unplanned urbanisation trends, is associated with a rising trend in the frequency and severity of disasters triggered by natural hazards. In order to face the impacts of such threats, it is necessary to have an appropriate Disaster Risk Assessment (DRA). Traditional DRA approaches for disaster risk reduction (DRR) have focused mainly on the hazard component of risk, with little attention to the vulnerability and the exposure components. To address this issue, this dissertation’s main objective is to develop and test a disaster risk modelling framework that incorporates socioeconomic vulnerability and the adaptive nature of exposure associated with human behaviour in extreme hydro-meteorological events in the context of SIDS. To achieve the objective, an Adaptive Disaster Risk Assessment (ADRA) framework is proposed. ADRA uses an index-based approach (PeVI) to assess the socioeconomic vulnerability using three components: susceptibility, lack of coping capacities, and lack of adaptation. Furthermore, ADRA explicitly incorporates the exposure component using two approaches; first, a logistic regression model was built using the actual evacuation rates observed during Hurricane Irma, and second, an Agent-based model is used to simulate how households change their exposure levels in relation to different sources of information |
| dra assessment: Leveled Books (K-8) Irene C. Fountas, Gay Su Pinnell, 2006 For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket. |
| dra assessment: Still Learning to Read Franki Sibberson, Karen Szymusiak, 2023-10-10 Authors Franki Sibberson and Karen Szymusiak are back with an updated version of Still Learning to Read: Teaching Students in Grades 3-6, 2nd Edition. In the years since the first edition, prevalence of testing and Common Core State Standards have redefined requirements and what is expected of both teachers and students.This new edition focuses on the needs of students in grades 3-6 in for the following areas: reading workshops, read-alouds, classroom design, digital tools, fiction and nonfiction, and close reading. The authors examine current trends in literacy and introduce a new section on intentional instructional planning, as well as a new chapter on scaffolding for reading nonfiction. Expanded examples of lessons and routines to promote deeper thinking about learning are also included.In Still Learning to Read, you'll also find online videos that provide insight into classrooms. Students make book choices, work in small groups, and discuss their reading notebooks. Finally, updated and expanded book lists, recommendations for digital tools, lesson cycles, and sections for school leaders round out this foundational resource. |
| dra assessment: High Stakes Dale D. Johnson, Bonnie Johnson, 2006 High Stakes is a critical ethnography of an underfunded public elementary school in this era of accountability and high stakes testing. The book was written during the year the authors served as third and fourth grade teachers, and it juxtaposes the experiences of mostly minority children of poverty and their teachers with an examination of high stakes testing policies and the loss of a comprehensive education to political dictates. |
| dra assessment: Clinical Reasoning in Musculoskeletal Practice - E-Book Mark A Jones, Darren A Rivett, 2018-10-22 Clinical reasoning is a key skill underpinning clinical expertise. Clinical Reasoning in Musculoskeletal Practice is essential reading for the musculoskeletal practitioner to gain the contemporary knowledge and thinking capacity necessary to advance their reasoning skills. Now in its 2nd edition, it is the only all-in-one volume of up-to-date clinical reasoning knowledge with real-world case examples illustrating expert clinical reasoning. This new edition includes: • Comprehensively updated material and brand new chapters on pain science, psychosocial factors, and clinical prediction rules. • The latest clinical reasoning theory and practical strategies for learning and facilitating clinical reasoning skills. • Cutting-edge pain research and relevant psychosocial clinical considerations made accessible for the musculoskeletal practitioner. • The role of clinical prediction rules in musculoskeletal clinical reasoning. • 25 all new real-world, clinical cases by internationally renowned expert clinicians allowing you to compare your reasoning to that of the best. |
| dra assessment: Using Assessments to Teach for Understanding Judith Shulman, Andrea Kay Whittaker, Michele Lew, 2002 A companion to Facilitator's Guide to Using Assessments to Teach for Understanding, this casebook presents the challenges and dilemmas that teachers face with the contemporary climate of high-stakes accountabilty. The cases provide an opportunity to collaboratively analyse and reflect on issues. |
| dra assessment: Misplaced Blame Bonnie Johnson, 2021-10-14 Misplaced Blame: Decades of Failing Schools, Their Children and Their Teachers examines the underlying causes of why schools fail. The book describes the challenges that teachers and their pupils encounter in an environment that is dictated by poverty and harsh, unfunded mandates. The volume illustrates that school failure reflects a lack of opportunities—nothing more. The book also discusses the changing role of teachers over the years and teacher-led efforts to improve their students’ circumstances. |
| dra assessment: Preschool Assessment Marla R. Brassard, Ann E. Boehm, 2008-09-16 Education. |
| dra assessment: Developmental Reading Assessment Second Edition Plus Kit Grade K/3 Copyright 2012 , 2011-10 DRA2+ provides teachers with a proven diagnostic reading assessment that not only establishes each student's reading level but also gives the teacher a Focus for Classroom Instruction designed to assist students' progression to the next reading level. Students and teachers meet in a one-on-one conference - giving the teacher invaluable insight as to each student's strengths and weaknesses Progress Monitoring now included! Teachers are now able to monitor progress during a brief conference with struggling readers, providing a great tool to measure the effectiveness of current intervention strategies DRA2's assessment of reading comprehension is the most extensive of any assessment; truly designed to provide teacher's guidance in pinpointing areas of need The research-based and validated Developmental Reading Assessment K-3 by Joetta Beaver and Primary Classroom Teachers helps you pinpoint students' strengths and abilities as readers in a quick, one-on-one conference.Now in its second edition, DRA2 for grades K-3 has added a fluency component that provides a WPM fluency rate, streamlines the assessment for easier use, and includes several new and revised Benchmark Books, a revised Teacher Guide, a simplified Focus for Instruction, and Continuums to match each assessment text incorporated in the Teacher Observation Guides. In addition, this package also includes Word Analysis to help you assess 40 important skills in the areas of Phonological Awareness, Metalanguage, Letter/Word Recognition, Phonics, and Structural Analysis and Syllabication. You can also administer DRA k/3 on a handheld device - learn more here. View the DRA2 Virtual Brochure. Download the DRA2 Virtual Brochure. |
| dra assessment: PISA 2009 Technical Report OECD, 2012-03-27 The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analysis. |
| dra assessment: The Routledge Handbook of Language Testing Glenn Fulcher, Luke Harding, 2021-12-15 This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education. |
| dra assessment: Literary Conversations in the Classroom Diane Barone, Rebecca Barone, 2017 Combining research with real-life classroom examples, this book demonstrates how high-level conversations centered on fiction and nonfiction can promote student understanding and help them meet and exceed a spectrum of standards. The authors demonstrate how to use literary conversations in small, heterogeneous groups to address multiple expectations within classrooms, such as close reading, vocabulary, background knowledge, literal and inferential comprehension, and responses to multimodal interpretation, nonfiction text features, and graphic organizers. The text includes the theoretical why, and the very practical how-to, to help teachers (grades 3–8) successfully implement serious, sustained student-group conversations about their reading. The recommendations for heterogeneous groups, rather than groups based on book selection or reading ability, will support all students—struggling readers and those reading at or above grade level. This practical resource shows teachers how to: Group students heterogeneously, from inexperienced participants to sophisticated readers.Support each student as he or she reads a nonfiction or fiction book.Engage students in critical conversations centered on their reading.Be mindful of the roles for each student and how these change based on genre. Assess student participation and literacy outcomes. “Barone and Barone show us how to guide students’ literacy development through interactions. They articulate the support teachers and students need to engage in deep conversations about narrative and informational texts such that students uncover their thinking and explore the thinking of their peers relative to complex texts. The ideas contained within this volume have the potential to unleash student learning in powerful ways.” —Douglas Fisher, San Diego State University “Barone and Barone have created a valuable resource--perfect for meeting the expectations of the Common Core and fostering students’ comprehension, as well as their speaking and listening skills.” —Maureen McLaughlin, Professor of Reading, East Stroudsburg University of PA, 2013–2014 President of the International Literacy Association |
| dra assessment: Reintroduction Biology John G. Ewen, Doug P. Armstrong, Kevin A. Parker, Philip J. Seddon, 2012-01-30 This book aims to further advance the field of reintroduction biology beyond the considerable progress made since the formation of the IUCN/SSC Re-introduction Specialist Group. Using an issue-based framework that purposely avoids a structure based on case studies the book's central theme is advocating a strategic approach to reintroduction where all actions are guided by explicit theoretical frameworks based on clearly defined objectives. Issues covered include husbandry and intensive management, monitoring, and genetic and health management. Although taxonomically neutral there is a recognised dominance of bird and mammal studies that reflects the published research in this field. The structure and content are designed for use by people wanting to bridge the research-management gap, such as conservation managers wanting to expand their thinking about reintroduction-related decisions, or researchers who seek to make useful applied contributions to reintroduction. |
| dra assessment: Comprehensive analysis of the disaster risk reduction system for the agriculture sector in the Republic of Moldova Food and Agriculture Organization of the United Nations, 2023-04-27 This report aims to highlight the current strengths of the institutional disaster risk reduction (DRR) system for agriculture in the Republic of Moldova as well as indicate existing gaps and capacity needs to further enhance it. A comprehensive assessment is conducted, which includes a general overview of the country’s agricultural sector and outlines the most frequent natural hazards that are impacting the sector. It is followed by an analysis of the existing legal, policy and institutional structure and discusses various components of the system, including the functioning of early warning systems, assessments of disaster risks, post-disaster needs assessments, including damages and losses assessments and the availability of agricultural insurance for farmers. It concludes by providing recommendations for capacity building interventions to strengthen the current system to reduce the adverse impacts of natural hazards, in particular, floods, landslides and droughts, and climate change on agriculture in the Republic of Moldova. |
| dra assessment: Methods to Assess and Manage Process Safety in Digitalized Process System Faisal Khan, 2022-07-06 Methods to Assess and Manage Process Safety in Digitalized Process System, Volume Six, the latest release in the Methods in Chemical Process Safety series, highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors. - Provides the authority and expertise of leading contributors from an international board of authors - Presents the latest release in the Methods in Chemical Process Safety series - Provides the authority and expertise of leading contributors from an international board of authors |
| dra assessment: Risk, Resilience, and Positive Youth Development Jeffrey M. Jenson, 2013 In this innovative book, elements of risk and resilience, positive youth development, and organizational collaboration are used to develop a comprehensive intervention framework, the Integrated Prevention and Early Intervention (IPEI) Model. |
| dra assessment: Using Informative Assessments towards Effective Literacy Instruction Evan Ortlieb, Earl H. Cheek Jr, 2012-03-21 Using Informative Assessments towards Effective Literacy Practices offers research driven solutions to improve student literacy success through the exploration of advancements in literacy assessment and instruction. Recommendations are provided on selecting appropriate assessments and effectively using data for planning and instruction |
| dra assessment: African Americans in Higher Education James L. Conyers, Crystal L. Edwards, Kevin B. Thompson, 2020-07-17 While there is a wealth of scholarship on Africana Education, no single volume has examined the roles of such important topics as Black Male Identity, Hip Hop Culture, Adult Learners, Leadership at Historically Black Colleges and Universities, Critical Black Pedagogy, among others. This book critically examines African Americans in higher education, with an emphasis on the social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, one which explores the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses. Perfect for courses such as: African American Social and Philosophical Foundations | African American Studies | African Nationalist Thought | History of Black Education |
| dra assessment: Where is My Hat? Joetta Beaver, 2006 |
| dra assessment: Handbook of Autism and Pervasive Developmental Disorders, Assessment, Interventions, and Policy Fred R. Volkmar, Rhea Paul, Ami Klin, Donald J. Cohen, 2007-09-10 The second edition of the benchmark reference Since its first edition, this handbook has become the most influential reference work in the field of autism and related conditions. Now expanded to two volumes, this comprehensive work provides a thorough review of these disorders, drawing on findings and clinical experience from a number of related disciplines. The Second Edition covers all current treatment models, and is updated to include new methods for screening and assessment, genetic components, and school-based interventions. All chapters have been thoroughly updated; two-thirds of chapters are entirely new to this edition. VolumeTwo includes the newest, most authoritative information available on assessment, interventions, and policy ramifications surrounding pervasive developmental disorders. |
| dra assessment: Assessment for Reading Instruction Katherine A. Dougherty Stahl, Kevin Flanigan, Michael C. McKenna, 2019-11-01 Now in a revised and updated fourth edition, this accessible text has given over 125,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K–8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials. New to This Edition *Expanded coverage of the middle grades (4–8), including a new chapter and case study, and explicit attention to this grade range throughout; new coauthor Kevin Flanigan adds expertise in this area. *New and expanded topics: computer-based testing methods, assessing academic language, and how to use reading inventories more accurately. *Additional reproducible tools: informal reading inventory summary form, comprehension retelling forms for narrative and informational text, computer-based comprehension test comparison worksheet, revised Informal Decoding Inventory, and more. |
| dra assessment: Sustainability Management Strategies and Impact in Developing Countries Mohd Fadhil Md Din, Nor Eliza Alias, Norelyza Hussein, Nur Syamimi Zaidi, 2022-04-25 Strategies and Impact in Developing Countries emphasizes the research of sustainability management and strategies in developing countries providing information to the public, researchers, planners, and stakeholders dealing with sustainability management and strategies, particularly for developing and emerging economic countries. |
| dra assessment: Controlling Privacy and the Use of Data Assets - Volume 2 Ulf Mattsson, 2023-08-24 The book will review how new and old privacy-preserving techniques can provide practical protection for data in transit, use, and rest. We will position techniques like Data Integrity and Ledger and will provide practical lessons in Data Integrity, Trust, and data’s business utility. Based on a good understanding of new and old technologies, emerging trends, and a broad experience from many projects in this domain, this book will provide a unique context about the WHY (requirements and drivers), WHAT (what to do), and HOW (how to implement), as well as reviewing the current state and major forces representing challenges or driving change, what you should be trying to achieve and how you can do it, including discussions of different options. We will also discuss WHERE (in systems) and WHEN (roadmap). Unlike other general or academic texts, this book is being written to offer practical general advice, outline actionable strategies, and include templates for immediate use. It contains diagrams needed to describe the topics and Use Cases and presents current real-world issues and technological mitigation strategies. The inclusion of the risks to both owners and custodians provides a strong case for why people should care. This book reflects the perspective of a Chief Technology Officer (CTO) and Chief Security Strategist (CSS). The Author has worked in and with startups and some of the largest organizations in the world, and this book is intended for board members, senior decision-makers, and global government policy officials—CISOs, CSOs, CPOs, CTOs, auditors, consultants, investors, and other people interested in data privacy and security. The Author also embeds a business perspective, answering the question of why this an important topic for the board, audit committee, and senior management regarding achieving business objectives, strategies, and goals and applying the risk appetite and tolerance. The focus is on Technical Visionary Leaders, including CTO, Chief Data Officer, Chief Privacy Officer, EVP/SVP/VP of Technology, Analytics, Data Architect, Chief Information Officer, EVP/SVP/VP of I.T., Chief Information Security Officer (CISO), Chief Risk Officer, Chief Compliance Officer, Chief Security Officer (CSO), EVP/SVP/VP of Security, Risk Compliance, and Governance. It can also be interesting reading for privacy regulators, especially those in developed nations with specialist privacy oversight agencies (government departments) across their jurisdictions (e.g., federal and state levels). |
| dra assessment: Balancing Reading & Language Learning Mary Cappellini, 2005 Combining the best classroom practices and research on teaching reading and language acquisition, Mary Cappellini integrates effective reading instruction with effective language instruction. Through the framework of a balanced reading program, she emphasizes the importance of constantly listening for and assessing children's language and reading strategies during read-aloud, shared reading, guided reading, and independent reading, including literature circles.--BOOK JACKET. |
| dra assessment: Principles of Nutritional Assessment Rosalind S. Gibson, 2005 With over 200 newly drafted figures & many new tables drawn from the wealth of data published over the last 15 years, this new edition has been thoroughly revised. |
| dra assessment: Reclaiming Literacies as Meaning Making Kathryn Whitmore, Richard Meyer, 2020-04-15 Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader. |
| dra assessment: The Teaching Online Handbook Courtney Ostaff, 2020-11-30 Classroom teachers are increasingly expected to teach online – creating content area courses from scratch with little support or training. But high-quality, researched-based online teaching has its own particular set of skills and expectations, and most resources are directed at college-level instructors. This no-nonsense handbook is for that busy classroom teacher, with clear techniques for planning, instruction, and assessment, as well as sections on teaching students with diverse needs and exceptionalities. Based on the author's real-life experiences as an online teacher, there are multiple examples including sample assignments across content areas, rubrics for grading, and sample scripts for parent contact as well as tips to reduce instructor workload and conduct successful live instruction. |
| dra assessment: People and Rail Systems John R. Wilson, Beverley Norris, Ann Mills, 2016-12-05 Following on from 2005's Rail Human Factors: Supporting the Integrated Railway, this book brings together an even broader range of academics and practitioners from around the world to share their expertise and experience on rail human factors. The content is both comprehensive and cutting-edge, featuring more than 55 chapters addressing the following topics: ¢ Passengers and public ¢ Driver performance and workload ¢ Driving and cognition ¢ Train cab and interfaces: simulation and design ¢ Routes, signage, signals and drivability ¢ Signalling and control of the railway ¢ Planning for the railway ¢ Engineering work and maintenance ¢ Level crossings ¢ Accidents and safety ¢ Human error and human reliability ¢ SPADs: signals passed at danger ¢ Human factors integration and standards ¢ Impairments to performance ¢ Staff competencies and training. People and Rail Systems: Human Factors at the Heart of the Railway will be invaluable for all those concerned with making railways safer, more reliable, of higher quality and more efficient. It will be essential reading for policy-makers, researchers and industry around the world. |
| dra assessment: The Colonization of Literacy Education Julie L. Pennington, 2004 Literacy and justice for all? What happens when teachers are faced with educational policies ostensibly focused on ensuring that all children will be reading by third grade? This book focuses on how eight educators in one Texas elementary school navigated the policies of the Texas Reading Initiative, a precursor to the No Child Left Behind Act. Exploring how an educational policy that supported a monolithic, simply defined view of literacy education actually decreased expectations for all students, teachers share their views and provide a basis for understanding how «leaving no child behind» has the potential to lower the bar for many children. The Colonization of Literacy Education reveals how teachers' instructional practices were subject to educational policy constructions of the literacy capabilities of children of color. |
| dra assessment: Advances in Geoethics and Groundwater Management : Theory and Practice for a Sustainable Development Manuel Abrunhosa, António Chambel, Silvia Peppoloni, Helder I. Chaminé, 2021-03-30 This book gathers the peer-reviewed proceedings of the 1st congress on Geoethics & Groundwater Management (GEOETH&GWM'20), held in Porto, Portugal, in an online format on 18-22 May 2020. Hosted in School of Engineering (ISEP), Polytechnic of Porto based on Porto city (a UNESCO World Heritage Site), the international conference focused on what has now been dubbed “hydrogeoethics”, a novel transdisciplinary, scientific field integrating all dimensions of geoethics in groundwater science and practice. Given its scope, the book is of interest to all researchers and practitioners in the geosciences, hydrology, water resources, hydrogeology, natural resources management, environment, engineering, law, sociology, education, philosophy, culture, among others. This joint congress is the result of a collaborative agreement between the IAH (International Association of Hydrogeologists) and IAPG (International Association for Promoting Geoethics) and reflects the need for concerted actions to achieve sustainable development. The diversity, scale, significance and increasing magnitude of anthropogenic interactions with aquifers and groundwater, which often involve conflicting values or interests, call for analysis, discussions and decisions on the part of the agents involved, e.g. groundwater scientists, policymakers, managers, organisations, professionals and citizens. This approach calls for a responsible, sustainable and human approach to groundwater use and management. The groundwater community involved in the exploration and exploitation, use and management of this increasingly vital natural resource is becoming more and more aware that ethical issues pervade all our attitudes from concept to action and need to be addressed. Diverse values and cultures, science and education, law and policies, human and natural environments and the public and the economic sectors view groundwater and its value and/or role differently. The authors believe that in a globalised and interconnected world, common ground must be found in the interest of peace, human development and sustainability. The main topics covered here include: 1. Fundamentals of hydrogeoethics: cultures, principles and geoethical values on groundwater science and engineering 2. Lessons for a resilient and sustainable future with hydrogeoethics: case studies of geoethics in groundwater science-engineering, profession, and management 3. Scientific and humanistic components of hydrogeoethics in groundwater education and professional training 4. Socio-hydrogeology and ethical groundwater management 5. Geoethics of decision making under uncertainty and ethical issues in neglecting groundwater functioning 6. Groundwater: geological, legal, social, and ethical challenges of a unique natural resource |
| dra assessment: Wizardry Michael Humphreys, 2011-03-30 The systematic analysis of baseball statistics, often called sabermetrics, has evolved in recent years to resemble something of a science, attracting fans from diverse professional and educational backgrounds, all fascinated by the analysis itself and its insights into the game. But one problem has defied solution: estimating runs saved by fielders throughout history. Traditional statistics include errors and plays made, but not hits that could or should have been prevented. The latter can now be estimated using records of the location of every batted ball, but the underlying data exists only for recent seasons and has generally been withheld from the public. Now, in Wizardry, comes the long-awaited breakthrough. Drawing solely on freely available baseball statistics, Michael A. Humphreys shows how to apply classic statistical methods to estimate runs saved by fielders going back to 1893. Humphreys tests his results against other fielding measures, including published ratings based on proprietary batted ball location data, and explains their respective strengths and limitations. He also introduces a method for adjusting historical player ratings for increased competition due to population growth, integration, and international recruitment. Position by position, Humphreys identifies and profiles the greatest fielders of all time with anecdote-rich essays. Sabermetrics changed baseball and introduced a generation to the art of statistical inference. Wizardry makes the case for the most significant changes in historical player valuation in decades, while opening up new approaches for further exploration. |
| dra assessment: Functional Assessment for Challenging Behaviors and Mental Health Disorders Johnny L. Matson, 2021-03-26 This Second Edition updates and expands on the original editorial content and coverage, including new chapters on definitions and rationale, a general overview, research on mental health disorders, report writing, the role of treatment planning, and treatment associated with mental health disorders. The Second Edition builds on the knowledge base by providing the most current information on all aspects of each topic. This unique volume addresses basic questions in salient detail, from types and rates of challenging behaviors to populations that warrant functional assessment. In addition, it examines typical assessment techniques, including interview, scaling, experimental, and in vivo methods. The use of functional assessment in treatment planning – and in combination with other interventions – is covered in depth. Given the vulnerable populations and challenging behaviors (e.g., individuals with autism, intellectual disabilities, mental health issues), the book provides detailed coverage of informed consent as well as legal and ethical issues. Key areas of coverage include: The history of behavior analysis and functional assessment. The nature, prevalence, and characteristics of challenging behaviors. Interview and observation methods in functional assessment and analysis. Experimental functional analysis for challenging behaviors. Treatment methods commonly used with functional assessment. Using functional assessment in treatment planning. Functional Assessment for Challenging Behaviors, Second Edition, is an essential updated resource for researchers, clinicians and other practitioners, and graduate students in clinical child and school psychology, pediatric psychiatry and medicine, social work, rehabilitation, developmental psychology as well as other interrelated disciplines. |
Dynamic Risk Assessment - KPMG
Assessment (DRA) marks a ground-breaking shift in risk identification. DRA was developed to provide KPMG auditors and clients with a better understanding of the risks their organizations …
Developmental Reading Assessment Grades K - 3
Developmental Reading Assessment Overview • The DRA has 2 major components – assessment with the student and scoring the assessment. • There are 20 levels beginning with …
Home - SchoolMessenger
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TEXT LEVEL SAMPLES - Mark Weakland Literacy
Assessment (DRA) is an individually administered assessment of a child’s reading capabilities. It is a tool to be used by instructors to identify a students reading level, accuracy, fluency, and …
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o For students reading below a DRA level 40, please use the DRA2 assessment kit. Their data will then be entered into the DRA2 K-3 database. Do not time grades 4-8 students until level …
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Telepractice and the DRA . The telepractice information in this document is intended to support professionals in making informed, well-reasoned decisions around remote assessment. ... In a …
Developmental Reading Assessment (DRA) Feature Comparison
research, the DRA™3 is an assessment that meets the high standards of quality and rigor that reading teachers deserve. View a side-by-side comparison of the evolution of DRA, and the …
DRA3 Progress Monitoring Assessment Infographic
Use assessment results to identify interventions for each skill assessed. If then statements with each passage provide recommendations for instructional activities. 6WHS Q …
Developmental Reading Assessment (DRA2) Protocols
The DRA is the summative assessment used by the district to determine Mastery Level reading for all Selma Unified students K-3. The purpose of the test is to tell us what students can read …
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risk assessment (FB (Safety) Form 385-E, Jun 15) will be prepared and signed by the Officer in charge (OIC) or Range Safety Officer (RSO) at the training site, or as conditions change or at …
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• Sign the Initial Competency Assessment; • Maintain records of all assessments conducted; and • Ensure that the assessment meets quality standards, even when assistant assessor(s) are …
ASSESSMENT DEPARTMENT
The Developmental Reading Assessment (DRA) is published by Pearson Education. For more information on the DRA Assessments, visit their website at: www.pearsonschool.com For …
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Dynamic Risk Assessment (DRA) - KPMG
Assessment (DRA) is designed to focus on both upside and downside of risk. We focus in on both sides of the coin, helping clients analyze observable “mega trends” to find the opportunities in …
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DELIBERATE RISK ASSESSMENT WORKSHEET - Naval …
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Down-Range Assessment Tool - U.S. Army Garrisons
Down-Range Assessment Tool Instructions The Down-Range Assessment Tool (D-RAT) is the only BH screen that is completed by leaders, NOT individual Soldiers. The D-RAT is to be …
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The Dietary Risk Assessment (DRA) is comprised of 4 sections (or subscales) used to assess baseline dietary patterns in order to tailor dietary counseling. These 4 sections are combined …
Uso de las rúbricas como técnica de Assessment
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Digital Readiness Assessment - KPMG
Digital Readiness Assessment April 2016 Digitale Transformation The ongoing process of digitalization is ramping up the pressure on established business models and nearly all …
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Navigate to the Assessment Reports The PDF view of the Assessment Report offers a detailed report of each assessment, which includes how the student was evaluated in each area of the …
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Assessment (DRA) is designed to focus on both upside and downside of risk. We focus in on both sides of the coin, helping clients analyze observable “mega trends” to find the opportunities in …
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The Enigmatic Realm of Dra Reading Assessment Free: Unleashing the Language is Inner Magic In a fast-paced digital era where connections and knowledge intertwine, the enigmatic realm of …
BATH TIME - Lee & Low Books
DRA (Developmental Reading Assessment) and EDL (Evaluación del desarrollo de la lectura) DRA and EDL levels were determined using information in the Developmental Reading …
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Assessment (DRA) is designed to focus on both upside and downside of risk. We focus in on both sides of the coin, helping clients analyze observable “mega trends” to find the opportunities in …
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To receive full points for this question, the Applicant must upload a memo or resume detailing the staff member(s) experience and the role they served in administering FEMA PA grants.
FLORIDA RECOVERY OBLIGATION CALCULATION INITIATIVE …
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Developmental Reading Assessment (DRA™) Second Grade
Developmental Reading Assessment (DRA™) Second Grade The Developmental Reading Assessment (DRA2)™ is an interim benchmark assessment that is designed for students in …
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Reading Conversion Charts Classroom Reading Assessment
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DRA3 Word Analysis Infographic - Pearson Assessments
Progress Monitoring Assessment is included in your DRA 3, K 3, and 4 8 Comprehensive Kit. Step 2: Provide instruction Use assessment results to determine the Focus for Instruction and …
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DRA – Developmental Reading Assessment Level Correlation …
DRA – Developmental Reading Assessment Level Correlation Chart GRADE LEVEL Kindergarten 1st Grade Levels 2nd Grade Levels Basal Level Kindergarten Beginning Middle End
Dyslexia is part of the overall reading conversation! - Pearson …
Developmental Reading Assessment™, Third Edition (DRA™3) analyzes oral reading and reading comprehension providing a deeper understanding of students areas of strength as …
17 Digital Reading Assessment - OECD iLibrary
the DRA should be translated into the language of instruction for the major domain. This is consistent with the print PISA assessment and with the goal to assess reading literacy in the …
Understanding the Details of the Florida Recovery Obligation ...
Assessment. Procurement. Understanding the procurement process and having contracts and vendors in place is critical in successful submission for Public Assistance. Our Disaster …
