los angeles unified school district memorandum · utla chapter chairs saa purpose: this revision...

LOS ANGELES UNIFIED SCHOOL DISTRICT Memorandum

TITLE: ASSESSMENT AND PLACEMENT OF STUDENTS, GRADES 5-10, FOR INTERVENTION PROGRAM, DEVELOPING READERS AND WRITERS

NUMBER: MEM-1537

ISSUER: Liza Scruggs, Assistant Superintendent Instructional Support Services

DATE: January 24, 2005

ROUTING School Site

Administrators Local District

Administrators DRWC Experts UTLA Chapter Chairs SAA

PURPOSE:

This revision replaces Memorandum No. MEM-887, Assessment and Placement of Students for Grades 5-10 for Intervention Program, Developing Readers and Writers, dated March 24, 2004.

I. BACKGROUND

Education Code 48070.5(1) (d) requires the District to establish minimum criteria for promotion in fifth and eighth grades. In addition, the Secondary Literacy Plan outlines the criteria for the identification and placement of fifth through tenth grade students who are significantly below grade level in reading. The Developing Readers and Writers Course (DRWC) is the District’s program for students who meet the criteria for intervention either under the Standards-Based Promotion Policy or the Secondary Literacy Plan.

II. PURPOSE

The purpose of this memorandum is to outline the procedures to identify, assess, and/or place fifth through tenth grade students (EO, IFEP, RFEP, PRP) in the Developing Readers and Writers Course (DRWC) for the 2005-2006 school year in accordance with the Standards-Based Promotion Policy (grades 5 and 8) and the Secondary Literacy Plan (grades 6 through 10).

III. IDENTIFICATION OF STUDENTS

The identification and assessment of students supports both the Standards-Based Promotion Policies (SBP) for elementary and middle schools and the Secondary Literacy Plan (SLP). This section does not pertain to English learners in ESL courses (ESL 1 A/B, ESL 2 A/B or ESL 3/4) or PRP students enrolled in English Language Skills Course (Please refer to memorandum on SCHEDULING SECONDARY ENGLISH LEARNERS AND STAFFING.). English Learners assigned to PRP status after January 2004 should not be assessed for DRWC until Spring 2006. This pertains to students who passed the ESL 4 course either in the spring of 2004 or during the 2004-05 academic school year. For placement from grade 5 to 6, refer to REF 1530.1.

A. Standards-Based Promotion Policy

The District’s Standard-Based Promotion policy requires fifth and eighth grade students to meet minimum criteria to promote to the next grade (Attachment B). Students who do not

Memorandum No. MEM-1537 Instructional Support Services of 7 January 24, 2005


meet the minimum criteria shall be retained unless the teacher recommends (in writing) promotion with mandatory intervention. The following students are identified for assessment using the Degrees of Reading Power (DRP):

1. Fifth grade students with: a. Final Reading grade of 1 b. Score of 1 on the Periodic Writing Assessment

2. Eighth grade students with: a. CAT/6 Reading score at or below the 20th percentile or b. A final grade of F in English 8

Since final report grades and/or Periodic Writing Assessment scores are not available at this time, a preliminary list of students with a CAT/6 Reading score at or below 20th percentile can be generated by following Elementary and Secondary SIS instructions (Attachments C). These students should be administered the DRP assessment. If a student does not have a current CAT/6 Reading score, use the most recent SAT 9 Total Reading score within the last three years. If SAT 9 scores are not available, use other norm-referenced reading tests administered within the last three years.

B. Secondary Literacy Plan

The Secondary Literacy Plan requires that the DRP be administered to all incoming sixth through ninth grade students, who are not currently in DRWC, but are at or below the 20th percentile in Reading on the CAT/6 (For assignment of PRP students, refer to memoradum on SCHEDULING SECONDARY ENGLISH LEARNERS AND STAFFING.). All eighth grade students currently in DRWC will be assessed with DRP. If space permits, all current DRWC, Level 1, and DRWC, Level 2 students in grades six, seven and nine should be administered DRP assessments for appropriate summer/intervention (DRW-ELA).

C. Students with Disabilities

Review the IEPs of students with disabilities (including those currently enrolled in DRWC) who are expected to meet grade-level standards and have a CAT/6 score in Reading at or below the 20th percentile. Use the table below for students with disabilities who have not taken the CAT/6 or another norm-referenced test in the past three years. Students in Resource Specialist Program

Students with Specific Learning Disabilities in Special Day Class

Use DRP assessment if reading is identified in the IEP as a primary area of weakness.

Students with Moderate to Severe Disabilities

Do not assess unless a school team determines that it is appropriate.

Memorandum No. MEM-1537 January 24, 2005 of 7 Instructional Support Services


IV. ASSESSMENT OF STUDENTS: ADMINISTRATION OF DEGREES OF READING POWER (DRP) ASSESSMENT

A. The DRP, a research-based instrument that matches a student’s reading against text to determine the student’s performance level, assesses a student’s level of comprehension. It is a viable assessment that measures the process of reading rather than the products of reading (such as main idea and author’s purpose).

B. The Local District DRWC Experts (Attachment A-3) will train the school site designees to

administer the DRP (Attachment D).

C. Administer the DRP to all students identified in Section III. Ensure that the testing environment is optimal for this test. Students may not need to complete the test.

V. PLACEMENT OF STUDENTS

A. Newly Assessed Students:

1. Elementary - Placement of current 5th grade students whose DRP raw scores qualify them for the DRWC under the SBP or SLP is delineated in Table A below.

2. Secondary - Placement of current 6th, 7th, or 8th grade students whose DRP raw scores qualify them for the DRWC under the SBP or SLP is delineated in Table A below.

TABLE A

DRP Scores are “Raw” Scores

VI. Current DRWC Students – 2005-06 Placement in DRW-ELA and DRWC Grade Eight: All current 8th grade students in DRWC, Levels 1 and 2, are mandated to attend the Developing Readers and Writers English Language Arts (DRW-ELA) summer/ intersession if the maximum DRP raw score for 8th grade is not attained. Grades Six, Seven and Nine: Although not mandated, it is strongly recommended that the DRP be administered to all DRWC students to determine whether or not placement into DRW-ELA Summer/Intersession should be recommended. See Table B for placement of current DRWC students for the 2005-06 school year.


Spring 2005 Grade Level

DRWC Level 1 2005-06

DRWC Level 2 2005-06

Core ELA 2005-06

5 (Form K7) DRP Score At or below 26 DRP Score of 27-35 DRP Score of 36+ 6 (Form J6) DRP Score At or below 26 DRP Score of 27-39 DRP Score of 40+ 7 (Form J6) DRP Score At or below 29 DRP Score of 30-41 DRP Score of 42+ 8 (Form J6) DRP Score At or below 32 DRP Score of 33-44 DRP Score of 45+


TABLE B

*Space permitting, summer/intersession attendance in DRW-ELA Level 2 is recommended for any sixth or seventh grade DRWC Level 2 student who does not achieve the minimum raw score for placement in core English Language Arts.

C. Students with Disabilities 1. Meeting the criteria for participation in the DRWC does not automatically mean that

students with disabilities should be placed in a DRWC program. All decisions regarding the instructional setting for students with disabilities are made on an individual basis in compliance with their IEPs.

2. Other factors must be considered when determining the appropriate instructional setting and curriculum for students with disabilities. These factors should include but are not limited to: a. Individual need for differences in pacing of the curriculum b. Services needed beyond reading (e.g. math, written language, strategy instruction) c. Need for intensive specialized instruction utilizing alternate programs or a smaller

instructional setting d. Language of instruction, consider the number of years in English instruction e. Second language acquisition, consider the rate of learning

Memorandum No. MEM-1537 January 24, 2005 of 7 Instructional Support Services

Current Grade Level

Current DRWC Level 2004-05

DRW-ELA (Summer/Intersession)

2005-06 School Year

6 Level 1 DRWC Level 2 6 Level 2 (DRP score above 39) Core ELA

6* Level 2 (DRP score at or below 39) DRW-ELA Level 2 recommended

Core ELA

7 Level 1 DRWC Level 2 7 Level 2 (DRP score above 41) Core ELA

7* Level 2 (DRP score at or below 41) DRW-ELA Level 2 recommended

Core ELA

8 Level 1 (DRP score at or above 32) DRW-ELA Level 1 recommended

DRWC Level 2

8 Level 1 (DRP score below 32) DRW-ELA Level 1 mandated

DRWC Level 2

8 Level 2 (DRP score at or above 45) DRW-ELA Level 2 recommended

Core ELA

8 Level 2 (DRP score at or below 44) DRW-ELA Level 2 mandated

Core ELA

9 Level 1 DRW-ELA Level 1 recommended

DRWC Level 2 (1 per) English 10 (1 per)

9 Level 2

DRW-ELA Level 2 recommended

English 10

10 Level 2 No new student placed in DRWC

English 11


VII. TIMELINE FOR DRP ASSESSMENT DATA ENTRY

A. Elementary Schools

The screening of students for placement must be administered by the school in time for the school to meet the deadline for entering data into Elementary SIS indicated by track in Table C. Use the information recorded on Summary Report to enter the student’s results into Elementary SIS (Screen 12, Field 656 and 657). The Summary Report: Elementary (Attachment E) needs to be completed and submitted to the Local District Secondary Literacy Coordinator by the dates indicated on the attachment. It is imperative that student results be entered into Elementary SIS after the second marking period and before the deadline for a track as indicated in Table C.

B. Middle Schools

The screening of students for placement must be administered by the school in time for the school to meet the deadline for entering data into Secondary SIS indicated by track in Table C. Use the information recorded on Summary Report 1 and 2: Middle School (Attachment F-1 and F-2) to enter the students’ results into Secondary SIS. The Summary Report 1 and 2: Middle School needs to be completed and submitted to the Local District Secondary Literacy Coordinator by the dates indicated on the attachment. For all secondary students enter DRP scores in SIS Program ID01, field 408 and DRP dates (in the form “mmyy” in field 409) by the data entry deadline given in Table C.

TABLE C

Four Track Assessment

Deadline

Four Track Data Entry Deadline

Three Track Assessment

Deadline

Three Track Data Entry Deadline

Single Track Assessment

Deadline

Single Track Data Entry Deadline

Single Track 04/01/05 04/15/05

Track A 03/25/05 04/08/05 03/11/05 03/25/05 Track B 03/11/05 03/25/05 05/6/05 05/20/05 Track C 04/01/05 04/15/05 03/11/05 03/25/05 Track D 03/25/05 04/08/05

C. High Schools

After the assessment of ninth grade students currently enrolled in the DRWC, use the information recorded on the Summary Report: High School to enter the students’ results into the Secondary SIS system. The Summary Report: High school (Attachment G) needs to be completed to and submitted to the Local District Secondary Literacy Coordinator by the dates indicated on the attachment.



VIII. COURSE INFORMATION

A. Middle Schools

1. In grades six through eight the DRWC, Level 1 and Level 2 will be a two-period

instructional course offering (minimum of 90 minutes of DRWC instruction). 2. Students will be programmed into a 2-period block that includes the course titles of

(English 6AB, English 7AB, or English 8AB) and into the Literacy for Success course (Level 1 - LIT SUCCESS 1A/B—230131/32 and Level 2 – LIT SUCCESS 2A/B—230133/34).

3. Four Track Year-Round Schools (Level 1 - LIT SUCCESS 1A/B – 235131/32 – Level 2 - LIT SUCCESS 2A/B – 235133/34)

4. All middle school students may take the Literacy for Success course a total of two times. 5. Class size at grades six, seven and eight will be 25:1. 6. Summer/intersession: DRW-ELA - Literacy in Action

Level 1 - LITERACY IN ACTON 1A/B- 232501/02 (Must complete DRWC, Level 1) Level 2 - LITERACY IN ACTON 2A/B- 232503/04 (Must complete DRWC, Level 2)

7. Class size for the summer/intersession will be 25:1

B. High School – Ninth Grade

1. In the ninth grade the DRWC, both Level 1 and Level 2 will be a double period instructional course offering (minimum of 90 minutes of DRWC instruction).

2. Students will be programmed into English 9 AB and into the course Strategic Literacy (STRATEGC LIT 1 A/B or STRATEGC LIT 2 A/B)

3. The District course numbers for STRATEGC LIT 1 A/B are 230141/42. 4. The District course numbers for STRATEGC LIT 2 A/B are 230143/44. 5. Some students will be placed at Level 1 and some at Level 2. High school students may

take the Strategic Literacy course a total of two times. Strategic Literacy does not fulfill the English requirement for graduation.

6. The master schedule should have the grade level English course linked to the Strategic Literacy course and placed in consecutive periods.

7. Students will receive five semester credits for English and five semester credits of elective credit for Strategic Literacy.

8. Class size in the ninth grade will be 20:1 9. Summer/intersession: DRW-ELA, Literacy Connections

Level 1 A/B - LITERACY CONNECTIONS 1/A/B 232511/12 (Must complete DRWC, Level 1) Level 2 A/B - LITERACY CONNECTIONS 2/A/B 232513/14 (Must complete DRWC, Level 2)

10. Class size for the summer/intersession will be 25:1. Memorandum No. MEM-1537 January 24, 2005 of 7 Instructional Support Services


C. High School- Tenth Grade

1. DRWC, Level 2, in the tenth grade will be funded as a single period elective course offering, Strategic Literacy (STRATEGC LIT 1 A/B – 230141/42, STRATEGC 2 A/B – 230143/44).

2. All periods of DRWC in the tenth grade must be scheduled as a ninth grade offering in order to be eligible for Morgan Hart funding and a class ratio of 20:1

3. If a school has the capacity to offer DRWC in the tenth grade as a double period both periods must be elective periods, with one titled Strategic Literacy and the other, Literacy for Knowledge (LIT KNOWLEDGE A/B-230145/46)

4. In addition to taking DRWC, all tenth grade DRWC students must take tenth grade English 10 A/B.

5. The District will not fund a Developing Readers Writers Course, Level 1, at the tenth grade.

6. Dependent on the school’s capacity, DRWC, Level 2 may be offered as an English elective either during or outside the school day (0 or 7th period).

IX. EXIT CRITERIA

Students at all grades will exit the program upon minimum completion of DRWC, Level 2.

For further information, please call the Local District Elementary or Secondary Literacy Coordinator (Attachment A). For Elementary SIS assistance call 213-241-4617. For Secondary SIS assistance call 213-241-4850 Memorandum No. MEM-1537 Instructional Support Services of 7 January 24, 2005


MEMORANDUM NO. MEM-1537 Attachment A-1 January 24, 2005

Elementary Literacy Coach Coordinators

Coach Coordinators Dist. Telephone Fax E-Mail

Annette Star 1 818-654-3664 818-344-2417 [email protected]

Freida Smith 2 818-755-5326 818-755-9281 [email protected]

Linda (Sue) Shields 3 310-253-7828 310-842-8309 [email protected]

Kathy Stehr 4 323-932-2629 323-222-3247 [email protected]

Jeanne Malia 5 323-224-3358 323-224-3184 [email protected]

Herlinda Ducreux 6 323-278-3947 323-720-9012 [email protected]

Karen Long 7 323-242-1350 323-242-1393 [email protected]

Gail Yanai 8 310-354-3496 310-527-2957 [email protected]



SECONDARY LITERACY COORDINATORS

District 1 Susie Shapiro (818) 654-3642 [email protected]

District 2 Janet Howard (818) 755-5365 [email protected]

District 3 Frances Gipson (310) 253-7818 [email protected]

District 4 Ursula Rosin (323) 932-2280 [email protected]

District 5 Debra Chima (323) 224-3171 [email protected]

District 6 Debra Laidley (323) 278-3965 [email protected]

District 7 Darnise Williams (323) 242-1409 [email protected]

District 8 Barbara Chanaiwa (310) 354-3548 [email protected]



DRWC EXPERTS AND SPECIALISTS

District DRWC Expert/Specialist E-mail Phone Number

1 Kenneth Hill [email protected] (818) 654-3666

1 Julie Zeller [email protected] (818) 654-3658

1 Kimberly Hall [email protected] (818) 654-3657

2 Ron Plank [email protected] (818) 755-5342

2 Carrie Brown [email protected] (818) 755-5453

2 Marlene Apfelberg [email protected] (818) 755-5407

3 Michelle Brent [email protected] (310) 253-7809

3 Michelle Bell [email protected] (310) 253-7151

3 Shawna Petit [email protected] (310) 253-7151

4 Esther Benjamins-Gass [email protected] (323) 932-2626

4 Mike Fahy [email protected] (323) 932-2641

4 William Gurr [email protected] (323) 932-2287

5 TBD 3 positions

6 Ivannia Hinman [email protected] (323) 278-3945

6 Brenda Jefferson [email protected] (323) 278-3967

6 Scott Porter [email protected] (323) 278-3942

7 Sonia Leffall [email protected] (323) 242-1385

7 Rita Ray [email protected] (323) 242-1408

8 Rosa Britt [email protected] (310) 354-3435

8 Lena Kay [email protected] (310) 354-3488

8 Adrienne Banks [email protected] (310) 354-3450


MEMORANDUM NO. MEM-1537 January 24, 2005 Attachment B-1

Standards Based Promotion Policy Grade 8

CRITERIA FOR PROMOTION All Programs: EO, IFEP, RFEP, AND PRP

Reading: At or above the 21st percentile on the CAT/6 Reading from the previous year OR a Degrees of Reading Power raw score at or above 45 OR Spring Final Report Card English grade of D or above

AND Mathematics: A score of “basic” or above on the California Standards Test in Mathematics from the previous year OR Spring Final Report Card Mathematics grade of D or above

All Programs: English Learners in ESL courses: Overall CELDT score as follows:

Students Enrolled in Minimum CELDT score ESL 1A/ 1B 1 ESL 2A 2 ESL 2B/ ESL 3 3 ESL 4 4

OR Pass Fall or Spring ESL Block

CRITERIA FOR RETENTION All Programs: EO, IFEP, RFEP, AND PRP

Reading: At or below the 20th percentile on the CAT/6 Reading from the previous year AND a Degrees of Reading Power raw score at or below 44 AND Spring Final Report Card English grade of Fail

OR Mathematics: A score of “far below basic” or “below basic” on the California Standards Test in Mathematics from the previous

school year AND Spring Report Card Mathematics grade of Fail


Students Enrolled in CELDT score or below ESL 1A/ 1B N/A ESL 2A 1 ESL 2B/ ESL 3 2 ESL 4 3

AND Fail on Fall and Spring ESL Block on Final Report Card

MANDATORY PARTICIPATION IN INTERVENTION All Programs: EO, IFEP, RFEP, AND PRP

Reading: At or below the 20th percentile on the CAT/6 Reading from the previous year AND a Degrees of Reading Power raw score at or below 44 AND Spring Final Report Card English grade of Fail

AND/ OR Mathematics: A score of “far below basic” or “below basic” on California Standards Test in Mathematics from previous school

year AND Spring Report Card Mathematics grade of Fail


Students Enrolled in Minimum CELDT score ESL 1A/1B N/A ESL 2A 1 ESL 2B/ ESL 3 2 ESL 4 3

AND Fail on Fall and Spring ESL Block on Final Report Card

Students with disabilities qualify to participate in Standards-Based Promotion Mandatory and Voluntary Summer School/Intersession Programs if they meet the eligibility criteria as indicated on their IEPs. Attendance is in lieu of ESY. MEMORANDUM NO. MEM-1537


January 24, 2005 Attachment B-2

Standards Based Promotion Policy GRADES 4 – 5

CRITERIA FOR PROMOTION

All Programs: EO, IFEP, RFEP, AND ELD 5 Final Progress Report Reading score of 2 or above or Periodic Writing Assessment score of 2 or above

AND Final Progress Report Mathematics score of 2 or above or a score of Basic or above

on the Mathematics California Standards Test from the previous year

Basic Bilingual/Dual Language Program: ELD 1- 4 Final Progress Report Primary Language Reading score of 2 or above or

Spanish Periodic Writing Assessment score of 2 or above AND

Final Progress Report Mathematics score of 2 or above or an Aprenda score in Mathematics at or above the 26%ile

AND All Programs: English Learners: ELD 1- 4

Advance one ELD level or more per year based on the overall score of the annual CELDT or ELD Performance Assignment CRITERIA FOR RETENTION

All Programs: EO, IFEP, RFEP, AND ELD 5 Final Progress Report Reading score of 1 and Periodic Writing Assessment score of 1

OR Final Progress Report Mathematics score of 1 and a score of Below Basic or

Far Below Basic on the Mathematics California Standards Test from the previous year

Basic Bilingual/Dual Language Program: ELD 1- 4 Final Progress Report Primary Language Reading score of 1 and Spanish Periodic Writing Assessment score of 1

OR Final Progress Report Mathematics score of 1 and

an Aprenda score in Mathematics at or below the 25%ile OR

All Programs: English Learners: ELD 1- 4 Remains at same ELD level two or more years based on the overall score of the annual CELDT and

on ELD Performance Assignment MANDATORY PARTICIPATION IN INTERVENTION VOLUNTARY PARTICIPATION IN INTERVENTION

All Programs: EO, IFEP, RFEP, AND ELD 5 Reporting Period 2 Progress Report Reading score of 1 and Periodic Writing Assessment score of 1

OR Reporting Period 2 Progress Report Mathematics score of 1 and a score of Below Basic or Far Below Basic on the Mathematics California Standards Test from the previous year Basic Bilingual/Dual Language Program: ELD 1- 4 Reporting Period 2 Progress Report Primary Language Reading score of 1 and Spanish Periodic Writing Assessment score of 1

OR

Reporting Period 2 Progress Report Mathematics score of 1 and an Aprenda score in Mathematics at or below the 25%ile

OR

All Programs: English Learners: ELD 1- 4 Remains at same ELD level two or more years based on overall score of the annual CELDT and the ELD Performance Assignment

All Programs: EO, IFEP, RFEP, AND ELD 5 Reporting Period 2 Progress Report Reading score of 1or 2 or Periodic Writing Assessment score of 1 or 2

OR Reporting Period 2 Progress Report Mathematics score of 1 or 2 and a score of Basic, Below Basic or Far Below Basic on the Mathematics California Standards Test from the previous year Basic Bilingual/Dual Language Program: ELD 1- 4 Reporting Period 2 Primary Language Reading score of 1 or 2 or Spanish Periodic Writing Assessment score of 1 or 2

OR Reporting Period 2 Report Mathematics score of 1 or 2 and an Aprenda score in Mathematics at or below the 50%ile

OR All Programs: English Learners: ELD 1- 4 Remains at same ELD level one or between one and two years based on the overall score of the annual CELDT or the ELD Performance Assignment Final Progress Report Mathematics score of 1 or 2 or a score of Basic, Below Basic or Far Below Basic on the Mathematics California Standards Test from the previous year

Students with disabilities qualify to participate in Standards-Based Promotion Mandatory and Voluntary Summer School/Intersession Programs if they meet the eligibility criteria as indicated on their IEPs. Attendance is in lieu of ESY


MEMORANDUM NO. MEM-1537 Attachment C-1 January 24, 2005

DIRECTIONS FOR ELEMENTARY STUDENT INFORMATION SYSTEM IDENTIFICATION OF STUDENTS

Elementary SIS has provided the following sentence, which will provide a preliminary list of 5th graders who will be eligible to be placed in the Developing Readers and Writers course under the Standards-Based Promotion Policy and the Secondary Literacy Plan. These students should be assessed at the elementary school so they can be programmed into the correct level of DRWC: (at the main menu type E)

(at the :) DRP-CANDIDATES (ELD 5 students are not to be assessed with the DRP. The list of potential DRWC students who meet the criteria to take the DRP assessments will be produced. The report will come out within each room in categories by EO, IFEP, RFEP or ELD 5 then alphabetically) After completing the DRP Assessments for students, enter data into screen 12- Academic Programs Screen. Field 656 is used for the DRP test date and Field 657 is used for the two digit raw test score.


MEMORANDUM NO. MEM-1537 Attachment C-2 January 24, 2005

DIRECTIONS FOR SECONDARY STUDENTS INFORMATION SYSTEM IDENTIFICATION OF STUDENTS NEW TO DRWC. PLEASE REMEMBER THAT THESE LISTS WILL INCLUDE STUDENTS WHOSE READING TOTAL FOR CAT/6 IS BLANK.

To get Newly Identified 6th and 7th grade students At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 141 < 08 341 # L 411 = (blank) 444 < 21 For Sort Selection: 141 Press: <ENTER> For page break at grade: Press <F1> and then press <ENTER> When selection is done: Press <F4> to create new report format

For title enter the following: Newly Identified 6th and 7th Grade Students – EL’s Omitted

Press: <ENTER> At the Item Selection: 112 101 104 141 341 411 444 Press: <F2> Press: <F1> The report will begin to print.


MEMORANDUM NO. MEM-1537 Attachment C-3 January 24, 2005 To get current 6th and 7th grade students who are currently enrolled DRWC classes. At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 141 < 08 411 > 0 For Sort Selection: 141 Press: <ENTER> For page bread at grade: Press <F1> and then press <ENTER> When selection is done: Press <F4> to create new report format For title enter the following: Current DRWC 6th and 7th Grade Students Press: <ENTER> At the Item Selection: 112 101 104 141 341 408 410 411 Press: <F2> Press: <F1> The report will begin to print.


MEMORANDUM NO. MEM-1537 Attachment C-4 January 24, 2005 Newly qualifying Identified 8th Grade Students – PRP Students Omitted At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 141 = 08 444 < 21 341 # L 411 = (blank) For Sort Selection: 101 Press: <ENTER> When selection is done: Press <F4> to create new report format

For title enter the following: Newly Identified 8th Grade Students – No PRP

Press: <ENTER> At the Item Selection: 112 101 104 141 341 411 444 Press: <F2> Press: <F1> The report will begin to print.


MEMORANDUM NO. MEM-1537 Attachment C-5 January 24, 2005 To get Current DRWC Level 1 – 8th Grade Students. At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 411 = 1A 411 = 1B 141 = 08 For Sort Selection: 101 Press: <ENTER> When selection is done: Press <F4> to create new report format For title enter the following: Current DRWC Level 1 – 8th Grade Students Press: <ENTER> At the Item Selection: 112 101 104 141 410 411 Press: <F2> Press: <F1> The report will begin to print. To get Current DRWC Level 2 – 8th Grade Students.

At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 411 = 2A 411 = 2B 141 = 08 For Sort Selection: 101 Press: <ENTER> When selection is done: Press <F4> to create new report format For title enter the following: Current DRWC Level 2 – 8th Grade Students Press: <ENTER> At the Item Selection: 112 101 104 141 410 411 Press: <F2> Press: <F1> The report will begin to print.


MEMORANDUM NO. MEM-1537 Attachment C-6 January 24, 2005 Current DRWC Level 1 – 9th Grade Students. At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 411 = 1A 411 = 1B 141 = 09

For Sort Selection: 101 Press: <ENTER> When selection is done: Press <F4> to create new report format For title enter the following: Current DRWC Level 1 – 9th Grade Students Press: <ENTER> At the Item Selection: 112 101 104 141 410 411 Press: <F2> Press: <F1> The report will begin to print. Current DRWC Level 2 – 9th Grade Students.

At the SIS menu: Type: ID99,3 At the first screen: Press the number 4 and then press <ENTER> For Student Selection: 411 = 2A 411 = 2B 141 = 09 For Sort Selection: 101 Press: <ENTER> When selection is done: Press <F4> to create new report format For title enter the following: Current DRWC Level 2 – 9th Grade Students Press: <ENTER> At the Item Selection: 112 101 104 141 410 411 Press: <F2> Press: <F1> The report will begin to print.


MEMORANDUM NO. MEM-1537 Attachment D-1 January 24, 2005

TEST ADMINISTRATION PROCEDURES Background The DRP is a group administered assessment that consists of non-fiction passages and test items that assess a student’s ability to use the information in the text—its redundancy, semantic relationships, and idiosyncratic constructions—to figure out the meaning of the text. The DRP’s readability formula is calculated utilizing word frequency, word length and sentence length. The DRP presumes control of decoding, fluency and vocabulary. Once matched to a grade level, the DRP raw scores will determine student placement. District DRW Experts will train the school site designees to administer the DRP.

Scheduling Test Administration DRP tests are designed to be power tests of reading. In order to ensure that test results are not affected by differences in reading speed, it is important that these tests be administered without time limits. Testing should take place in an optimal environment and students should be made aware of why they are taking the test. In practice, the typical student will complete a DRP test within a class period –approximately 60 minutes. In addition to differences in reading speed, there are reasons why DRP tests are designed to be administered without time limits. Some students react negatively to the pressure of a “deadline,” even though they may not in fact have any difficulty completing the test within the usual working time allowance. Students who have learning disabilities or who are non-native speakers of English are frequently penalized by timed reading tests. In order for DRP tests to provide a fair and unbiased measure of how well students read, it is important that all students have sufficient time to finish these tests. A student who is a likely DRWC candidate may find that the degree of difficulty is too much after fifteen or twenty minutes. If that is the case, the test should conclude. Plan the testing schedule for an untimed administration. Materials In order to administer the DRP effectively, the test examiner should have:

1. One reusable DRP test booklet for each student, plus one for himself or herself. 2. One DRP Answer Sheet Scantron sheet for each student, plus one for himself or herself. 3. A copy of the appropriate DRP Test Administration Procedures. (One copy of Procedures for

DRP Test Administration is included in each package of DRP test forms). 4. A #2 pencil for each student.


MEMORANDUM NO. MEM-1537 Attachment D-2 January 24, 2005 Steps for Administration of the DRP

1. Distribute an answer sheet (Scantron), #2 pencil and DRP test booklet to each student. 2. Direct students to complete the personal information section of the answer sheet. 3. Orally, review the two sample items provided. 4. Review the following with students:

• The test is not timed; students will have as much time as needed to complete the test. • Students should complete as many items as possible without guessing.

5. Begin the test. 6. Collect answer sheets (Scantrons) and DRP booklets as students complete the test.

Scoring DRP Tests All standard DRP test booklets are reusable. Student responses are recorded on separate Scantron answer sheets. DRP tests may be scored by hand or by machine. (The District has received permission to use Scantron forms rather than the DRP Answers sheets sold by Touchstone Applied Science Associates (TASA). DRP Test Scores The raw score is the number of questions answered correctly. TASA has provided the District with the scale of raw scores for student placement in core English Language Arts or DRWC Levels 1 and 2 by grade level. This DRP score must be entered into the student’s permanent record Elementary and Secondary SIS (field 408). The same test form may be used as a pretest and post-test provided the test form has not been reviewed with students and the interval is at least three months. Two characteristics of these tests make this possible. First, each DRP test form covers a wide range of reading ability and text difficulty. This ensures that there is a sufficient ceiling on each form to assess growth reliably. Second, the format of paragraphs and passages reduces the likelihood that students will remember specific questions and responses.


MEMORANDUM NO. MEM-1537 Attachment E January 24, 2005

DEVELOPING READERS AND WRITERS COURSE SUMMARY REPORT: ELEMENTARY

Please submit the Elementary SIS report and this form to the Local District Elementary Literacy Coordinator by

the data entry deadline:

School _______________________________ Local District _________________

Principal _____________________________ Phone Number ________________

CURRENT 5TH GRADE

Number of

Students with 1:1

or

CAT/6 at or below

20%

Administered

DRP

Recommended

for

Summer

Intervention

DRWC

Level 1

DRWC

Level 2

CORE

English

Number of

Students

Principal’s Signature __________________________ Date _________________


MEMORANDUM NO. MEM-1537 Attachment F-1 January 24, 2005

DEVELOPING READERS AND WRITERS COURSE SUMMARY REPORT 1: MIDDLE SCHOOL

Please submit the SSIS reports and this form to the Secondary Literacy Coordinator by the data entry deadline.



6th and 7th Grade Students – Newly Identified

Students with

CAT/6

at or below

20th %tile

Administered

DRP

Not

Administered

DRP

DRWC Level 1

for

2005-06

DRWC

Level 2

for

2005-06

CORE

English

for

2005-06

Number of 6th

grade Students

Number of 7th

grade Students

Current DRWC Students

DRWC

Level 1

DRWC

Level 2

Administered

DRP

Recommended

for DRW-ELA

Level 2

Voluntary

DRWC

Level 2

for

2005-06

CORE

English

for

2005-06

Number of 6th

grade Students

Number of 7th

grade Students

Principal’s Signature __________________________ Date ____________________


MEMORANDUM NO. MEM-1537 Attachment F-2 January 24, 2005

DEVELOPING READERS AND WRITERS COURSE SUMMARY REPORT 2: MIDDLE SCHOOL

Please submit the SSIS reports and this form to the Secondary Literacy Coordinator by the data entry deadline. School ________________________________ Local District _________________

Principal _____________________________ Phone Number _______________

CURRENT DRWC LEVEL 1 8TH GRADE STUDENTS

Administered

DRP

Not

Administered

DRP

Recommended for

DRW-ELA, LEVEL 1

MANDATED

2005

DRWC

Level 2

MANDATED

2005-06

Number of Students

CURRENT DRWC LEVEL 2 8TH GRADE STUDENTS

Administered

DRP

Not Administered

DRP

Recommended for

DRW-ELA, LEVEL 2

MANDATED

2005

Core

English

2005-06

Number of Students

NEWLY IDENTIFIED 8th GRADE STUDENTS

Students with

CAT/6 at or

below 20th%tile

Administered

DRP

Not

Administered

DRP

DRWC

Level 1

Mandated

2005-06

DRWC

Level 2

Mandated

2005-06

Core

English

2005-06

Number of

Students



MEMORANDUM NO. MEM-1537 Attachment G January 24, 2005

DEVELOPING READERS AND WRITERS COURSE SUMMARY REPORT: HIGH SCHOOL

Please submit the Secondary SIS report and this form to the Secondary Literacy Coordinator by the data entry

deadline.



Current 9th Grade DRWC Students

Current DRWC

Students

Level 1

Recommended for

DRW-ELA Level 1

2005 Voluntary

Current DRWC

Students

Level 2

Recommended for

DRW-ELA Level 2

2005 Voluntary

CORE

English

10th Grade

Number of

Students


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