What are typical DRA levels in the AAP?

[Anonymous]

Anonymous wrote:


I messed up the quote function so I am reposting.

I say this as a parent with two kids who maxed out the tests regularly (one AAP, one not) and a third who is below level or on the cusp 

For the two ahead, their response was how nice. For my kid who is behind, they are very interested and make sure I know at every turn how important meeting DRA benchmarks is. 

DRA is not important for kids who are advanced in reading. I don' think they ever mentioner it once in AAP.

If you have 2 3rd graders - one is reading at a DRA level (decoding/comprehension) of Magic Treehouse, the other is reading at a DRA level of Silas Marner. One child is a little behind, the other child is WAY ahead. But FCPS would only be "concerned" with the child who has fallen a bit behind? And the child that is way ahead isn't necessarily AAP? How is an "advanced - AAP level reading" level determined then?

I'm sorry to be asking so many questions but I'm genuinely curious.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

PP, I agree with you. When my DS was in 3rd grade, he was reading at a high school level. He was an incredibly advanced reader and writer. His math skills, however, were very average - on grade level. He wasn't admitted to AAP. And now we hear that there are plenty of AAP kids who have advanced math skills, but very lacking language arts skills? So why aren't the other kids of kids (like my son - strong lang. arts, weak or avg. math) admitted to AAP as well? Clearly, they aren't looking for kids who are actually "academically advanced". What a bunch of baloney.

[Anonymous]

"kinds of kids" ^^^^

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

A 3rd grader can comprehend a 10th grade level text even if his readling level is at or below grade level. Audio books are used to great effect for children who do not read at their cognitive level. Decoding is more of a tool to be used to access material. Similarly, a bright chlid who is also blind would utilize audio books for learning.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

PP, I agree with you. When my DS was in 3rd grade, he was reading at a high school level. He was an incredibly advanced reader and writer. His math skills, however, were very average - on grade level. He wasn't admitted to AAP. And now we hear that there are plenty of AAP kids who have advanced math skills, but very lacking language arts skills? So why aren't the other kids of kids (like my son - strong lang. arts, weak or avg. math) admitted to AAP as well? Clearly, they aren't looking for kids who are actually "academically advanced". What a bunch of baloney.

Who, other than you, said your child was reading at a high school level? That would not be assessed in FCPS.

The DRA score (current) IS listed on the form that the committee gets from the AART. Of our second grade classes last year, every single kid who was getting language arts pull outs with the AART was admitted. I assume those kids were getting those language arts pull outs based on their DRA scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:


I messed up the quote function so I am reposting.

I say this as a parent with two kids who maxed out the tests regularly (one AAP, one not) and a third who is below level or on the cusp 

For the two ahead, their response was how nice. For my kid who is behind, they are very interested and make sure I know at every turn how important meeting DRA benchmarks is. 

DRA is not important for kids who are advanced in reading. I don' think they ever mentioner it once in AAP.

If you have 2 3rd graders - one is reading at a DRA level (decoding/comprehension) of Magic Treehouse, the other is reading at a DRA level of Silas Marner. One child is a little behind, the other child is WAY ahead. But FCPS would only be "concerned" with the child who has fallen a bit behind? And the child that is way ahead isn't necessarily AAP? How is an "advanced - AAP level reading" level determined then?

I'm sorry to be asking so many questions but I'm genuinely curious.

Reading level and intelligence are not highly correlated. A child could be highly intelligent and able to listen and comprehend Silas Marner, but be able to read at the Magic Tree House level. Reading is not an academic subject, it is more of a tool used to access academics. Likewise, being advanced in reading, doesn't necessarily mean a child is able to understand an advanced level curriculum. There is no AAP reading level, so it there is not procedure to determine it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

A 3rd grader can comprehend a 10th grade level text even if his readling level is at or below grade level. Audio books are used to great effect for children who do not read at their cognitive level. Decoding is more of a tool to be used to access material. Similarly, a bright chlid who is also blind would utilize audio books for learning.

So they are looking more for the ability to analyze what other people have written? Decoding is not as important as the ability to think at a higher level about the ideas in a given text?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

A 3rd grader can comprehend a 10th grade level text even if his readling level is at or below grade level. Audio books are used to great effect for children who do not read at their cognitive level. Decoding is more of a tool to be used to access material. Similarly, a bright chlid who is also blind would utilize audio books for learning.

So they are looking more for the ability to analyze what other people have written? Decoding is not as important as the ability to think at a higher level about the ideas in a given text?

Yes, the ability to analyze a story and understand complex character and lot structures is more important for determining . Decoding is more of a skill to be used to read. Reading is a way student can access curriculum. Listening to an audio text book or literary book is another way. Similarly, children who have difficulty printing use a keyboard to write. Great penmanship is also not a criteria used in determining eligibility to AAP.

[Anonymous]

The DRA test is definitely more of a comprehension test than a decoding test. Once you get up to I think a 2nd grade level, all the responses are written out in short answers or paragraphs.

[Anonymous]

How high does FCPS test beyond grade level?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

A 3rd grader can comprehend a 10th grade level text even if his readling level is at or below grade level. Audio books are used to great effect for children who do not read at their cognitive level. Decoding is more of a tool to be used to access material. Similarly, a bright chlid who is also blind would utilize audio books for learning.

So they are looking more for the ability to analyze what other people have written? Decoding is not as important as the ability to think at a higher level about the ideas in a given text?

Yes, the ability to analyze a story and understand complex character and lot structures is more important for determining . Decoding is more of a skill to be used to read. Reading is a way student can access curriculum. Listening to an audio text book or literary book is another way. Similarly, children who have difficulty printing use a keyboard to write. Great penmanship is also not a criteria used in determining eligibility to AAP.

But decoding and penmanship are still pretty vital aren't they? Those continue to be worked on don't they?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So a kid can be in 6th grade buy reading at a 3rd grade level but still be in AAP if they comprehend an advanced (say a 10th grade level) book read TO them?

Interesting. I did not know that.

No. Unless they have some unusual documemted IEP worthy special needs that requires documented, special accomodations they will need to read to be in AAP.

Nice try at trolling a non issue.

I'm not the one who determines the eligibility for AAP, I was just reading this thread. People were saying that DRA has nothing to do with AAP and I was trying to understand how/why that would be the case.

You do understand that fcps does all kinds of assessments on their students in elementary and most, like the DRA, have nothing whatsoever to do with AAP...don't you?

It is not a difficult concept to understand. Fcps only cares if the kids are on track for DRA level or behind. That is it.

No need to get persnickety. I would just think that decoding and comprehension would fall hand in hand with "advanced reading skills". A 3rd grader who comprehends 10th grade level text (not just decodes - but understands/comprehends the meaning) is not necessarily AAP? I don't really care but I find that to be...surprising.

A 3rd grader can comprehend a 10th grade level text even if his readling level is at or below grade level. Audio books are used to great effect for children who do not read at their cognitive level. Decoding is more of a tool to be used to access material. Similarly, a bright chlid who is also blind would utilize audio books for learning.

So they are looking more for the ability to analyze what other people have written? Decoding is not as important as the ability to think at a higher level about the ideas in a given text?

Yes, the ability to analyze a story and understand complex character and lot structures is more important for determining . Decoding is more of a skill to be used to read. Reading is a way student can access curriculum. Listening to an audio text book or literary book is another way. Similarly, children who have difficulty printing use a keyboard to write. Great penmanship is also not a criteria used in determining eligibility to AAP.

But decoding and penmanship are still pretty vital aren't they? Those continue to be worked on don't they?

Yes,they should continue to be worked on, but they are not reasons to deny a student from AAP.

[Anonymous]

Anonymous wrote:How high does FCPS test beyond grade level?

In first or second grade, they will test up to one year ahead.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is surprising. I would think that advanced reading comprehension and language ability would be pretty important in such a program.

You would think! But no, but no. There are no class reading lists because many kids that test into the program aren't even reading at grade level. Grammar isn't taught and is dismissed as an impediment to the flow of self expression. Oh, and forget about spelling...I mean, why bother learning and reinforcing how to spell words correctly when spell check will take care of that for you?

There are no class reading lists, grammar or spelling tests in Gen Ed either. What's your point?

[Anonymous]

Anonymous wrote:

Anonymous wrote:How high does FCPS test beyond grade level?

In first or second grade, they will test up to one year ahead.

I meant in AAP.