Oregon Reading First IBR V - Cohort B

1. Oregon Reading FirstIBR V - Cohort B Introduction to Lesson Progress Reports (LPRs)

2. What is a LPR?!

3. What is a LPR? • A method of tracking lesson progress.

4. It all starts with a goal: What outcomes do we want for our students?

5. Clear Goals and Expectations for Each Grade Second Grade DIBELS Measures with Benchmark Levels

6. How do we link these goals to program completion? To read at least 90 correct words per minute by Spring of second grade, what program must a second grader complete? • Houghton Mifflin, Grade 2? • Horizons, Level B? • Read Well Plus? • Reading Mastery Plus, Level 2?

7. What exact lesson do students need to complete? What lesson did each of these benchmark students complete at the time of Spring DIBELS testing?

8. What exact lesson do students need to complete?

9. What exact lesson do students need to complete? Educational Resources, Inc. 2002

10. Lesson Pacing Goals Now, we have a lesson pacing goal. The goal for second grade students placed in RM Plus is to complete, at a minimum, the last lesson of RM Plus, Level 2 (Lesson 160) by the end of second grade.

11. “A goal without a plan is just a wish.” Antoine de Saint-Exupery (1900-1944)

12. What is our plan for meeting the lesson pacing goal?

13. What is our plan for meeting the lesson pacing goal? RM Plus, Level II, L160

14. What is our plan for meeting the lesson pacing goal? Goal for Winter Break

15. What is our plan for meeting the lesson pacing goal? Goal for Spring Break RM Plus, Level II, L160

16. Tracking Lesson Progress Lesson 34 The group is off pace!

17. How do we get back on pace? Structural Items Quality of Implementation • Schedule adequate? • Group size appropriate? • Students placed correctly? • Lessons implemented with fidelity? • Pacing appropriate? • Behavior management in place?

18. “To will is to select a goal, determine a course of action that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”Michael Hanson

19. A Focus on Student Mastery Lesson pacing goals should not be met at the expense of student mastery!

20. What is a LPR? • A method of tracking lesson progress. • A way to organize information on student performance/program mastery.

21. In-Program Assessments Reading Mastery Plus, Level II Example

22. In-Program Assessments Horizons, Level B - Test 1 Example

23. In-Program Assessments Horizons, Level B, Test 1 Example (cont.)

24. In-Program Assessments Horizons, Level B - Test Summary Example

25. In-Program Assessments Houghton Mifflin 2003, Second Grade, Theme Test 1 Example

26. In-Program Assessments Houghton Mifflin 2003, Second Grade Test Summary Example

27. In-Program Assessments LPRs provide: √ a list of in-program assessments administered in the last instructional period (e.g., month) √ a list of students who passed the assessment(s), a list of students who failed the assessment(s), and a list of students who were absent on the day of testing √ a summary of retesting procedures (i.e., who needs to be retested, who was retested, who passed the retest)

28. What is a LPR? • A method of tracking lesson progress. • A way to organize information on student performance/program mastery. • A system for monitoring group progress toward important literacy benchmarks.

29. DIBELS Progress Monitoring ORF - Second Grade Passages

30. DIBELS Progress Monitoring

31. Why Use LPRs? Regional Coordinators, Principals, Coaches: • To analyze the overall status of the implementation. • To continuously monitor mastery and lesson progress. • To determine areas that require change, and to identify solutions. Teachers, Specialists, Assistants: • To summarize and report lesson gains, in-program tests, and DIBELS results. • To communicate questions, comments, or concerns to the coach. (NIFDI LPC Procedures, 2000)

32. Web-Based LPR System Let’s use technology as a tool to monitor lesson progress! http://orflpr.uoregon.edu/

33. Lesson Progress Report - Teacher’s Copy Group name Teacher Time period

34. Lesson Progress Report - Teacher’s Copy Basic information about the group.

35. Lesson Progress Report - Teacher’s Copy Last lesson completed at the time of LPR collection. Number of lessons completed Number of instructional days (e.g., 2/17)

36. Lesson Progress Report - Teacher’s Copy In-program tests administered during this time period.

37. Lesson Progress Report - Teacher’s Copy Information on retesting students who failed the in-program assessment on the first try.

38. Lesson Progress Report - Teacher’s Copy Comments/concerns for the coach

39. Entering In-Program Assessments Online:

40. Lesson Progress Organizer - Coaches’ Copy All K-3 instructional groups listed here for coach. Lessons Completed Instructional Days (e.g., 15/17) Last lesson completed to-date for each group.

41. DIBELS Progress Monitoring • The web-based LPR system will automatically farm progress monitoring data from the DIBELS website. • DIBELS progress monitoring data will be organized by instructional group. • A graph of performance of students in the instructional group will be provided.

42. DIBELS Progress Monitoring

43. Questions to Consider at GLTs: 1. Is instruction differentiated? 2. Is lesson progress adequate? 3. Are students at a high level of mastery as measured by in-program tests? 4. Are students making progress as measured by DIBELS probes? 5. What information or concerns has the teacher communicated?

44. 1. Is Instruction Differentiated? • Are the group sizes appropriate? • Are programs matched to student performance level? • Are all of the groups on the same lesson? (Is teacher treating all groups the same?) • Are high, medium, and low groups completing lessons at optimum rates? • Does the data indicate the need for acceleration for some students? (NIFDI Coaching Manual: Level I, 1999)

45. 2. Is Lesson Progress Adequate? • Does the data reveal potential problems with use of time? (Slow progress may indicate that teacher is (a) not following the schedule, (b) not teaching the program as specified, or (c) struggling with presentation skills or behavior management issues.) Is enough time scheduled? • Are some lessons being repeated too many times? • Will projections be met if current rate of lesson progress is continued? • If projections will not be met, do justifiable reasons exist for not meeting them? Do the projections need to be changed? (NIFDI Coaching Manual: Level I, 1999)

46. 3. Are students at a high level of mastery as measured by in-program tests? • Did teacher indicate the number of students who passed the in-program test(s)? • Did teacher miss an opportunity to give an in-program test? • Did teacher remediate and retest students who failed the test on the first try? • Consider group performance: How many students overall passed the in-program test? • Consider individual student performance: Who are the students who failed one test, two consecutive tests? Which tests? Are the same students failing from time to time? Does data indicate a possible need for change in placement? • Is lesson gain being achieved at the expense of mastery? (NIFDI Coaching Manual: Level I, 1999)

47. 4. Are students making progress as measured by DIBELS probes? • Are strategic and intensive students progress monitored regularly? • Are students being monitored on the appropriate measures? • Are there individual students who are not making progress comparable to the group? • Is the group overall showing progress on the DIBELS measures? • Do the supplemental and intervention programs appear to be addressing skill deficits in students?

48. 5. What additional information or concerns has the teacher communicated? • Did the teacher list types of items missed on in-program tests? • Did the teacher include information on remediation and retesting? • Did the teacher indicate a concern about an individual student? (NIFDI Coaching Manual: Level I, 1999)

49. Grade Level Team Notebooks

50. Collecting LPRs - Next Steps • Each Cohort B school will use the web-based LPR system to track lesson progress for instructional groups in grades K-3. • Schools will collect a round of LPRs once a month in conjunction with a Grade Level Team meeting. • The goal is for each school to collect its first round of LPRs in time for November Grade Level Team meetings. • Teachers can print out LPRs, in-program assessment data, and DIBELS progress monitoring data from the web-based LPR site to bring to GLTs. This information can be organized in the Grade Level Team Notebook.