Oregon Reading First Cohort B Leadership Session March 3, 2008 Checking in on Lesson Progress Reporting Systems (LPRs)

Oregon Reading FirstCohort B Leadership Session

March 3, 2008

Checking in on Lesson Progress Reporting Systems (LPRs)

What are the components of a LPR System?

1. setting lesson goals and tracking lesson progress

2. ______________________________________

3. ______________________________________

It all starts with a goal:

What outcomes do we want for our students?

Clear Goals and Expectations for Each Grade

Second Grade DIBELS Measures with Benchmark Levels

DIBELS Measure Fall Winter Spring

Oral Reading Fluency

44 Words Read

Correctly Per Minute

68 Words Read Correctly Per Minute

90 Words Read Correctly Per Minute

How do we link these goals to program completion?

To read at least 90 correct words per minute by Spring of second grade, what level (or specific lesson) of a program must a second grader complete?

• Houghton Mifflin, Grade 2?• Horizons, Level B?• Read Well Plus?• Reading Mastery Plus, Level 2?

What exact lesson do students need to complete?

What lesson did each of these benchmark students complete at the time of Spring DIBELS testing?


Student ORF Score Program / Lesson Completed

Student 1 93

Student 2 94

Student 3 94

Student 4 95

Student 5 101

Student 6 102

Student 7 110

Student 8 114

Student 9 124

Student 10 135

Student 11 135

Student 12 141


Second Grade Oral Reading Fluency

Lesson Progress Percentage Passing Criterion

At or below:RM II 95

4%

Between:RM II 100-125Plus II 40-65

33%

Between:RM III 1-90

83%

At or Above:RM III 140

97%

Educational Resources, Inc. 2002

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.

Activity 1: Checking on Lesson Pacing Goals

Highlight second grade students on your winter DIBELSclass list report who read 68 cwpm or more. List the programand last lesson completed as of January 2008 for each of these students.

Activity 2: Checking on Lesson Pacing Goals

Large Group Discussion:1. What are the lesson completion goals you identified for

second grade students at the beginning of the year for the various intervention programs (e.g., Reading Mastery,

Reading Mastery Plus, Horizons, Phonics for Reading)?2. Does the winter data indicate that your lesson completion

goals were good ones?3. Do you need to adjust any lesson completion goals for

second graders?

Setting Lesson Pacing Goals on the Web-based LPR System

Setting Lesson Pacing Goals on the Web-based LPR System

Setting Lesson Pacing Goals on the Web-based LPR System - COACH VIEW

“A goal without a plan is just a wish.”

Antoine de Saint-Exupery (1900-1944)

What is our plan for meeting the lesson pacing goal?

Month Week of Pacing Goal

September 3rd

10th

17th

24th

October 1st

8th

15th

22nd

29th

November 5th

12th

19th

26th

December 3rd

10th

17th

January 7th

14th

21st

28th



February 4th

11th

18th

25th

March 3rd

10th

17th

Spring Break

31st

April 7th

14th

21st

28th

May 5th

12th

19th

26th

June 2nd

9th

RM Plus, Level II, L160



September 3rd

10th

17th

24th RM Plus, Level II, Lesson 15

October 1st

8th

15th

22nd


November 5th

12th

19th


December 3rd

10th


January 7th

14th

21st


Goal for Winter Break



February 4th

11th

18th


March 3rd

10th


Spring Break

31st

April 7th

14th

21st


May 5th

12th

19th

26th

June 2nd

9th

RM Plus, Level II, L160

Goal for Spring Break

Tracking Lesson Progress

Month Week of Pacing Goal Lesson Completion

September 3rd Lesson 2

10th Lesson 6

17th Lesson 10

24th RM Plus, Level II, L15 Lesson 14

October 1st Lesson 18

89th Lesson 22

15th Lesson 26

22nd Lesson 30

29th RM Plus, Level II, L40

November 5th

12th

19th


December 3rd

10th


January 7th

14th

21st


Lesson 34

The group is off pace!

Tracking Lesson Progress

Lesson Progress Report (LPR)

Teacher: School: LPR Period

Grade Group Size of Group

Instruct Rec

(I, S, B)

Reading Programs Current Lesson

Lessons/

Instruct Days

In-Program Test Summaries

Test or Check-Out

Passing Students

Absent Students

Failing Students

Comments

Tracking Lesson Progress on the Web-Based LPR System - TEACHER VIEW

Tracking Lesson Progress on the Web-Based LPR System - COACH VIEW

Tracking Lesson Progress on the Web-Based LPR System - A GRAPH

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?

“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

Lesson pacing goals should not be met at the expense of student mastery!

A Focus on Student Mastery

Activity 3: Tracking Lesson Progress

Using Table 2, track the lesson progress of a group of intensive second graders. Be prepared to share the following information with a partner:• Lesson pacing goal for the group• Current lesson as of February, 2008 • Net pacing (+/- lessons)

Activity 4: Tracking Lesson Progress

Large Group Discussion: How often are you tracking lesson progress of instructional groups at your building (e.g., weekly, monthly)?What type of Lesson Progress Report are you asking your teachers to fill out?When/how is information from LPRs used?What are some actions you have taken when a group has been off pace?



2. collecting information on student performance/ program mastery

3. ______________________________________

In-Program Assessments

In-Program AssessmentsHorizons, Level B - Test 1 Example

Test 1 (Parts 1-3)

Teacher: Part 1: Writing Words Part 2: Story Reading Part 3: Sounds

bait read pail mean Subtotal Subtotal or ol Subtotal

Criterion 5/5 5/5 5/5 5/5 20/20 Total Errors (-5 per error)

25/40 2/2 2/2 4/4

Name Date

Julia B. 2/25 5 5 5 0 15/20 2 30/40 2 2 4

Susie Q. 2/25 0 5 0 5 10/20 4 20/40 2 0 2

Sam T. 2/25 5 5 5 5 25/25 3 25/40 2 2 4

In-Program AssessmentsHorizons, Level B, Test 1 Example (cont.)

Test 1 (Part 4)

Teacher: Part 4: Reading Words

sink brothers hurry were tasted tired roll hard getting dressed best yellow Subtotal Total

Criterion 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 30/36 79/100

Name Date

Julia B 2/25 3 0 3 3 0 3 0 3 3 0 3 3 24/36 73/100

Susie Q 2/25 3 0 3 3 3 3 3 0 3 3 3 3 30/36 62/100

SamT 2/25 3 0 3 3 3 3 3 3 3 3 3 3 33/36 84/100

In-Program AssessmentsHorizons, Level B - Test Summary ExampleTest

1Test

2Test

3Test

4Test

5Test

6Test

7Test

8Test

9Test 10

Test 11

Test 12

Test 13

Test 14

Test 15

Criterion 79/

100

79/

100

79/

100

79/

100

Student

Julia B 78 79 77 73

Susie Q 60 65 64 62

Sam T 80 81 80 84

In-Program AssessmentsHoughton Mifflin 2003, Second Grade, Theme Test 1 Example

Short Vowels

(a, I)

Short Vowels

(o, u, e)

Long Vowels CVCe (a, I)

HF Words

Story Structure

Fantasy & Realism

Predicting Outcomes

Vocabulary Total Percentage

Points Possible

5 5 5 10 5 5 5 10 40/50

80%

Student

Julia B. 5 5 3 8 4 3 3 8 39/50 = 78%

Susie Q. 4 3 3 7 3 2 2 6 30/50 = 60%

Sam T. 4 5 3 9 4 4 4 8 41/50 = 82%

Teacher: __________________________ Group: __________________ Date: _________________

In-Program AssessmentsHoughton Mifflin 2003, Second Grade Test Summary Example

Test 1 Test 2 Test 3 Test 4 Test 5 Test 6

Criterion 40/50 = 80% 48/60 = 80% 64/80 = 80% 48/60 = 80% 60/75 = 80% 40/50 = 80%

Student

Julia B. 39/50 = 78%

Susie Q. 30/50 = 60%

Sam T. 41/50 = 82%


A LPR System provides:√ a record of student performance on in-program assessments

(summary and details)√ 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)

In-Program Assessments on the Web-Based LPR System - TEACHER VIEW




Grade Group Size of Group

Instruct Rec

(I, S, B)

Reading Programs Current Lesson

Lessons/

Instruct Days

In-Program Test Summaries

Test or Check-Out

Passing Students

Absent Students

Failing Students

Comments

Lesson Progress Report

Teacher: _______________________ Group: ________________ LPR Period: ____________________



Activity 5: In-Program Assessments

Using in-program assessment data, determine student mastery of your group of second grade intensive students. Did all of the students pass the last mastery test? If not, who failed and on what skills? Did the teacher remediate and retest? What is the pattern of performance for the students on the last three mastery tests?

Activity 6: In-Program Assessments

Large Group Discussion:• How are your teachers recording student performance on in-program assessments (e.g., Excel spreadsheets, tables copied from the program’s Teacher Guide, ORFC forms, etc.)?• How do you, as a coach, access and track this information?• How do your teachers address failing scores on subtests/ tests?



2. collecting information on student performance/ program mastery

3. monitoring group progress toward important literacy benchmarks

DIBELS Progress Monitoring


√ Clip booklets by instructional

group.√ Flag booklet if student is three data points below

aim line.


• 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.

DIBELS Progress Monitoring on the Web-Based LPR System


Josh

Mary

Sarah

Aiden

Nathan


Activity 7: DIBELS Progress Monitoring

Large Group Discussion:How do your school teams integrate DIBELS data with lesson pacing and in-program assessment data? How are instructional decisions made?

A New Data ReportGROUP DATA SUMMARY

Teacher: BeckGrade: 2Group: OrangesDate: 2/19/08

Current Lesson: 1. Reading Mastery Plus 2, Lesson 27 Net Pacing: +12. Phonics for Reading Level 2, Lesson 20 Net Pacing: - 5

Student DIBELSNWF

DIBELSORF - 2

Reading MasteryPlus 2

Phonics forReading

Jon 45Month 6, Wk 2

38Month 6, Wk 2

PassCheckout 25

FailLesson 20

Carrie 50Month 6, Wk 2

42Month 6, Wk 2

PassCheckout 25

PassLesson 20

Jeanie 52Month 6, Wk 1

48Month 6, Wk 2

PassCheckout 25

PassLesson 20

Mike 50Month 6, Wk 1

46Month 6, Wk 2

PassCheckout 25

PassLesson 20

Deni 51Month 6, Wk 2

47Month 6, Wk 2

PassCheckout 25

FailLesson 20

Using LPRs at Grade Level Team Meetings(Paper and Pencil Version)

STEP 1: Gather reports from teachers:• Teacher LPRs• In-Program Test Summaries

STEP 2: Summarize Teacher LPRs on a Group Organizer

STEP 3: Skim/Highlight/Flag LPRs

• Lesson Progress

• Differentiation

• Program Mastery

• Teacher Comments

STEP 4: Note flagged groups on GLT Summary form. Include problem description.

STEP 5: Discuss flagged groups at GLT. Use DIBELS Progress Monitoring Datato gather additional information on the groups. Identify a plan for each andwho will follow up.

STEP 6: As a GLT, determine which groups coach will observe.

Focus Areas


1. ______________________________________

2. ______________________________________

3. ______________________________________

QUIZ

Oregon Reading First Cohort B Leadership Session March 3, 2008 Checking in on Lesson Progress Reporting Systems (LPRs)

Documents

lesson of rm

exact lesson

lesson completion goals

setting lesson goals

specific lesson

setting lesson pacing

minute slide

l160 slide