Transcript Oregon Reading First IBR V - Cohort B Introduction to Lesson Progress

Oregon Reading First
IBR V - Cohort B
Introduction to Lesson Progress
Reports (LPRs)
© 2008 by the Oregon Reading First Center
Center on Teaching and Learning
What is a LPR?!
What is a LPR?
• A method of tracking lesson progress.
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 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?
What exact lesson do students need to complete?
Student
ORF Score
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
Program / Lesson Completed
What exact lesson do students need to
complete?
Second Grade Oral Reading Fluency
Lesson Progre ss
Percentage Passing C riterion
At or below:
RM II 95
Betwe en:
RM II 100-125
Plus II 40-65
Betwe en:
RM III 1-90
At or Above:
RM III 140
4%
33%
83%
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.
“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
September
4th
11th
18th
25th
October
2nd
9th
16th
23rd
30th
November
6th
13th
20th
27th
December
4th
11th
January
1st
8th
15th
22nd
29th
Pacing Goal
What is our plan for meeting the lesson pacing goal?
Month
Week of
February
5th
Pacing Goal
12th
19th
26th
March
5th
12th
19th
Spring Break
April
2nd
9th
16th
23rd
30th
May
7th
14th
21st
28th
June
4th
11th
RM Plus, Level II, L160
What is our plan for meeting the lesson pacing goal?
Month
Week of
September
4th
Pacing Goal
11th
18th
25th
October
RM Plus, Level II, Lesson 15
2nd
9th
16th
23rd
30th
November
RM Plus, Level II, Lesson 40
6th
13th
20th
27th
December
4th
11th
January
RM Plus, Level II, Lesson 60
RM Plus, Level II, Lesson 70
1st
8th
Goal for Winter Break
15th
22nd
29th
RM Plus, Level II, Lesson 95
What is our plan for meeting the lesson pacing goal?
Month
Week of
February
5th
Pacing Goal
12th
19th
26th
March
RM Plus, Level II, Lesson 115
5th
12th
19th
RM Plus, Level II, Lesson 130
Spring Break
April
2nd
9th
Goal for Spring Break
16th
23rd
30th
May
7th
14th
21st
28th
June
RM Plus, Level II, Lesson 155
4th
11th
RM Plus, Level II, L160
Tracking Lesson Progress
Month
Week of
September
4th
Lesson 2
11th
Lesson 6
18th
Lesson 10
25th
October
RM Plus, Level II, L15
9th
Lesson 22
16th
Lesson 26
23rd
Lesson 30
RM Plus, Level II, L40
6th
The group is off pace!
20th
27th
RM Plus, Level II, L60
4th
11th
January
Lesson 14
Lesson 18
13th
December
Lesson Completion
2nd
30th
November
Pacing Goal
RM Plus, Level II, L70
1st
8th
15th
22nd
29th
RM Plus, Level II, L95
Lesson 34
How do we get back on pace?
Structural Items
• Schedule adequate?
• Group size appropriate?
• Students placed correctly?
Quality of Implementation
• 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
A Focus on Student Mastery
Lesson pacing goals should not be met at the
expense of student mastery!
What is a LPR?
• A method of tracking lesson progress.
• A way to organize information on student
performance/program mastery.
In-Program Assessments
Reading Mastery Plus, Level II Example
In-Program Assessments
Horizons, Level B - Test 1 Example
Test 1 (Parts 1-3)
Criterion
Name
Date
Part 1: Writing Words
bait read pail mean Subtotal
5/5 5/5 5/5 5/5
20/20
Part 2: Story Reading
Subtotal
Total Errors
25/40
(-5 per error)
Part 3: Sounds
or
ol
Subtotal
2/2 2/2
4/4
In-Program Assessments
Horizons, Level B, Test 1 Example (cont.)
Test 1 (Part 4)
Name
Criterion
Date
sink
3/3
brothers hurry
3/3
3/3
were
3/3
tasted
3/3
Part 4: Reading Words
tired
roll
hard getting dressed
3/3
3/3
3/3
3/3
3/3
best
3/3
yellow Subtotal Total
3/3
30/36 79/100
In-Program Assessments
Horizons, Level B - Test Summary Example
Student Test Test Test Test Test Test Test Test Test Test Test Test Test Test Test
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
In-Program Assessments
Houghton Mifflin 2003, Second Grade, Theme Test 1 Example
Studen t
Short
Short
Vowe ls a, i Vowe ls: o,
u, e
5
5
Long
Vowe ls,
CVCe: a, i
5
HF Words
Story
Structure
Fantasy &
Realism
Predicting
Outcomes
Vocabu la ry Total/%age
10
5
5
5
10
In-Program Assessments
Houghton Mifflin 2003, Second Grade Test Summary Example
Student
Test 1
Test 2
Test 3
Test 4
Test 5
Test 6
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)
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.
DIBELS Progress Monitoring
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
ORF - Second Grade Passages
Sept. Oct Oct Nov Nov Dec Jan Feb Feb Mar Mar April April May
Bmk 1 2 1 2
Bmk 1 2 1 2 1 2 Bmk
DIBELS Progress Monitoring
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)
Web-Based LPR System
Let’s use technology as a tool to monitor
lesson progress!
http://orflpr.uoregon.edu/
Lesson Progress Report - Teacher’s Copy
Group name
Teacher
Time period
Lesson Progress Report - Teacher’s Copy
Basic information about the group.
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)
Lesson Progress Report - Teacher’s Copy
In-program tests administered during
this time period.
Lesson Progress Report - Teacher’s Copy
Information on retesting students
who failed the in-program assessment
on the first try.
Lesson Progress Report - Teacher’s Copy
Comments/concerns for the coach
Entering In-Program Assessments Online:
Lesson Progress Organizer - Coaches’ Copy
All K-3 instructional groups
listed here for coach.
Last lesson completed
to-date for each group.
Lessons Completed
Instructional Days
(e.g., 15/17)
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.
DIBELS Progress Monitoring
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?
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)
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)
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 inprogram 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)
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?
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)
Grade Level Team Notebooks
TAB
Contents
1
Reading Groups
2
Lesson Pacing Goals
3
Lesson Progress Reports (LPRs)
4
Instructional Focus Group Plan
5
In-Program Assessment Data
6
DIBELS Progress Monitoring Data
7
Group 1
8
Group 2
9
Group 3
10
Group 4
11
Group 5
12
Group 6
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.
Please take a few minutes to answer the questions about LPRs below by
yourself. Then, share your ideas with your group.
1. What “squared” or agreed with what you
already were doing?
2. What do you see from a new angle? What
will you do differently?
3. What completed “a circle of knowledge” for
you? How will this information strengthen your
grade-level system?
Topics For Team
Consideration at a
later time: