Oregon Reading First Cohort B Leadership Session March

Oregon Reading First Cohort 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?

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? 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 DIBELS class list report who read 68 cwpm or more. List the program and 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, 2. Reading Mastery Plus, Horizons, Phonics for Reading)? 2. Does the winter data indicate that your lesson completion 3. goals were good ones? 3. Do you need to adjust any lesson completion goals for 4. second graders?

Setting Lesson Pacing Goals on the Webbased LPR System

Setting Lesson Pacing Goals on the Webbased LPR System

Setting Lesson Pacing Goals on the Webbased 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 September 3 rd 10 th 17 th 24 th October 1 st 8 th 15 th 22 nd 29 th November 5 th 12 th 19 th 26 th December 3 rd 10 th 17 th January 7 th 14 th 21 st 28 th Pacing Goal

What is our plan for meeting the lesson pacing goal? Month Week of February 4 th Pacing Goal 11 th 18 th 25 th March 3 rd 10 th 17 th Spring Break 31 st April 7 th 14 th 21 st 28 th May 5 th 12 th 19 th 26 th June 2 nd 9 th RM Plus, Level II, L 160

What is our plan for meeting the lesson pacing goal? Month Week of September 3 rd Pacing Goal 10 th 17 th 24 th October RM Plus, Level II, Lesson 15 1 st 8 th 15 th 22 nd 29 th November RM Plus, Level II, Lesson 40 5 th 12 th 19 th 26 th December RM Plus, Level II, Lesson 60 3 rd 10 th 17 th January RM Plus, Level II, Lesson 75 7 th 14 th Goal for Winter Break 21 st 28 th RM Plus, Level II, Lesson 95

What is our plan for meeting the lesson pacing goal? Month Week of February 4 th Pacing Goal 11 th 18 th 25 th March RM Plus, Level II, Lesson 115 3 rd 10 th 17 th RM Plus, Level II, Lesson 130 Spring Break 31 st April 7 th Goal for Spring Break 14 th 21 st 28 th May 5 th 12 th 19 th 26 th June RM Plus, Level II, Lesson 155 2 nd 9 th RM Plus, Level II, L 160

Tracking Lesson Progress Month Week of September 3 rd Lesson 2 10 th Lesson 6 17 th Lesson 10 24 th October RM Plus, Level II, L 15 89 th Lesson 22 15 th Lesson 26 22 nd Lesson 30 RM Plus, Level II, L 40 5 th The group is off pace! 19 th 26 th RM Plus, Level II, L 60 3 rd 10 th 17 th January Lesson 14 Lesson 18 12 th December Lesson Completion 1 st 29 th November Pacing Goal RM Plus, Level II, L 75 7 th 14 th 21 st 28 th RM Plus, Level II, L 95 Lesson 34

Tracking Lesson Progress Report (LPR) Teacher: Grade Group Comments School: Size of Group Instruc t Rec (I, S, B) Reading Programs LPR Period Current Lessons/ Instruct Days In-Program Test Summaries Test or Check-Out Passing Students Absent Students Failing Students

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 • 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!

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?

What are the components of a LPR System? 1. setting lesson goals and tracking lesson progress 2. collecting information on student performance/ program mastery 3. ___________________

In-Program Assessments

In-Program Assessments Horizons, Level B - Test 1 Example Test 1 (Parts 1 -3) Teacher: Part 1: Writing Words Criterion Part 2: Story Reading bait read pail mean Subtotal 5/5 5/5 20/20 Part 3: Sounds Subtotal or ol Subtotal Total Errors ( -5 per error) 25/40 2/2 4/4 Name Date Julia B. 2/25 5 0 15/20 2 30/40 2 2 4 Susie Q. 2/25 0 5 10/20 4 20/40 2 Sam T. 2/25 5 5 25/25 3 25/40 2 2 4

In-Program Assessments Horizons, Level B, Test 1 Example (cont. ) Test 1 (Part 4) Teacher: Part 4: Reading Words Criterion sink brothers hurry were tasted tired roll hard getting dressed best yellow Subtotal Total 3/3 3/3 3/3 30/36 79/100 Name Date Julia B 2/25 3 0 3 3 24/36 73/100 Susie Q 2/25 3 0 3 3 3 3 30/36 62/100 Sam. T 2/25 3 0 3 3 33/36 84/100

In-Program Assessments Horizons, Level B - Test Summary Example Test 1 Test 2 Test 3 Test 4 79/ 100 Julia B 78 79 77 73 Susie Q 60 65 64 62 Sam T 80 81 80 84 Criterion Student Test 5 Test 6 Test 7 Test 8 Test 9 Test 10 Test 11 Test 12 Test 13 Test 14 Test 15

In-Program Assessments Houghton Mifflin 2003, Second Grade, Theme Test 1 Example Teacher: _____________ Group: _________ Date: _________ 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 5 5 5 10 40/50 80% 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% Points Possible Student

In-Program Assessments Houghton Mifflin 2003, Second Grade Test Summary Example Criterion Test 1 Test 2 Test 3 Test 4 Test 5 Test 6 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%

In-Program Assessments 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

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

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

In-Program Assessments Lesson Progress Report Teacher: ____________ Grade Group Comments Size of Group Instruct Rec (I, S, B) Group: ________ Reading Programs Current Lessons/ Instruct Days LPR Period: __________ In-Program Test Summaries Test or Check-Out Passing Students Absent Students Failing Students

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

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

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 inprogram 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?

What are the components of a LPR System? 1. setting lesson goals and tracking lesson progress 2. collecting information on student performance/ program mastery 3. monitoring group progress toward important literacy benchmarks

DIBELS Progress Monitoring

DIBELS Progress Monitoring √ Clip booklets by instructional group. √ Flag booklet if student is three data points below aim line.

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 on the Web-Based LPR System

DIBELS Progress Monitoring Josh Mary Aiden Nathan Sarah

DIBELS Progress Monitoring

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 Report

What are the components of a LPR System? 1. ___________________ 2. ___________________ 3. ___________________ QUIZ