Oregon Reading First Lesson Pacing C 2007 by

Why Is Lesson Pacing Important? • Ensures required instructional content is covered at necessary rate • Is a critical part of differentiating instruction • Is correlated to important reading outcomes predicts grade level achievement • Protects students from “the tyranny of time”

Effectiveness of Intervention: Is Pacing the Problem? Effectiveness of Grade 2 Intensive Support Programs Students Intensive at Beginning of Year Marcus Timmy Maria Stacey Louis Ethan Regina Dana Beginning ORF Score Middle ORF Score Is the Gap Closing? total growth (average gain per week) 7 4 20 6 10 17 23 13 13 6 36 10 22 29 56 30 6 (. 4) 2 (. 1) 16 (1. 1) 4 (. 2) 12 (. 8) 33 (2. 2) 17 (1. 1) Reality: 73% of this school’s intensive 2 nd graders are losing ground. 18% are making only parallel growth.

How to Achieve Positive Reading Outcomes § FIRST: Ensure students are placed in the appropriate level of support according to instructional needs (i. e. benchmark, strategic, intensive) § SECOND: Group students according to program placement recommendations. § THIRD: Identify pacing goals for each instructional group - ensure pacing and mastery.

Performances Predictive of Reading Success DIBELS Measure Benchmark Established Initial Sound Fluency 25 or more Middle K Phonemic Segmentation Fluency 35 or more End K NWF 25 or more 50 or more End of K Middle 1 st ORF 1 st thru 3 rd End of year G 1: > = 40 G 2: > = 90 G 3: > = 110

Lesson Progress is Predictive of Reading Success First Grade Oral Reading Fluency Lesson Progress At or below RMI 160 Plus I 105 Percentage Passing Criterion 5% Between RMII 11 -25 Plus I 106 -120 53% Between RMII 50 -100 Plus I 145 - II 35 83% Above RMII 115 Plus II 50 100%

Pacing Matters…

Establish Specific Goals 1. Progress Monitoring Goals: 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 2. Lesson Progress Goals: 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.

How Do Programs Align with Grade Level Goals? Program/Level Completed by: Reading Mastery Classic I End of Kindergarten Reading Mastery Classic II End of 1 st Reading Mastery Classic III End of 2 nd/early 3 rd Reading Mastery Classic IV End of 3 rd/early 4 th Reading Mastery Plus K Lesson 110 of Plus I = RM Classic Level I Reading Mastery Plus 1 Complete by 3 rd month of first grade Reading Mastery Plus 2 Mid to end of 2 nd Reading Mastery Plus 3 Mid to end of 3 rd Reading Mastery Signatures Same as RM Classic Notes: See Rm Plus Workbook Supplement Two full periods a day

How Do Programs Align with Grade Level Goals? Program/Level Completed by: Notes: Horizons A 120 Lessons by end of KG Start with work on letter names before beginning Horizons B End of 1 st or mid 2 nd Horizons C/D End of 3 rd Corrective Reading B-2 End of 3 rd Corrective Reading C End of 4 th Language for Learning End of KG Language for Thinking End of 1 st Better alternative is RM III twice a day, then RM IV twice a day. Same for grades 5, 6 Use after 1 st grade only with ELL/or students with low lang.

How Can We Track Lesson Progress? Lesson Progress Reporting - 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 benchmarks

Establish a Pacing Schedule Month Week of September 4 th 11 th 18 th 25 th October 2 nd 9 th 16 th 23 rd 30 th November 6 th 13 th 20 th 27 th December 4 th 11 th January 1 st 8 th 15 th 22 nd 29 th Pacing Goal

Example Pacing Schedule Create a pacing schedule for Mrs. Andrew’s 1 st grade Intensive students. 1. Mrs. Andrew’s Intensive group must complete Reading Mastery Classic II lesson #160 by the end of the May. 2. It is November 1 st and the group just completed lesson #17. Identify a pacing schedule that will ensure Mrs. Andrew’s group will complete all 160 lessons by the end of the year A. How many weeks = 24 3 Nov. 2 Dec. 4 Jan. 4 Feb. 3 Mar. 4 Apr. 4 May

Example Pacing Schedule B. How many lessons = 143 160 – 17 = 143 C. Average number of lessons per week = 6 lessons per week 143 / 24 = 6 6 x 24 + 17 = 161 D. Identify target lessons for each month NOVEMBER - MAY NOV. = 35 DEC. = 47 JAN. = 71 FEB. = 95 March = 113 April = 137 May = 160

Establish a Pacing Schedule Month Week of Pacing Goal November 4 th Lesson 23 11 th Lesson 29 18 th Lesson 35 2 nd Lesson 41 9 th Lesson 47 6 th Lesson 53 13 th Lesson 59 20 th Lesson 65 27 th Lesson 71 3 rd Lesson 77 10 th Lesson 83 17 th Lesson 89 24 th Lesson 95 2 nd Lesson 101 9 th Lesson 107 16 th Lesson 113 December January February March

Establish a Pacing Schedule Month Week of Pacing Goal April 6 th Lesson 119 13 th Lesson 125 20 th Lesson 131 27 th Lesson 137 4 th Lesson 143 11 th Lesson 149 18 th Lesson 155 25 th Lesson 160 May June

Activity… Your Turn! Pacing Schedule ACTIVITY Create a pacing schedule for Mr. Moon’s 2 nd grade Horizons Group 1. Current lesson = 41, Horizons B 2. Date = Jan. 1 st 3. Target Lesson = 160 by end of year 4. Average number of lessons per week needed to meet target? 5. What is the target lesson at the end of each month… JAN. - JUNE 14 th?

Activity… Your Turn! Pacing Schedule ACTIVITY Create a pacing Schedule for Mr. Moon’s 2 nd grade Horizons Group 1. Current lesson = 21, Horizons B 2. Date = Jan. 1 st 3. Target Lesson = 160 by end of year 4. Average number of lessons per week needed to meet target? 5. What is the target lesson at the end of each month… JAN. - JUNE 14 th?

Establish a Pacing Schedule (Mr. Moon) Month Week of November December January 6 th 13 th 20 th 27 th February 3 rd 10 th 17 th 24 th March 2 nd 9 th 16 th Pacing Goal

Establish a Pacing Schedule (Mr. Moon) Month Week of April 6 th 13 th 20 th 27 th May 4 th 11 th 18 th 25 th June 1 st 8 th Pacing Goal

Accelerate to Ensure Lesson Progress Program Which Students Horizons Fast Track A/B Grades 1 -2 Pass placement test Know letter names Language skills intact Reading Mastery Fast Cycle Grades 1 -2, some 3 rd Have difficulty with minimal differences (t/f, th, wh), and shortlong vowel (may also use accelerated schedule using RM 1 & 2)

Example Acceleration Schedule (Reading Mastery I) Lesson 91 = teach Lesson 92 = teach sounds page; go to story and read once (task 22) Lesson 93 = teach Lesson 94 = teach Lesson 95 = teach Lesson 96 = teach Lesson 97 = teach sounds page; go to story – teach tasks 18 -23.

Example Acceleration Schedule (Reading Mastery Classic and Fast Cycle) Lesson: RM I 12 14 16 19 22 23 25 RM Fast Cycle 1 2 3 4 5 6 7

Dilemma Lesson pacing goals cannot be met at the expense of student mastery!

In-Program Assessment üUsed to ensure student’s are learning program content üIdentify students requiring additional instruction üInform effectiveness of instruction üPredict reading outcomes on other measures, i. e. , DIBELS

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

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

How do we get back on pace? Identify reasons for a slowed pace: Structural Items • Schedule adequate? • Group size appropriate? • Students placed correctly? • Enough staff? Implementation • Lessons implemented with fidelity? • Pacing appropriate? • Behavior management in place? • Increase exposure/repetition? • Competing programs? • Double dose?

Progress Monitor Groups of Students Two Types of Progress Monitoring: 1. In-program monitoring - are students’ learning content of lessons? 2. Out of program monitoring - are student’s generalizing information learned (can they apply it)?