Oregon Reading First IBR V - Cohort B Introduction to Lesson Progress Reports (LPRs)

Oregon Reading FirstIBR V - Cohort B

Introduction to Lesson Progress Reports (LPRs)

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?


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.

“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 4th

11th

18th

25th

October 2nd

9th

16th

23rd

30th

November 6th

13th

20th

27th

December 4th

11th

January 1st

8th

15th

22nd

29th



February 5th

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



September 4th

11th

18th

25th RM Plus, Level II, Lesson 15

October 2nd

9th

16th

23rd


November 6th

13th

20th


December 4th


January 1st

8th

15th

22nd


Goal for Winter Break



February 5th

12th

19th


March 5th

12th


Spring Break

April 2nd

9th

16th

23rd


May 7th

14th

21st

28th

June 4th

11th

RM Plus, Level II, L160

Goal for Spring Break

Tracking Lesson Progress

Month Week of Pacing Goal Lesson Completion

September 4th Lesson 2

11th Lesson 6

18th Lesson 10

25th RM Plus, Level II, L15 Lesson 14

October 2nd Lesson 18

9th Lesson 22

16th Lesson 26

23rd Lesson 30

30th RM Plus, Level II, L40

November 6th

13th

20th


December 4th


January 1st

8th

15th

22nd


Lesson 34

The group is off pace!

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

What is a LPR?


• A way to organize information on student performance/program mastery.

In-Program Assessments

Lesson 5 10 15 20 25 30 35 40 45 50 55 60Time 2 2 2 2 2 2 2 2 2 2 2 2

CriterionErrors 0-3 0-4 0-4 0-5 0-5 0-5 0-5 0-5 0-5 0-5 0-5 0-5

.Date

101 110 119 128 137 146 1551.15 1.15 1.15 1.15 1.15 1.15 1.150-4 0-4 0-4 0-4 0-4 0-4 0-4

Reading Mastery Plus, Level II Example


Test 1 (Parts 1-3)Part 1: Writing Words Part 2: Story Reading Part 3: Sounds

bait read pail mean Subtotal Subtotal or ol SubtotalCriterion 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

Horizons, Level B - Test 1 Example


Test 1 (Part 4)Part 4: Reading Words

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

Horizons, Level B, Test 1 Example (cont.)


Student Test1

Test 2

Test3

Test4

Test5

Test6

Test7

Test8

Test 9

Test10

Test11

Test12

Test13

Test14

Test15

Horizons, Level B - Test Summary Example


ShortVowe ls a, i

ShortVowe ls: o,u, e

LongVowels,CVCe: a, i

HF Words StoryStructure

Fantasy &Realism

PredictingOutcomes

Vocabu laryStudent

5 5 5 10 5 5 5 10

Total/%age

Houghton Mifflin 2003, Second Grade, Theme Test 1 Example


Student Test 1 Test 2 Test 3 Test 4 Test 5 Test 6Houghton Mifflin 2003, Second Grade Test Summary Example


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 way to organize information on student performance/program mastery.

• A system for monitoring group progress toward important literacy benchmarks.

DIBELS Progress Monitoring

Student Sept.Bmk

Oct1

Oct2

Nov1

Nov2

Dec JanBmk

Feb1

Feb2

Mar1

Mar2

April1

April2

MayBmk

Student 1Student 2Student 3Student 4Student 5Student 6

ORF - Second Grade Passages


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

Time period

Group name

Teacher


Basic information about the group.


Last lesson completed at the time of LPR collection.

Number of lessons completed Number of instructional days

(e.g., 2/17)


In-program tests administered during this time period.


Information on retesting students who failed the in-program assessment

on the first try.


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 CompletedInstructional Days

(e.g., 15/17)


• 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.


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 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?


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?


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.

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?

Please take a few minutes to answer the questions about LPRs below by yourself. Then, share your ideas with your group.

Topics For Team Consideration at a

later time:

Documents

Oregon Reading First IBR V - Cohort B Introduction to Lesson Progress Reports (LPRs)