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Oregon Reading First IBR 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.

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Oregon reading first ibr v cohort b

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
It all starts with a goal:

What outcomes do we want for our students?


Clear goals and expectations for each grade
Clear Goals and Expectations for Each Grade

Second Grade DIBELS Measures with Benchmark Levels


How do we link these goals to program completion
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 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 complete2
What exact lesson do students need to complete?

Educational Resources, Inc. 2002


Lesson pacing goals
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

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

Antoine de Saint-Exupery (1900-1944)





What is our plan for meeting the lesson pacing goal3
What is our plan for meeting the lesson pacing goal?

Goal for Spring Break

RM Plus, Level II, L160


Tracking lesson progress
Tracking Lesson Progress

Lesson 34

The group is off pace!


How do we get back on 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


A Focus on Student Mastery that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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


What is a lpr1
What is a LPR? that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

  • A method of tracking lesson progress.

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


In program assessments
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Reading Mastery Plus, Level II Example


In program assessments1
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Horizons, Level B - Test 1 Example


In program assessments2
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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


In program assessments3
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Horizons, Level B - Test Summary Example


In program assessments4
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Houghton Mifflin 2003, Second Grade, Theme Test 1 Example


In program assessments5
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Houghton Mifflin 2003, Second Grade Test Summary Example


In program assessments6
In-Program Assessments that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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 lpr2
What is a LPR? that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

  • 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
DIBELS Progress Monitoring that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

ORF - Second Grade Passages


Dibels progress monitoring1
DIBELS Progress Monitoring that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”


Why use lprs
Why Use LPRs? that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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
Web-Based LPR System that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Let’s use technology as a tool to monitor lesson progress!

http://orflpr.uoregon.edu/


Lesson progress report teacher s copy
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Group name

Teacher

Time period


Lesson progress report teacher s copy1
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Basic information about the group.


Lesson progress report teacher s copy2
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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 copy3
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

In-program tests administered during

this time period.


Lesson progress report teacher s copy4
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Information on retesting students

who failed the in-program assessment

on the first try.


Lesson progress report teacher s copy5
Lesson Progress Report - Teacher’s Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

Comments/concerns for the coach


Entering in program assessments online
Entering In-Program Assessments Online: that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”


Lesson progress organizer coaches copy
Lesson Progress Organizer - Coaches’ Copy that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

All K-3 instructional groups

listed here for coach.

Lessons Completed

Instructional Days

(e.g., 15/17)

Last lesson completed

to-date for each group.


Dibels progress monitoring2
DIBELS Progress Monitoring that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

  • 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 monitoring3
DIBELS Progress Monitoring that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”


Questions to consider at glts
Questions to Consider at GLTs: that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

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
1. Is Instruction Differentiated? that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

  • 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
2. Is Lesson Progress Adequate? that will bring one to that goal, and then hold to that action till the goal is reached. The key is action.”

  • 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
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?

    (NIFDI Coaching Manual: Level I, 1999)


4 are students making progress as measured by dibels probes
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
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)



Collecting lprs next steps
Collecting LPRs - Next Steps communicated?

  • 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.


Geometric Review communicated?

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
Topics For Team Consideration communicated?at a later time:

5 Minute Discussion


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