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Oregon Reading First IBR V Cohort B

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What exact lesson do students need to complete? What lesson did each of these benchmark students complete at the time of Spring DIBELS testing? ... – PowerPoint PPT presentation

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Title: Oregon Reading First IBR V Cohort B


1
Oregon Reading First IBR V - Cohort B
  • Introduction to Lesson Progress Reports (LPRs)

2
What is a LPR?!
3
What is a LPR?
  • A method of tracking lesson progress.

4
It all starts with a goal
  • What outcomes do we want for our students?

5
Clear Goals and Expectations for Each Grade
  • Second Grade DIBELS Measures with Benchmark
    Levels

6
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?

7
What exact lesson do students need to complete?
What lesson did each of these benchmark students
complete at the time of Spring DIBELS testing?
8
What exact lesson do students need to complete?
9
What exact lesson do students need to complete?
Educational Resources, Inc. 2002
10
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.
11
A goal without a plan is just a wish.
  • Antoine de Saint-Exupery (1900-1944)

12
What is our plan for meeting the lesson pacing
goal?
13
What is our plan for meeting the lesson pacing
goal?
RM Plus, Level II, L160
14
What is our plan for meeting the lesson pacing
goal?
Goal for Winter Break
15
What is our plan for meeting the lesson pacing
goal?
Goal for Spring Break
RM Plus, Level II, L160
16
Tracking Lesson Progress
Lesson 34
The group is off pace!
17
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?
18
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
19
A Focus on Student Mastery
  • Lesson pacing goals should not be met at the
    expense of student mastery!

20
What is a LPR?
  • A method of tracking lesson progress.
  • A way to organize information on student
    performance/program mastery.

21
In-Program Assessments
Reading Mastery Plus, Level II Example
22
In-Program Assessments
Horizons, Level B - Test 1 Example
23
In-Program Assessments
Horizons, Level B, Test 1 Example (cont.)
24
In-Program Assessments
Horizons, Level B - Test Summary Example
25
In-Program Assessments
Houghton Mifflin 2003, Second Grade, Theme Test 1
Example
26
In-Program Assessments
Houghton Mifflin 2003, Second Grade Test Summary
Example
27
In-Program Assessments
  • LPRs provide
  • v a list of in-program assessments administered
    in the last instructional period (e.g., month)
  • v 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
  • v a summary of retesting procedures (i.e., who
    needs to be retested, who was retested, who
    passed the retest)

28
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.

29
DIBELS Progress Monitoring
ORF - Second Grade Passages
30
DIBELS Progress Monitoring
31
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)

32
Web-Based LPR System
  • Lets use technology as a tool to monitor
    lesson progress!

http//orflpr.uoregon.edu/
33
Lesson Progress Report - Teachers Copy
Group name
Time period
Teacher
34
Lesson Progress Report - Teachers Copy
Basic information about the group.
35
Lesson Progress Report - Teachers Copy
Last lesson completed at the time of LPR
collection.
Number of lessons completed Number of
instructional days (e.g., 2/17)
36
Lesson Progress Report - Teachers Copy
In-program tests administered during this time
period.
37
Lesson Progress Report - Teachers Copy
Information on retesting students who failed the
in-program assessment on the first try.
38
Lesson Progress Report - Teachers Copy
Comments/concerns for the coach
39
Entering In-Program Assessments Online
40
Lesson Progress Organizer - Coaches Copy

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.
41
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.

42
DIBELS Progress Monitoring
43
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?

44
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)

45
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)

46
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)

47
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?

48
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)

49
Grade Level Team Notebooks
50
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.

51
Geometric Review
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?
52
Topics For Team Consideration at a later time
5 Minute Discussion
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