Post on 19-Dec-2015
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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?
What exact lesson do students need to complete?
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
What exact lesson do students need to complete?
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.
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
What is our plan for meeting the lesson pacing goal?
Month Week of Pacing Goal
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
What is our plan for meeting the lesson pacing goal?
Month Week of Pacing Goal
September 4th
11th
18th
25th RM Plus, Level II, Lesson 15
October 2nd
9th
16th
23rd
30th RM Plus, Level II, Lesson 40
November 6th
13th
20th
27th RM Plus, Level II, Lesson 60
December 4th
11th RM Plus, Level II, Lesson 70
January 1st
8th
15th
22nd
29th RM Plus, Level II, Lesson 95
Goal for Winter Break
What is our plan for meeting the lesson pacing goal?
Month Week of Pacing Goal
February 5th
12th
19th
26th RM Plus, Level II, Lesson 115
March 5th
12th
19th RM Plus, Level II, Lesson 130
Spring Break
April 2nd
9th
16th
23rd
30th RM Plus, Level II, Lesson 155
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
27th RM Plus, Level II, L60
December 4th
11th RM Plus, Level II, L70
January 1st
8th
15th
22nd
29th RM Plus, Level II, L95
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
What is a LPR?
• A method of tracking lesson progress.
• 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
In-Program Assessments
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
In-Program Assessments
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.)
In-Program Assessments
Student Test1
Test 2
Test3
Test4
Test5
Test6
Test7
Test8
Test 9
Test10
Test11
Test12
Test13
Test14
Test15
Horizons, Level B - Test Summary Example
In-Program Assessments
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
In-Program Assessments
Student Test 1 Test 2 Test 3 Test 4 Test 5 Test 6Houghton Mifflin 2003, Second Grade Test Summary Example
In-Program Assessments
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 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
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
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 Copy
Information on retesting students who failed the in-program assessment
on the first try.
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)
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.
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?
(NIFDI Coaching Manual: Level I, 1999)
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?
(NIFDI Coaching Manual: Level I, 1999)
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.