Oregon Reading First Cohort B Statewide Coaches’ Training Session February 27, 2007 Carrie Thomas...

Oregon Reading FirstCohort B

Statewide Coaches’ Training Session

February 27, 2007

Carrie Thomas Beck, Ph.D.

University of Oregon

© 2007 by the Oregon Reading First Center Center on Teaching and Learning

The Coaching Cycle

Identify Groups to Observe:• 5-Minute Observations• Review of Written Data

Conduct Observations

Provide Feedback / Identify and Apply Remedies

Follow Up

LPR System

• 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.

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!

Program Mastery

DIBELS Progress Monitoring

Transition to a Paper and Pencil Version of the LPR System

Components of the Paper and Pencil LPR System:

• Group Organizer

• Teacher LPR

• Test Summaries

• DIBELS Progress Monitoring Data

Group OrganizerGrou p Or ga n izer

School: _________________________LPR Period: _____________________

Gradeevels

Teacher Group InstructionalRecommendation

Size Current Lesson Lessons/Inst. Days

Group OrganizerGrou p Or ga n izer

School: _____Grove Elementary_______LPR Period: _10/9/06-10/27/06____

Gradeevels

Teacher Group InstructionalRecommendation

Size Current Lesson Lessons/Inst. Days

K Casey AM Apple S, B 7 RM Plus 1, Lesson 25

L for L, Lesson 60

13/15

13/15

K Casey AM Banana I, S 7 RM Plus 1, Lesson 25

L for L, Lesson 60

13/15

13/15

K Hawk AM Group B I, S 6 ERI, Lesson 29

L for L, Lesson 29

13/15

14/15

K Hawk AM Group A I, S ERI, Lesson 29

L for L, Lesson 29

13/15

14/15

K Holmes Holmes2 I 4 ERI, Lesson 24

L for L, Lesson 24

12/14

9/14

K Holmes Holmes1 I 6 ERI, Lesson 29

L for L, Lesson 25

13/14

9/14

K Luckstead 2 I 6 ERI, Lesson 23

L for L, Lesson 1

9/14

24/14

K McRae AM Green I 6 ERI, Lesson 31

L for L, Lesson 1

15/15

0/15

K McRae AM Blue I,S 7 ERI, Lesson 31

L for L, Lesson 1

15/15

0/15

K Neil K group 2 I, S 7 RM Plus 1, Lesson 10

L for L, Lesson 51

10/15

14/15

K Neil K group 1 I, S 7 RM Plus 1, Lesson 10

L for L, Lesson 51

10/15

14/15

K Ziska Green I 5 ERI, Lesson 20

L for L, Lesson 15

10/15

6/15

K Ziska Yellow I 5 ERI, Lesson 26

L for L, Lesson 15

10/15

6/15

Group Organizer

Group Organizer

School:LPR Period:

TeacherID

Grade Teacher Groups GroupSize

Program Lesson

Teacher LPR(one page per group)

Lesson Pro gress

Group: ____________________

LPR Period: ________________

Teacher: _________________________

School: __________________________

Grade: Size of Group:

Instructional Recommendation: Minutes per Period:

Rea d in g Pro g r a ms in Use

Reading Programs Current Lesson Minutes perProgram

Lessons/Inst. Days

I n- Pr ogr a m Test Sum m a r y

In-Program Test Passing Students Failing Students Absent Students

Comments

Teacher LPR(one page per teacher)

Lesson Progress Report (LPR)

Teacher: School: LPR Period:

In-Program Test SummariesGrade Group SizeofGroup

InstructRec.(I, S, B)

Reading Program(s) CurrentLesson

Lessons/InstructDays

Test or Check-out PassingStudents

AbsentStudents

FailingStudents

Comments:

Teacher LPR(one page per teacher)Lesson Progress Report (LPR)

Teacher: Heath School: Grove LPR Period: 10/9/06 - 10/27/06






AbsentStudents

FailingStudents

MT 3 6 0 02 Green 6 B Reading Mastery Plus 2 132 15/15

MT 4 6 0 0

MT 3 4 1 Christian 02 Blue 5 S, B Reading Mastery Plus 2 131 14/15

MT 4 5 0 0

2 Red 6 B Reading Mastery Plus 3 4 13/15 RM Plus 2, MT 3 6 0 0

Comments:Green: Heather and Monique passed on subsequent attempts.MT 3: Word Reading- Heather -4.MT 4: Word Reading: Heather -3 and Monique -4.

Blue: We spent 2 days on Lesson 118. MMT 3: Word Reading: All but Brianna (-3) passed.MT 4: Word Reading: All passed.

Red: We jumped from RM Plus 2, L127 to RM Plus Level 3. We spent 2 days on a couple of lessons.MT 3: Word Reading: All students passed with 0 or 1 errors.

Teacher LPR(one page per teacher)Lesson Progress Report (LPR)

Teacher: Casey School: Grove LPR Period: 10/9/06-10/27/06






AbsentStudents

FailingStudents

Reading Mastery Plus 1 25 13/15K Apple 7 S, B

Language for Learning 63 13/15

MT 2 4 0 Sarah,Tanner,Lauren

MT 3 6 0 Tanner

Reading Mastery Plus 1 25 13/15

MT 4 5 0 TannerSarah

K Banana 7 I, S

Language for Learning 63 13/15

Comments:Apple: Kyle was absent from 10/18-10/26 for a family emergency.

Banana:MT2 - Sarah, Tanner, and Lauren passed on 2nd attemptMT3 - Tanner passed on 2nd attemptMT4 - Tanner and Sarah passed on 2nd attempt

Group Organizer/Teacher LPR

• Partner 1 tell Partner 2 what type of group organizer and teacher LPR you are using at your school. Switch.

• Large group share out on group organizers and teacher LPRs.

Test SummariesTest Summary Forms

(as of 12/1/04)

• ERI (tests for Steps 1-4)• Harcourt (grades K-3)• Houghton Mifflin Theme Skills Tests (grades K-3)• Houghton Mifflin Weekly Tests (grades K-3)• Houghton Mifflin Story Selection Summaries (grades 2-3)• Lectura Destrezas del Tema (grades k-3)• Horizons Level A• Horizons Level B• Horizons Fast Track A/B• Horizons Fast Track C/D• Language for Learning• Language for Thinking• Open Court Unit Tests (grades K-3)• Phonics for Reading• Read Well K• Read Well 1• Read Well Plus• Reading Mastery Classic (1, 2, and Fast Cycle)• Reading Mastery Plus (grades K-4)• Scott Foresman 2004 (Unit and Benchmark Tests)• Scott Foresman Reading Street 2007 (Unit and Benchmark Tests)

From Jo Robinson:• First Grade Sound Record Sheet• Harcourt Comprehension Group Assessment Form• Trophies Individual Record Sheet (Kindergarten)• Kindergarten Class Assessment of High Frequency Words in Themes 1-6• Kindergarten Class Assessment of Decoding Skills presented in Themes 1-6• Kindergarten Class Assessment of Decoding Skills presented in Themes 7-12

Still to Come:• Horizons Lessons Checkouts• Open Court Lesson Tests

Test Summaries

Date of Test: Small Groups, Whole or Individual:HM Level (theme): We Can Do It! Group Level (strategic, benchmark):

A B C D E F G H

r-Controlled Vowels: or,

ore

r-Controlled Vowels: er, ir,

urr-controlled Vowels: ar

Base Words and Endings -

er, -est HF WordsMaking

PredictionsSequence of

Events Cause and Effect10 10 10 10 5 5 5 5

0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%

Total % Correct #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

PassNo Pass

First Grade Theme Test Results

Test Summaries

• Partner 2 tell Partner 1 how you organize in-program test summary data at your school. Switch.

• Large group share out on in-program test summaries.


√ Clip booklets by instructional

group.√ Flag booklet if student is three data points below

aim line.


Josh

Mary

Sarah

Aiden

Nathan


• Partner 1 tell Partner 2 how you organize DIBELS progress monitoring data for instructional groups at your school. Switch.

• Large group share out on organizing DIBELS progress monitoring data for instructional groups.

Using LPR Data to Target Groups for Instruction:

“We Do”

Using LPRs at Grade Level Team Meetings(Paper and Pencil Version)

STEP 1: Gather reports from teachers:• Teacher LPRs• In-Program Test Summaries

STEP 2: Summarize Teacher LPRs on a Group Organizer

STEP 3: Skim/Highlight/Flag LPRs

• Lesson Progress

• Differentiation

• Program Mastery

• Teacher Comments

STEP 4: Note flagged groups on GLT Summary form. Include problem description.

STEP 5: Discuss flagged groups at GLT. Use DIBELS Progress Monitoring Datato gather additional information on the groups. Identify a plan for each andwho will follow up.

STEP 6: As a GLT, determine which groups coach will observe.

Focus Areas

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)

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)

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?


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?


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?

Grove Elementary: “I Do”

On same lessons as Apples, yet lower students.

These students passing on 2ND TRY. Tanner passed on 2nd try for 3 tests in a row!

GLT Summary

School: Grove Elementary SchoolLPR Period: 10/9/06 - 10/27/06

Grade Group Problem Description Remedy/Plan Follow-Up(Who/When)

Follow-UpCompeted?

K Casey - Bananas On same lessons as Apple Group, yetlower students. Note that many studentsnot passing MTs on first try. Tanner hasnot passed last three MTs on first try.

Is Banana group at mastery at currentlesson?

K Hawk - Group B Cedrick cannot yet write lettersindependently.

K Hawk - Group A 1. On same lessons as group B.2. DIBELS skills practice?

1. Can Group A and B be regrouped andtry to accelerate one of the groups? Willneed to review Test Summaries andDIBELS PM data from both groups.2.

K Holmes - Group 2 1. Slow progress in L4L.2. Group is “low on mastery” - especiallyEsgar who cannot distinguish themajority of the symbols and sounds.

K Holmes - Group 1 1. Slow progress in L4L. Languagelessons repeated for mastery.

K Luckstead -Group 2

Slow progress in ERI. Spent two days onLesson 23.

K Neil - Group 2 Slow progress in RM Plus Level 1. 4/7students did not pass MT on first try.

K Neil - Group 1 Slow progress in RM Plus Level 1.Group 1 is at the same lessons as Group2. 4/7 students did not pass MT on firsttry.

Can group 1 and 2 be regrouped and tryto accelerate one of the groups? Willneed to review Test Summaries andDIBELS PM data from both groups.

K Ziska -Green Slow progress on ERI and L4L.(Repeated lessons 15 and 18 in ERI.)Three training days?

K Ziska - Yellow Slow progress on ERI and L4L. Threetraining days?

As a GLT, determine which groups coach will observe.

GLT Summary

School: Grove Elementary SchoolLPR Period: 10/9/06 - 10/27/06

Grade Group Problem Description Remedy/Plan Follow-Up(Who/When)

Follow-UpCompeted?

K Casey - Bananas On same lessons as Apple Group, yetlower students. Note that many studentsnot passing MTs on first try. Tanner hasnot passed last three MTs on first try.

Is Banana group at mastery at currentlesson?

K Hawk - Group B Cedrick cannot yet write lettersindependently.

K Hawk - Group A 1. On same lessons as group B.2. DIBELS skills practice?

1. Can Group A and B be regrouped andtry to accelerate one of the groups? Willneed to review Test Summaries andDIBELS PM data from both groups.2.

K Holmes - Group 2 1. Slow progress in L4L.2. Group is “low on mastery” - especiallyEsgar who cannot distinguish themajority of the symbols and sounds.

K Holmes - Group 1 1. Slow progress in L4L. Languagelessons repeated for mastery.

K Luckstead -Group 2

Slow progress in ERI. Spent two days onLesson 23.

K Neil - Group 2 Slow progress in RM Plus Level 1. 4/7students did not pass MT on first try.

K Neil - Group 1 Slow progress in RM Plus Level 1.Group 1 is at the same lessons as Group2. 4/7 students did not pass MT on firsttry.

Can group 1 and 2 be regrouped and tryto accelerate one of the groups? Willneed to review Test Summaries andDIBELS PM data from both groups.

K Ziska -Green Slow progress on ERI and L4L.(Repeated lessons 15 and 18 in ERI.)Three training days?

K Ziska - Yellow Slow progress on ERI and L4L. Threetraining days?

“We Do.”

• Work in groups of four (two sets of partners) to skim, highlight, and flag the sample set of LPRs from a grade level.

• Note flagged groups on GLT Summary Form. Include a problem description.

• Identify a plan for each flagged group and who will follow up.

• As a group, determine which group(s) the coach will need to observe.

“We Do:” Large Group Share Out

• Note flagged groups on GLT Summary Form. Include a problem description.

• Identify a plan for each flagged group and who will follow up.

• As a group, determine which group(s) the coach will need to observe.

Do we agree?

Oregon Reading First Cohort B Statewide Coaches’ Training Session February 27, 2007 Carrie Thomas...

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