1. Data forms overview Lesson Progress Chart (LPC)
There are five forms commonly used to record and report student data in a Direct Instruction school:
Lesson Progress Chart (LPC)
Student Test Summary (STS)
Mastery Test Summary (MTS)
Independent Work Summary (IWS)
Placement Test Protocol (PTP)
The first four (LPC, STS, MTS and IWS) are used weekly by each teacher as a ‘data packet’ and collated so student progress can be reviewed by the Implementation Manager (IM) and school leaders. It can also be used to make decisions about students’ groupings mid-term so they are best placed to achieve mastery.
Separate from the weekly data packet are placement test protocols (PTP) which are used before or at the end of a program to determine the appropriate group and program for each student.
Data from all five forms are used by the IM to write the Conference Call Summary, which summarises actions from the data that are discussed by the IM and school leaders each week.

2. Explanation of LPC, STS, MTS and IWS
Lesson Progress Charts (LPC)
Student Test Summaries (STS)
Mastery Test Summaries (MTS)
Independent Work Summaries (IWS)
Are a universal form for every class
Are the cover page for each teacher’s data packet
Are used to summarise the week’s activities for the whole class
Succinctly conveys data on each group, including the:
number of groups
grade levels in each group
number of students in each group
subject/level of each group
their relative performance level within the class (H, M, L)
lessons taught each day (split by a.m. and p.m.)
tests conducted that week
# of students passing each test
names of student absent from each test
names of students not passing each test
type of items missed
If √ out, time/errors
comments from the teacher
Are a program-specific form for every group
Are the first pages of each group’s data within the packet
Are used to record students’ test results in the group
Captures, in detail:
mastery tests and check-outs relevant to the program
the criteria for passing each test (e.g. Time/errors)
students’ names and their test results
diagnostic information about which parts of the test students are firm or need remediation in
whether students have been remediated/re-tested on parts of the test they have failed
how many remediation/re-tests were necessary for the student to pass (indicated as a circle for 2nd try, triangle for 3rd try or a diagonal strike if failed and discontinued on the 3rd attempt)
if the student has since moved to another class (indicated as a strike-through and ‘moved to X’)
Are a universal form, used in select programs only
Follows the STS pages for select programs (Language, Spelling and Math)
Are used to summarise students’ first-time result for all tests on a single page, without diagnostic information or detailed criteria
Duplicates high-level information from the STS in an easily readable way to investigate trends in students’ results over time
Are a universal form, used in select programs only
Follows the STS/MTS pages for select programs (Reading, Language, Maths)
Are an indication of students’ comprehension and ability to demonstrate the skills of the lesson, without teacher assistance.
Are used to record students’ independent work results in the group, including:
students’ names and their independent work result for each lesson
whether students have been remediated and if they’ve corrected any mistakes (indicated as a circle around the initial score)

3. How the forms work together
Most teachers’ classes will have several groups. Each group has their own set of forms, stacked on top of each other and submitted with the LPC as the teachers’ ‘data packet’.
LPC
STS
Group 1
MTS
IWS
STS
Some programs require more forms than others, such as the MTS or IWS. These requirements are detailed in the campus data check-list.
Group 2
STS
Group 3
IWS
A single student may be represented in several groups e.g. Reading, Language and Spelling.

4. The Lesson Progress Chart (LPC)
The LPC is divided into groups, and summarises the activity of the whole class for the week.
In this example, Sigs 3 Language has twelve students, completed five lessons, and didn’t need a test this week.

5. The Student Test Summary (STS)
The STS captures individual student data at a diagnostic level for a specific group and program. Only the first-time score is recorded.
In Sigs 3 Language, Bernard Deane needed firming on editing. The circle indicate a student failed that part initially, but was remediated and passed on their 2nd try.
Joel Davis was absent so will need to be tested later.

6. The Mastery Test Summary (MTS)
The MTS provides a high level summary of students’ test results by duplicating the final percentages from the STS, so that these can be used to identify trends in students’ performance.
Joel has missed the last three tests, so will need lots of firming on his return to class to catch up.
Bernard has needed remediation to pass the last three tests, so might be at the lower end of the group – however, he’s successfully retested each time, so is doing okay.

7. The Independent Work Summary (IWS)
The IWS is recorded after each lesson so the teacher can assess how well their students demonstrate the skills they were taught without help.
Shiva needed remediation on lesson 49 twice – indicated by the triangle –
before she could pass her independent work.

8. The Placement Test Protocol (PTP)
Placement Test Protocols (PTP)
Are program-specific
Are typically stored with other protocols in a placement testing folder
Are accompanied by test directions for the teacher
Are used to determine an appropriate program for the students’ current skill level
May be administered in a battery to new students
Are reviewed by the Implementation Manager and school leaders in forming new groups, or to move students into existing groups
Can provide diagnostic information about the kinds of errors students may be making
The PTP is only used before or after a program, so isn’t a part of the weekly data packet. These will be collated separately by your school leader or IM.

9. The Conference Call Summary
All five forms are used by the Implementation Manager to write the Conference Call Summary which summarises actions for the next week. This is then distributed to the school leaders and discussed on a weekly conference call.
Agreed actions are shared with staff in an individual meeting with their coach or principal to discuss their students’ progress . The coach or principal keep a copy of the Conference Call Summary to ensure that all actions are followed up by the next week.