1. Oregon Reading First Institute on Beginning Reading (IBR) Leadership Session for Mentor Coaches August 25, 2004

2. © 2004 ORRF Center 2 Content Development Content developed by: Oregon Reading First Center Staff University of Oregon Prepared by: Katie Tate University of Oregon

3. © 2004 ORRF Center 3 Acknowledgments  Edward J. Kame’enui, Ph.D., University of Oregon  Carrie Thomas Beck, Ph.D., University of Oregon  Scott Baker, Ph.D., University of Oregon  Barbara Gunn, Ph.D., Pacific Institutes for Research  Hank Fien, Ph.D., University of Oregon  Nicole Sherman Brewer, Ph.D., University of Oregon  Rachell Katz, Ph.D., University of Oregon  Trish Travers, Ed. S., University of Oregon  Jon Hays, Pacific Institutes for Research  Ben Clarke, Ph.D., University of Oregon  Deni O’Brien, University of Oregon  Oregon Department of Education

4. Building, Implementing, and Evaluating Effective Beginning Reading Teams

5. © 2004 ORRF Center 5 Update on Review of Supplemental and Intervention Programs  25 Newly Completed Reviews posted on 8/10/04: Funnix Saxon Phonics and Spelling Project Read Breakthrough to Literacy Basic Skill Builders Dominie Carousel Readers Fast Track Phonics PALS (First Grade) FOCUS: A Reading and Language Program Jolly Phonics PALS (K) Knowledge Box (K-1) Knowledge Box (2-3)

6. © 2004 ORRF Center 6 Update on Review of Supplemental and Intervention Programs  25 Newly Completed Reviews posted on 8/10/04 (cont.): Phonics for Reading Soliloquy Spalding Writing Road to Reading PALS (Teacher Directed) Voyager Universal Literacy System Word Power SIPPS Level 1 SIPPS Level 2 SIPPS Level 3 Waterford Early Reading Program Pair-It Books Comprehension Strategy Posters

7. © 2004 ORRF Center 7

8. 8

9. 9 Revisions to Applications:  Supplemental and Intervention Programs Application  Professional Development Funds Application

10. © 2004 ORRF Center 10 Lesson Progress Reports (LPRs)  Rationale for using LPRs:  Tool for coaches to help manage implementation  Provides continually updated information on:  number of groups in each classroom  programs for each group  lesson progress in each program  performance on in-program assessments  Identifies potential students/groups who may need support  A reference to aid with student regrouping in grade-level team meetings  Allows for frequent checks against pacing timelines

11. © 2004 ORRF Center 11 Year 02 Expectations for LPRs  Each coach is expected to maintain a system of monitoring student learning and lesson progress.  Student progress information needs to be collected monthly.  Coaches may choose to use the web- based LPR system developed by the OR RF Center or to create their own system.

12. © 2004 ORRF Center 12 Requirements for LPR Systems  LPR Systems must include:  a master list of students placed in each group  a list of each group by class by grade  grade level and performance level (intensive, strategic, benchmark) of students in each group  number of students in each group  programs (including level) for each group  number of lessons completed in a specified time frame for each group  current lesson for each group  student performance on in-program assessments  an outlet for teachers to write comments/concerns

13. Show and Tell: Oregon Reading First’s Web-Based Lesson Progress Reporting System