ABOUT READ 180 Next Generation
How are students selected for READ 180?
Students at Eagle Glen are initially placed in the program based on their scores from the SRI (Scholastic Reading Inventory) and/or other data collected. We also look at past years’ MAP performance and Lexile Scores. Additional students may be selected for the program after subsequent assessments which may be prompted by parent and/or teacher concerns.
What is READ 180?
READ 180 is a comprehensive reading intervention program designed to meet the needs of students in elementary through high school whose reading achievement is below the proficient level. These struggling readers have deficits in their understanding of the reading process and gaps in their foundational skills. READ 180 is built to address these gaps by directly addressing individual needs through instructional software, high-interest literature, and direct instruction in reading skills.
How does READ 180 differ from other reading intervention programs?
READ 180 differs from other reading programs because it is a complete program, offering skill development through balanced literacy. The program:
Is READ 180 research-based?
READ 180 is one of the most thoroughly researched and documented reading intervention programs. It is built on more than a decade of scientifically based research and the collaboration of reading experts. Developed in clinical and classroom settings, the program is uniquely positioned to address the needs of struggling readers.
In addition to producing impressive and quantifiable gains on standardized tests, anecdotal reports from students and teachers also show significant improvements, as well as important changes in attitude toward reading and school.
What are the typical gains and benefits of READ 180?
With a collection of tools that enable accelerated growth, effectiveness reports show that READ 180 students consistently out-perform control group students, with achievement double or triple their control group counterparts. Additionally, data from schools across the country show that READ 180 students frequently improve their reading levels by 2-5 years in only one school year.
What skills are developed using READ 180?
How does READ 180 meet standards for language arts?
READ 180 addresses key skills as outlined in national and state standards for language arts. To find out how READ 180 aligns to Missouri standards, visit the following website: http://read180.scholastic.com/pdf/SCH_R180NG_CCSS.pdf.
How does READ 180 help students prepare for state exams?
READ 180 curriculum continually provides skill and drill reinforcement through exercises and tests. Students receive automatic feedback enabling them to understand their mistakes. Additionally, reporting and assessment tools provide teacher and school officials access to informative and detailed reports on student progress on an ongoing basis. We can easily identify areas of deficiency well before annual state exams, providing ample opportunity for further instruction in problem areas. In addition, READ 180 Next Generation texts are rated using a Qualitative Measure scoring rubric based on the CCSS (Common Core State Standards) guidelines.
What is the READ 180 Instructional Model?
The READ 180 Instructional Model begins with Whole-Group Instruction. During this time, the teacher follows key instructional routines for reading, vocabulary, and writing. Next, students participate in three rotations. These rotations are made up of Independent Reading where students choose paperbacks, audiobooks, or eReads to read, Small-Group Instruction where teachers provide individualized instruction and support as students work in their rBook, and Software where students are offered intensive and individualized practice on the computer. The remaining time is used for Whole-Group Wrap-up.
What is the instructional purpose of the audiobooks?
Audiobooks provide struggling readers access to grade-level literature. Students are able to read materials that they would not normally be able to read without audio support. There are two voices on the audiobooks, a narrator who models fluent reading while the student follows along in his or her copy of the book and a reading coach who interjects at certain points to model comprehension, vocabulary and other metacognitive reading strategies.
When is writing addressed during the Instructional Model?
Writing instruction is explicitly covered in the two teacher-led rotations of the Instructional Model, Whole-Group and Small-Group Instruction. The rBook scaffolds instruction for struggling writers through research-based techniques, including the use of graphic organizers, sentence starters, and writing frames. Through consistent use of these scaffolds, students are guided to internalize common organizational structures and conventions of writing. The Software also contains the Writing Zone where students regularly complete Respond & Write activities in which they respond to a prompt and write using scaffolds.
How is vocabulary addressed in READ 180?
Students are exposed to a comprehensive range of high-utility academic vocabulary, as well as words specific to the content areas. Students complete a variety of vocabulary-based activities in their rBook. Ten high-frequency academic vocabulary words are introduced and used throughout each rBook Workshop. Students receive instruction in word study skills such as learning about antonyms and synonyms. Word Challenge activities in the rBook relate Target Words to students’ lives, promoting their application of word knowledge. Additionally, the software contains the Word Zone where students receive systematic instruction in decoding and word recognition as they build automaticity. The Writing Zone contains a thesaurus feature that helps students use more varied and sophisticated vocabulary in their writing.
How is comprehension addressed in READ 180?
Comprehension skills begin with the Anchor Video where students watch a motivating video to gain background information and develop a mental model. Then, during the Small- and Whole-Group Instruction, each rBook Workshop focuses on a separate comprehension skill. Each Workshop contains three readings on one topic with each one building on common vocabulary and comprehension skills. At the end of each lesson, students are assessed on their understanding of comprehension skills and vocabulary.
In the software, the READ 180 adaptive algorithm matches students with reading passages with comprehension levels that are just right and progresses them to slightly more difficult passages as their comprehension skills improve. Students can avail of the clickable definitions to confirm and correct their understanding of challenging vocabulary. At the end of each reading passage, students answer multiple-choice questions as a vocabulary and comprehension check, receiving immediate feedback about their answers. Research shows this carefully scaffolded approach maximizes rapid improvement in comprehension skills.
How is fluency addressed in READ 180?
During the Reading Zone section of the READ 180 software, students will repeatedly read one of four leveled passages with varying degrees of software support. Students can read along with the computer audio at self-selected speeds, either one word at a time or phrase by phrase. They record their passage reading in the Success Zone and that reading is scored by the teacher, providing the student with ongoing feedback on their fluency.
What is SAM and what does it do for reporting and assessment?
The Scholastic Achievement Manager (SAM) is the dashboard for supporting data-driven instruction. SAM’s powerful reports provide teachers and administrators with the information they need for guiding critical decisions. With these reports, teachers can diagnose student needs and locate resources for addressing them. Teachers can link directly from these reports to standards-aligned instructional resources.
How is student performance scored?
The program offers ample opportunity to assess and score students. The best way to score is by using a combination of criteria including:
At Eagle Glen, the READ 180 score is based on 26 specific Learning Targets that fall under 5 Communication Arts Power Standards. The Power Standards will appear on the grade card. In layman’s terms, the scores reflect the following:
0 = not yet attempted
1 = “Just Starting” – I can barely demonstrate mastery of the skill for my
Learning Target. I still need lots of help.
2 = “Not Yet” – I can almost demonstrate mastery of the skill for my Learning
Target. I still need a little help.
3 = “Got It!” – I can demonstrate the skill for my Learning Target without help.
4 = “Exceeds Expectations” - I can demonstrate the skill above and beyond my
Learning Target.
What are the SRI tests and the Lexile Framework?
Scholastic Reading Inventory (SRI) is a reading assessment test for Grades 1-12 that assesses students’ reading levels and helps teachers adjust instruction according to students’ needs, track students’ reading growth over time, and match readers to text.
The SRI tests use the Lexile Framework, a reading measure that matches students to text. The Lexile Framework places both reader and text on the same absolute scale, thereby providing a more accurate match between the two. This unique feature allows teachers to more accurately match students to appropriately leveled text. The Lexile Framework does not correlate directly to grade level (like Accelerated Reader, for example) since it takes into consideration not only the readability of a text but also the level of comprehension demanded by a text.
How often will students take the SRI test?
Students at Eagle Glen take the SRI three times throughout the school year, at the beginning, at semester, and at the end of the year.
When will a student exit from the READ 180 program?
READ 180 is a full-year course and it is intended that students will remain in the class for the entire year in order to get the full benefit of the program. However, under some circumstances, students may be allowed to exit at semester. Decisions to exit a student from READ 180, be it at semester or year's end, will be based on the following criteria:
A second year of READ 180 is available for students who are still progressing toward grade-level reading at the end of the first year.
Please visit the Family Portal at http://read180.scholastic.com/familyportal for further information.
How are students selected for READ 180?
Students at Eagle Glen are initially placed in the program based on their scores from the SRI (Scholastic Reading Inventory) and/or other data collected. We also look at past years’ MAP performance and Lexile Scores. Additional students may be selected for the program after subsequent assessments which may be prompted by parent and/or teacher concerns.
What is READ 180?
READ 180 is a comprehensive reading intervention program designed to meet the needs of students in elementary through high school whose reading achievement is below the proficient level. These struggling readers have deficits in their understanding of the reading process and gaps in their foundational skills. READ 180 is built to address these gaps by directly addressing individual needs through instructional software, high-interest literature, and direct instruction in reading skills.
How does READ 180 differ from other reading intervention programs?
READ 180 differs from other reading programs because it is a complete program, offering skill development through balanced literacy. The program:
- Delivers individualized, adjusted reading instruction to move students to grade level at their own pace.
- Provides instant and continuous assessment.
- Delivers comprehensive instruction in areas of phonemic and phonological awareness, fluency, vocabulary, comprehension, spelling, and writing.
- Provides background knowledge for building a mental model, leading to improved reading comprehension.
- Supports and motivates students to become lifelong readers and learners by providing high-interest, leveled paperbacks, on-level audiobooks, and eReads.
- Includes comprehensive instructional materials and professional development to support teachers and train them in best teaching practices.
Is READ 180 research-based?
READ 180 is one of the most thoroughly researched and documented reading intervention programs. It is built on more than a decade of scientifically based research and the collaboration of reading experts. Developed in clinical and classroom settings, the program is uniquely positioned to address the needs of struggling readers.
In addition to producing impressive and quantifiable gains on standardized tests, anecdotal reports from students and teachers also show significant improvements, as well as important changes in attitude toward reading and school.
What are the typical gains and benefits of READ 180?
With a collection of tools that enable accelerated growth, effectiveness reports show that READ 180 students consistently out-perform control group students, with achievement double or triple their control group counterparts. Additionally, data from schools across the country show that READ 180 students frequently improve their reading levels by 2-5 years in only one school year.
What skills are developed using READ 180?
- Phonemic Awareness: Phonemic awareness is developed both in the context of decoding (word identification) and encoding (spelling).
- Phonics: Instruction is provided through decoding tips with modeled practice in segmentation, blending, structural analysis, and correct pronunciation.
- Fluency: READ 180 develops fluency through repeated reading in the software, modeled reading in the audiobooks, structured engagement techniques conducted by the teacher, and independent reading coupled with comprehension/vocabulary Quick Writes for accountability and quiz preparation.
- Text Comprehension: The software and the rBook instruction use motivating videos to help students build mental models that promote text comprehension.
- Vocabulary: Vocabulary development is supported through explicit instruction in the rBook as well as the systematic introduction of content-relevant vocabulary in the software.
- Spelling: Software presents spelling instruction and practice that is assessment-based and individualized for each student. Spelling errors are addressed with immediate, corrective feedback.
- Writing: The rBook and the Software present carefully scaffolded instruction on the key types of writing: narrative, descriptive, expository, and persuasive. Functional (technical) writing is also covered.
How does READ 180 meet standards for language arts?
READ 180 addresses key skills as outlined in national and state standards for language arts. To find out how READ 180 aligns to Missouri standards, visit the following website: http://read180.scholastic.com/pdf/SCH_R180NG_CCSS.pdf.
How does READ 180 help students prepare for state exams?
READ 180 curriculum continually provides skill and drill reinforcement through exercises and tests. Students receive automatic feedback enabling them to understand their mistakes. Additionally, reporting and assessment tools provide teacher and school officials access to informative and detailed reports on student progress on an ongoing basis. We can easily identify areas of deficiency well before annual state exams, providing ample opportunity for further instruction in problem areas. In addition, READ 180 Next Generation texts are rated using a Qualitative Measure scoring rubric based on the CCSS (Common Core State Standards) guidelines.
What is the READ 180 Instructional Model?
The READ 180 Instructional Model begins with Whole-Group Instruction. During this time, the teacher follows key instructional routines for reading, vocabulary, and writing. Next, students participate in three rotations. These rotations are made up of Independent Reading where students choose paperbacks, audiobooks, or eReads to read, Small-Group Instruction where teachers provide individualized instruction and support as students work in their rBook, and Software where students are offered intensive and individualized practice on the computer. The remaining time is used for Whole-Group Wrap-up.
What is the instructional purpose of the audiobooks?
Audiobooks provide struggling readers access to grade-level literature. Students are able to read materials that they would not normally be able to read without audio support. There are two voices on the audiobooks, a narrator who models fluent reading while the student follows along in his or her copy of the book and a reading coach who interjects at certain points to model comprehension, vocabulary and other metacognitive reading strategies.
When is writing addressed during the Instructional Model?
Writing instruction is explicitly covered in the two teacher-led rotations of the Instructional Model, Whole-Group and Small-Group Instruction. The rBook scaffolds instruction for struggling writers through research-based techniques, including the use of graphic organizers, sentence starters, and writing frames. Through consistent use of these scaffolds, students are guided to internalize common organizational structures and conventions of writing. The Software also contains the Writing Zone where students regularly complete Respond & Write activities in which they respond to a prompt and write using scaffolds.
How is vocabulary addressed in READ 180?
Students are exposed to a comprehensive range of high-utility academic vocabulary, as well as words specific to the content areas. Students complete a variety of vocabulary-based activities in their rBook. Ten high-frequency academic vocabulary words are introduced and used throughout each rBook Workshop. Students receive instruction in word study skills such as learning about antonyms and synonyms. Word Challenge activities in the rBook relate Target Words to students’ lives, promoting their application of word knowledge. Additionally, the software contains the Word Zone where students receive systematic instruction in decoding and word recognition as they build automaticity. The Writing Zone contains a thesaurus feature that helps students use more varied and sophisticated vocabulary in their writing.
How is comprehension addressed in READ 180?
Comprehension skills begin with the Anchor Video where students watch a motivating video to gain background information and develop a mental model. Then, during the Small- and Whole-Group Instruction, each rBook Workshop focuses on a separate comprehension skill. Each Workshop contains three readings on one topic with each one building on common vocabulary and comprehension skills. At the end of each lesson, students are assessed on their understanding of comprehension skills and vocabulary.
In the software, the READ 180 adaptive algorithm matches students with reading passages with comprehension levels that are just right and progresses them to slightly more difficult passages as their comprehension skills improve. Students can avail of the clickable definitions to confirm and correct their understanding of challenging vocabulary. At the end of each reading passage, students answer multiple-choice questions as a vocabulary and comprehension check, receiving immediate feedback about their answers. Research shows this carefully scaffolded approach maximizes rapid improvement in comprehension skills.
How is fluency addressed in READ 180?
During the Reading Zone section of the READ 180 software, students will repeatedly read one of four leveled passages with varying degrees of software support. Students can read along with the computer audio at self-selected speeds, either one word at a time or phrase by phrase. They record their passage reading in the Success Zone and that reading is scored by the teacher, providing the student with ongoing feedback on their fluency.
What is SAM and what does it do for reporting and assessment?
The Scholastic Achievement Manager (SAM) is the dashboard for supporting data-driven instruction. SAM’s powerful reports provide teachers and administrators with the information they need for guiding critical decisions. With these reports, teachers can diagnose student needs and locate resources for addressing them. Teachers can link directly from these reports to standards-aligned instructional resources.
How is student performance scored?
The program offers ample opportunity to assess and score students. The best way to score is by using a combination of criteria including:
- rBook work including large-group assignments, small-group work, rSkills tests, and other traditional assignments students complete in class
- Computer work including student progress on skills addressed in the software such as comprehension, vocabulary, writing, and spelling scores
- Independent reading including Reading Counts! quiz scores, reading logs, reading projects, Quick Writes, and other evaluation tools
At Eagle Glen, the READ 180 score is based on 26 specific Learning Targets that fall under 5 Communication Arts Power Standards. The Power Standards will appear on the grade card. In layman’s terms, the scores reflect the following:
0 = not yet attempted
1 = “Just Starting” – I can barely demonstrate mastery of the skill for my
Learning Target. I still need lots of help.
2 = “Not Yet” – I can almost demonstrate mastery of the skill for my Learning
Target. I still need a little help.
3 = “Got It!” – I can demonstrate the skill for my Learning Target without help.
4 = “Exceeds Expectations” - I can demonstrate the skill above and beyond my
Learning Target.
What are the SRI tests and the Lexile Framework?
Scholastic Reading Inventory (SRI) is a reading assessment test for Grades 1-12 that assesses students’ reading levels and helps teachers adjust instruction according to students’ needs, track students’ reading growth over time, and match readers to text.
The SRI tests use the Lexile Framework, a reading measure that matches students to text. The Lexile Framework places both reader and text on the same absolute scale, thereby providing a more accurate match between the two. This unique feature allows teachers to more accurately match students to appropriately leveled text. The Lexile Framework does not correlate directly to grade level (like Accelerated Reader, for example) since it takes into consideration not only the readability of a text but also the level of comprehension demanded by a text.
How often will students take the SRI test?
Students at Eagle Glen take the SRI three times throughout the school year, at the beginning, at semester, and at the end of the year.
When will a student exit from the READ 180 program?
READ 180 is a full-year course and it is intended that students will remain in the class for the entire year in order to get the full benefit of the program. However, under some circumstances, students may be allowed to exit at semester. Decisions to exit a student from READ 180, be it at semester or year's end, will be based on the following criteria:
- Student reading level based upon SRI score must be within the grade level range.
- Student reading level based on NWEA assessments
- Student rBook and independent reading work must demonstrate a willingness to put forth the effort required to be successful.
- The instructor, student, and parents must feel confident that the student has the knowledge, skills, and motivation needed to be successful.
A second year of READ 180 is available for students who are still progressing toward grade-level reading at the end of the first year.
Please visit the Family Portal at http://read180.scholastic.com/familyportal for further information.