Read 180 / System 44 Handbook Created by: ACPSD HMH Team
Table of Contents I. Overview of Programs a. Description of Programs: SAM, Dashboard, Reading Inventory, Phonics Inventory, Read 180, System 44 b. Accessing Programs: links, browser specifications c. List of support personnel and roles II. III. IV. Protocol for SAM a. Overview of purpose b. Instructions for maintaining clean data Reading Inventory/Phonics Inventory a. Overview of purpose b. Testing Protocol Teacher Expectations a. List of non-negotiables b. Expectations: i. Classroom set-up, examples ii. Classroom Management ( Getting Started the First Three Weeks book) iii. SAM Management: Student Enrollment, Data collection, etc. (Reference: II. Protocol for SAM) c. Recommended Suggestions: i. Read 180 Community Page ii. Classroom Management iii. Monitoring Student Progress: Rewards/Incentives iv. Independent Reading v. Materials vi. Reading Inventory student test printout vii. Awards/Certificates V. R180/S44 Calendar a. Testing Windows (Reading Inventory) b. Home/School Communications (introduction letter, student progress, exit letter) c. Dates for District-wide Data Evaluations d. Purchasing Protocol (books, headsets, standalone microphones) e. Rising 6 th /9 th grade allocations f. PD opportunities g. PLC dates, sites, facilitators h. Schoology Page 1 of 64
VI. VII. VIII. IX. Read180/System 44 Entry Criteria a. Overview of purpose b. Instructions for use i. Elementary ii. Middle iii. High c. Forms i. Elementary ii. Middle/High iii. Entry List Progress Reports to parents a. Overview of purpose b. Instructions/forms for reports (Parent Letter 2) Supports for non-responding students a. Overview of purpose b. Instructions for use c. Read180/System44 Intervention Plan Read180 Exit/Ongoing Support Criteria a. Overview of purpose b. Instructions for use c. Forms i. Elementary ii. Middle iii. High d. Parent Letters i. Elementary ii. Middle/High X. System44 Exit Criteria/Ongoing Support Elementary only a. Overview of purpose b. Instructions for use c. Exit Criteria d. Parent Letters XI. Sample Syllabus for Read 180 Classroom High School only Page 2 of 64
Section I. Overview of Programs Page 3 of 64
Description of Programs SAM: The Student Achievement Manager (SAM) is the management system for each of the HMH programs. Teachers and administrators may use (SAM) to customize students learning experiences, keep track of their grades, and monitor student performance in the software. Teachers may also view and print reports. Additional program resources are also available in SAM. With the tools in SAM, teachers may: adjust program settings for their students or classes; enable or disable Topic CDs to guide students to topics of their choosing; enroll and unenrolled students in HMH programs; access rosters, reports, additional resources, Reading Counts books and quiz information, student work portfolio for assigning grades Dashboard: Dashboard is an essential teacher planning tool for daily classroom implementation and for classroom management. It provides a teacher with student groups, data snapshots, and links to online resources and support to include links to all four RDI Books, Implementations Videos and the Read 180 Groupinator. This is also an area in which teachers will retrieve day by day lesson plans, professional development, and resources for support from the Read 180 Community. Reading Inventory: (RI) is a computer-based reading comprehension test that assesses students reading skills. The Lexile score from this test helps teachers place students on the correct educational path, adjust their teaching style to students needs, track students reading growth over time, and match readers to books appropriate for their skills. Phonics Inventory: (PI) is a computer-based test of letter recognition, word reading efficiency, and phonological decoding. PI measures the accuracy and fluency with which students identify individual letters and words and decode nonsense words. The PI further describes student performance as Pre-Decoder, Beginning Decoder, Developing Decoder, or Advancing Decoder. These decoding descriptions assist educators in proper placement within a Tier 2 Strategic Instructional Program or a Tier 3 Intensive Intervention. Read 180: READ 180 is the leading blended learning solution that accelerates learning for struggling readers by merging the latest research in brain science, adaptive technology, professional development, and knowledge for school and life. Page 4 of 64
System 44: System 44 focuses on the foundational reading skills (decoding and fluency) as defined by the new Standards. Teacher directed instruction provides explicit instruction in comprehension and writing. A personalized learning progression is prescribed for each student through the software technology. This program targets high/middle school students testing below the 600 Lexile reading inventory score and elementary school students testing below the 400 Lexile reading inventory score. All students with these lower Lexile scores [HS/MS 600 L, ES 400 L] will be given an additional assessment, the Phonics Inventory. The Phonics Inventory will determine if System 44 is to be the prescribed program to meet student need. Page 5 of 64
Accessing Programs Accessing links: To access Read 180 site, first pull up http://www.acpsd.net/. Once in the Aiken County School site, click globe link in the middle of the page below picture (digital resources/portals). Next, scroll down to SAM/SMI/SRI. Choose either: Student, Faculty, or Admn. From Student Desktop: Click the Star icon. Browser specification: When administering the Reading and Phonics Inventory, access the site using Mozilla Firefox. When working within the Read180 and System 44 sites, access the sites through Internet Explorer via the Star icon. Page 6 of 64
List of support personnel and roles District Level Support: Ashlee O Neal alogan@acpsd.net Beth Taylor btaylor@acpsd.net LaTrece Quattlebaum tquattlebaum@acpsd.net High school level lead teacher: Middle school level lead teacher: Elementary school level lead teacher: Special education level lead teacher: Dawn Anderson North Augusta High School Danderson@acpsd.net Vondra Savage Aiken Middle School vsavage@acpsd.net Shannon Bowers Jefferson Elementary School Sbowers417@acpsd.net Holly Wills Chukker Creek Elementary hwills@acpsd.net Page 7 of 64
Section II. Protocol for SAM Page 8 of 64
Overview of purpose The Student Achievement Manager (SAM) is the management system for each of the HMH programs. Teachers and administrators may use (SAM) to customize students learning experiences, keep track of their grades, and monitor student performance in the software. Teachers may also view and print reports. Additional program resources are also available in SAM. Instructions for maintaining clean data (adding or withdrawing students) Routinely monitor student rosters to ensure clean data. 1. Go into SAM 2. Double-click on your first class. (Repeat the following steps for each class.) 3. Click the Manage Student Enrollment link, ensure that students are properly enrolled in necessary programs. See #6 for enrollment needs. 4. Elementary: Remove student from Student Roster. Middle/High: If these students are no longer on your PowerSchool roster, then communicate this with your principal or assistant principals and let them follow steps to remove the student from your R180/S44 roster and deactivate the student. 5. Common Courtesy: If a student is transferring within ACPSD, attempt to notify student s new school. 6. Monitor license usage/student enrollment in READ 180/System 44. Enrollment should match [for most of us] going across the manage student enrollment totals. -Elementary: Read180 NG Stage A, Reading Inventory, rskills College and Career, and Reading Counts! -Middle: Read180 NG Stage B, Reading Inventory, rskills College and Career, and Reading Counts! -High: Read180 NG Stage C, Reading Inventory, rskills College and Career, and Reading Counts! -System44 NG, Reading Inventory, Phonics Inventory, Reading Counts! Always check your enrollment numbers so we can be more accurate in our data! 7. Go to the READ 180 NG Reading Progress Report (via Reports tab in SAM) Investigate all N/A s on the report 8. CIL/homebound/transfers plans and instructions for data management Deactivating students Page 9 of 64
Section III. Reading Inventory/Phonics Inventory Page 10 of 64
Overview of purpose Reading Inventory (RI) is a computer-based reading comprehension test that assesses students reading skills. The Lexile score from this test helps teachers place students on the correct educational path, adjust their teaching style to students needs, track students reading growth over time, and match readers to books appropriate for their skills. The Lexile score is used to find student's Lexile reading range, which is used for selecting books to read during Independent Reading rotation (IR). Phonics Inventory (PI) is a computer-based test of letter recognition, word reading efficiency, and phonological decoding. PI measures the accuracy and fluency with which students identify individual letters and words and decode nonsense words. The PI further describes student performance as Pre- Decoder, Beginning Decoder, Developing Decoder, or Advancing Decoder. These decoding descriptions assist educators in proper placement within a Tier 2 Strategic Instructional Program or a Tier 3 Intensive Intervention. Page 11 of 64
Testing Protocol The Reading Inventory is administered three times per year within designated testing windows. Please note: If a student drops in Lexile by 100 points, the score must be deleted by an administrator, then allow the student to retest. Evaluate the scores of all students who tested in less than 15 minutes (denoted on report with a red triangle next to the student's name). Retest all students who made no Lexile gain as a result of testing in less than 15 minutes. The score must first be deleted by an administrator, then allow the student to retest. R180/S44 students should have the option of taking the RI in the R180/S44 classroom. Prior to RI, use student tutorial video found in ITS (Go to Dashboard, Web Gateway, ITS, Implementation Videos) Prior to RI set goals with students by conferencing with each student using resources such as: projected growth range for student, printout of student s prior test, and goal setting graph. o Projected growth range can be found in SAM under Reports by choosing a class period, choosing "All Reports" in drop down window, scrolling down to Reading Inventory, and choosing "Growth Goals Report". o A printout of a student's most recent RI test can be found in SAM under Reports, click student s name, scroll down to Reading Inventory, and choose Student Test Printout. o Goal setting worksheets can be found in SAM under Resources by typing the keyword "goal" in search window. After each RI, conference with students about results. Page 12 of 64
Section IV. Teacher Expectations Page 13 of 64
List of non-negotiables Students must have allotted time on software per day. Timers should be set to allow student software usage. (Elementary and Middle School timer should be set at 20 minutes and High School timers should be set at 15 minutes) Rotations should be implemented daily to include: Software, Independent Reading, and Small Group Instruction Data should be collected and reviewed as recommended by HMH (see next page - Read 180 Next Generation A Beginner s Teacher Guide to Reports) A data folder/notebook should be maintained to include: RI and/or PI scores, progress monitoring data, and entry and exit criteria On average, classes should complete no more than 1.5 workshops per grading period to include Check points, Stretch Text, and [differentiated] direct instruction on the writing section; rskills assessment will be electronically given at the end of each rbook Workshop Students should be taking regular Reading Counts Quizzes and earning a passing score of 70 or above. Implement an incentives and rewards system Within the Portfolio Tab: o Listen to student Oral Reading Fluency submissions and provide feedback o Read extended writing responses and provide score and provide feedback Page 14 of 64
Read 180 Next Generation A Beginner s Teacher Guide to Reports Report Function Report Name PARG Page # When Do I Pull the Report? READ 180 Monitor software usage and progress Reading Progress Report 150 Every Week Monitor individual performance in current software segment; Conference with students Provide students performance feedback and help students set goals for improvement Assign grades for READ 180 software; Hold students accountable for high performance on software and SRC! Quiz scores Student Segment Status Report 162 As needed Student Reading Report 158 1 3 times per quarter Grading Report 144 Mid and end term Identify student strengths and weaknesses; Set IEP goals Student Diagnostic Report 156 As needed or quarterly Group students for differentiated instruction (use in conjunction with the Groupinator) Comprehension Skills Grouping Report 142 At each rbook Reading Checkpoint SRI College and Career Placement; Group students according to Lexile level Intervention Grouping Report 194 After each SRI test Monitor growth on SRI test Growth Report 190 After each SRI test Conference with students about setting goals for expected Lexile growth Growth Goals Report Before each SRI test Conference with students before or after SRI to increase motivation Conference with students before or after SRI to increase motivation Student Progress Report 208 Before/After each SRI test Read for Life Report 212 Before/After each SRI test Page 15 of 64
Reading Counts! Monitor class reading progress Reading Progress Report 230 Weekly Monitor individual reading progress and SRC! Quiz success rate Student Reading Report 238 As Needed rskills Inform instruction; Determine which skills to reteach rskills Tests Grading Report 174 After each rskills test Group students for differentiated instruction (use in conjunction with the Groupinator) rskills Tests Grouping Report 178 After each rskills test Page 16 of 64
Expectations Classroom set-up, examples Classroom Management ( Getting Started the First Three Weeks book) A. Maintain a system for storing materials, including student rbooks B. Clearly label all materials for easy student access C. Organize office supplies (paper, pencils, etc.) by group in small bins D. Organize student materials in a large baggie, plastic manila folder, or binder (rbook, folder, paperback, composition notebook, pencil) E. Provide a system for student work to be organized by class period and group F. Establish protocol for students to organize and manage work (binders, manila folders, file folders, etc.) G. Create an accountability procedure for independent reading for easy access by students H. Use a timer for consistency in the rotational model SAM Management: Student Enrollment, Data collection, etc. (Reference: Section II. Protocol for SAM) A. Elementary ONLY, create classes. To add classes you should: 1. Roster Tab 2. Under Manage Roster select Add a Class 3. Choose a name for your class, i.e, Last Name 1 st Period Read 180 4. Under Manage Applications, include all classes that apply (Read 180 Next Generation/System 44 Next Generation, rskills College and Career, Phonics Inventory, Reading Inventory) 5. In the Add a Class window, click the Student Roster tab and select all students in you class. B. Classes, Manage Programs: a. Roster Tab (repeat steps b-d for each class): b. Under Manage Roster, click Edit Class Profile c. Under Manage Programs, place a check next to all that apply (Read 180 Next Generation/System 44 Next Generation, rskills College and Career, Phonics Inventory, Reading Inventory) Page 17 of 64
C. Check that all students are enrolled in the correct program under Manage Student Enrollment: a. READ 180: R180 NG [ES=Stage A, MS=Stage B, HS=Stage C] rskills tests: College and Career, Reading Counts, Reading Inventory. b. System 44: System 44 NG, Phonics Inventory, Reading Inventory NOTE: no student should be enrolled in both READ 180 and System 44 Page 18 of 64
Recommended Suggestions Read 180 Educator Community Join at: http://educatorcommunity.hmhco.com/ Classroom Management Create an Independent Reading accountability system Place small group table so that all groups are visible by the teacher Implement a Rewards and Incentives Program for all progress in Read 180/System 44 Grade Portfolio Work regularly (Oral Reading Fluency and Extended Writing Responses) Monitoring Student Progress: Rewards/Incentives In order to ensure that students are engaged and responsive to the Read 180 Program, a teacher must reward students for progress. Some examples for rewards and incentives are: Track growth on your bulletin board Create a Treasure Box Give verbal accolades Give immediate feedback, such as a high five or way to go Independent Reading Independent Reading should always be followed by small group Teachers should check off Reading Logs in Small Group Keep a checklist of students who are completing Reading Logs on a chart or board Use Quickwrites, Graphic Organizers, and Printed Reading Counts Quizzes Materials Use binder/dividers/folders, etc. to keep all materials Remember that rbooks are consumable Use SAM to provide students with Quickwrites, Graphic Organizers, and printed Reading Counts Quizzes Reading Inventory student test printout Awards Use RI Test print out to review vocabulary Use RI Test print out to review test and find supporting evidence for responses to prepare for next RI Test Create these certificates in SAM and plan to distribute at during your school s Awards Ceremony: http://educatorcommunity.hmhco.com/blog/passport/its-time-to-celebrate Page 19 of 64
Read 180 Next Generation Reports to Monitor Participation and Progress To monitor student software participation and performance, run the following reports weekly. All data in the reports reflect usage based on the selected time period. To run the following reports: 1. Click the Reports tab 2. From the drop-down, select All Reports 3. Under Read 180 Next Generation select: Results Summary Report This report shows Read 180 usage and RI data by class. To run this report, click the Reports tab, under Read 180 Next Generation select Results Summary Report. *This report will show all teachers, to filter the results by Read 180 teacher, select the teacher s name from the drop-down at the bottom of the report. Look at Mean Usage Per Student: o Daily Minutes (3): Minimum requirement is 15 minutes per session (*for high school, the district has approved 12 minutes). o Sessions Per Week (4): Minimum requirement is 3 sessions per week. Mean Performance o SRI Growth by Lexile Read 180 Reading Progress Report Run this for the year and monthly to evaluate each student s participation and performance in Read 180. Look at the Time-On-Task area and evaluate: o Average Session Length (5): should be a minimum of 15 (*for high school, the district has approved 12 minutes). o Average Sessions Per Segment (6): goal is 10 sessions or less per segment. Look at the Cumulative Performance are and evaluate: o Words Read (7) o Comprehension and Vocabulary Score (8) should be 85% Read 180 Participation Report Students whose names are marked with red flags are using the Software less than three times per week or for sessions of less than 15 minutes. Total Usage: o Total Time (2): Total minutes a student used the Read 180 software. Goal: 1950 minutes per year o Number of Sessions (3): This reflects the number of days a student logged onto the software, regardless the number of times a student logs in during one day. The minimum number of sessions for a one-week time period is 3. Goal: 130 sessions per year Page 20 of 64
o Total Segments Completed (4): A segment should be completed in 10 sessions or less. (minimum of 3 per quarter) Median Usage: It is a great idea to run this report for a month, quarter, semester, and/or year to evaluate Median Usage. Page 21 of 64
Section V. Read180/System 44 Calendar Page 22 of 64
R180/S44 Calendar Testing Windows (Reading Inventory and Phonics Inventory) District Assessment Calendar Fall: 8/28/2017 9/13/2017 Winter: 11/27/2017 12/12/2017 Spring: 4/23/2018 5/4/2018 Home/School Communications (introduction letter, student progress, exit letter) Introduction Letter Send a letter home with each student that introduces yourself and explains Read 180 / System 44 Student Progress With each interim report and report card, Print and distribute Parent Letter 2 (See Progress Reports to Parents) Exit Letter o Provide each student that exits Read 180 or System 44 with the appropriate Exit Letter. Dates for District-wide Data Evaluations Ensure all students have completed RI and PI prior to the dates below. Do not unenroll students from Read 180, System 44, and/or Phonics Inventory until after the below dates. Fall: 9/15/2017 Winter: 12/15/2017 Spring: 4/8/2018 Purchasing Protocol (books, headsets, standalone microphones) Schools are responsible for the purchase of all consumable products: books, headsets, microphones, etc. After the Spring testing window, complete the Read 180 and System 44 allocation projections. Discuss numbers with school administrator. School administrator will submit consumable order form by June 30 th. Rising 6 th /9 th grade allocations Complete the 6 th /9 th grade allocations chart in the Spring after students complete the Spring RI. The allocation chart will be sent by district personnel with explicit directions. PD opportunities District PD days: Page 23 of 64
o o o August: Empowering Educators January: Leaders in Literacy Summer: New R180/S44 training PLC dates, sites, facilitators Dates: September 20, October 18, February 21, April 18 Schoology Join the ACPSD Read 180 / System 44 Schoology page to connect with teachers throughout the district. Visit: https://acpsd.schoology.com Access Code: XRW7V-H3DHZ If you do not have a Schoology account, email Mark Cota at mcota@acpsd.net Page 24 of 64
Section VI. Read180/System 44 Entry Criteria Page 25 of 64
Overview of purpose Students placed in Read 180 are reading below grade level. They are placed in Read 180/System 44 based on their Reading Inventory Score and other Normed Reference Data Points. Entry level data points are based on grade level: Elementary, Middle, and High School. See attached Entry Criteria form. Instructions for use: Elementary Middle High Page 26 of 64
Read180 Elementary Entry Criteria Instructions for Use Description of Elements: Element Lexile Score Reading Grades Fountas and Pinnell ELA SC Ready Description The Lexile Score will trigger the process for completion of the Entry Criteria. Any student with an RI Lexile score below Core should have an Entry Criteria Score. While all ELA grades are important, use the Reading Grade to obtain an entry score for this data point. For Spring decision-making, use the grade from Semester 1. For Fall decision-making, use the grade from the end of the previous year. For Spring decision-making, rising 3 rd and 4 th graders will need an F & P score as the third data point. Rising 3 rd graders should have a score available. Rising 4 th graders will need to be assessed using F & P prior to obtaining an entry score. Fall decision-making for 4 th graders should shift to using SC Ready scores once they are available. For Spring decision-making, only rising 5 th graders will have SC Ready scores. Use the scale on the Entry Criteria form to provide a numeric value to the SC Ready score. Any 4 th grade students considered for placement in the Fall can be scored based on SC Ready once the scores are available. Instructions for Use: Step 1: Identify students with a Lexile Score below Core. Step 2: Using the Rubric, provide each of the above students with a total score. Record the information on the Entry List. Step 3: Complete all the information on the Entry List for each student. Step 4: Rank the students by score with the highest scores at the top. Step 5: Place students into Read180/System44 (System44 will require Phonics Inventory prior to placement) based on highest score first. As students are placed, other information collected in the Entry Criteria such as disability and previous inclusion in the program should be considered. This information may result in some students not entering the program despite their scores. Step 6: Notify parents of student entry by sending home Parent Letter 1 Letter found in SAM by pulling reports by teacher Page 27 of 64
Once item is selected, follow instruction to Print Preview (PDF) and the program will generate letters for each student in the program Read180 Middle Entry Criteria Instructions for Use Description of Elements: Element Lexile Score ELA SC Ready ELA Grades Description The Lexile Score will trigger the process for completion of the Entry Criteria. Any student with an RI Lexile score below Core should have and Entry Criteria Score. Use the scale on the Entry Criteria form to provide a numeric value to the SC Ready score (most recent). Use the ELA Grade to obtain an entry score for this data point (for rising 6 th graders, use their Reading Grade). For Spring decision-making, use the grade from Semester 1. For Fall decision-making, use the grade from the end of the previous year. Instructions for Use: Step 1: Identify students with a Lexile Score below Core. Step 2: Using the Rubric, provide each of the above students with a total score. Record the information on the Entry List. Step 3: Complete all the information on the Entry List for each student. Step 4: Rank the students by score with the highest scores at the top. Step 5: Place students into Read180/System44 (System44 will require Phonics Inventory prior to placement) based on highest score first. As students are placed, other information collected in the Entry Criteria such as disability and previous inclusion in the program should be considered. This information may result in some students not entering the program despite their scores. Step 6: Notify parents of student entry by sending home Parent Letter 1 Letter found in SAM by pulling reports by teacher Once item is selected, follow instruction to Print Preview (PDF) and the program will generate letters for each student in the program Page 28 of 64
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Read180 High Entry Criteria Instructions for Use Description of Elements: Element Lexile Score ELA Grades ELA SC Ready English 1 EOCEP Description The Lexile Score will trigger the process for completion of the Entry Criteria. Any student with an RI Lexile score below Core should have an Entry Criteria Score. Use the ELA Grade (rising 9 th graders) or English 1 Grade (rising 10 th graders) to obtain an entry score for this data point. For Spring decision-making, use the grade from Semester 1. For Fall decision-making, use the grade from the end of the previous year. For Spring decision-making, rising 9 th graders will use ELA SC Ready as the third data point. Rising 10 th grade students considered for placement will be scored based on English 1 EOCEP. Instructions for Use: Step 1: Identify students with a Lexile Score below Core. Step 2: Using the Rubric, provide each of the above students with a total score. Record the information on the Entry List. Step 3: Complete all the information on the Entry List for each student. Step 4: Rank the students by score with the highest scores at the top. Step 5: Place students into Read180/System44 (System44 will require Phonics Inventory prior to placement) based on highest score first. As students are placed, other information collected in the Entry Criteria such as disability and previous inclusion in the program should be considered. This information may result in some students not entering the program despite their scores. Step 6: Notify parents of student entry by sending home Parent Letter 1 Letter found in SAM by pulling reports by teacher Once item is selected, follow instruction to Print Preview (PDF) and the program will generate letters for each student in the program Page 30 of 64
Entry Forms Elementary Middle High Page 31 of 64
Elementary Read180/System44 Entry Criteria Student Name: Grade: Date: Read180 Teacher: Semester: 1 or 2 (circle) Descriptor 1 Point 2 Points 3 Points Lexile Score Strategic Intensive BR Reading Grade (Previous year final average) C D F Fountas and Pinnell (rising 3 rd graders) Fountas and Pinnell (rising 4 th graders) (administered by classroom teacher) OR Reading SC Ready (Previous Spring or most recent) (rising 5 th graders) See Scale Below L - K O - N Approaches Expectations J - E M - K Does Not Meet Score Range (418-275) D - Pre-A J - Pre-A Does Not Meet Score Range (274-100) Total Score: Fountas and Pinnell Info: ELA SC Ready Info: Grade Does Not Meet Approaches Meets Exceeds 3 100-358 359-451 452-539 540-825 4 100-418 419-508 509-592 593-850 5 100-449 450-557 558-652 653-875 Page 32 of 64
Middle Read180/System44 Entry Criteria Student Name: Grade: Date: Read180 Teacher: Semester: 1 or 2 (circle) Descriptor 1 Point 2 Points 3 Points Lexile Score Strategic Intensive BR ELA SC Ready (Previous Spring or most recent) Approaches Expectations Does Not Meet Score Range: Does Not Meet Score Range: See Scale Below 1_01-1_30 1_70-1_00 ELA Grade (Previous year final average) C D F ELA SC Ready Info: Total Score: Page 33 of 64
High Read180/System44 Entry Criteria Student Name: Grade: Date: Read180 Teacher: Semester: 1 or 2 (circle) Descriptor 1 Point 2 Points 3 Points Lexile Score Strategic Intensive BR ELA Grade (Previous year final average) C D F ELA SC Ready (Rising 9 th graders) Approaches Expectations Does Not Meet Score Range: Does Not Meet Score Range: See Scale Below 1_01-1_30 1_70-1_00 OR English 1 EOCEP (Rising 10 th graders) C D F ELA SC Ready Info: Total Score: Page 34 of 64
Entry List Read180/System44 Entry Scores - Rank students with highest score as highest priority. - Place students into available slots, starting with the highest scores. - If a student with an IEP or 504 Plan has a high score making him/her eligible to enter Read180/System44, an IEP or 504 meeting must be convened IF Read180/System44 will not be provided through special education services. If previously enrolled, what was IEP/504 the reason for exit? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Student Name Total Score Inclusion/Exclusion in Read180 as an intervention must be discussed in an IEP or 504 meeting for eligible students prior to entry. Has the student been previously enrolled? For example, lack of progress over the year, met Exit Criteria, etc. Page 35 of 64
Section VII. Progress Reports to parents Page 36 of 64
Overview of purpose Following the goal of school/parent collaboration to enrich student learning, teachers will follow consistent schedule of school to home communication. Instructions/forms for reports Parent Letter 2 will be printed and distributed with each interim report and report card. To access: After signing in, click SAM icon. Next, choose Reports tab. Be sure to choose ALL reports at top. o Under Read 180 Next Generation, select Parent Report 2 Available in Spanish or English. Print. Page 37 of 64
Section VIII. Supports for non-responding students Page 38 of 64
Overview of Purpose The purpose of the Lack of Progress Plan is to ensure that additional interventions are provided to students who initially do not respond to Read180/System44 for various reasons. Common concerns include attendance, behavior, and misplacement into the program (i.e. in Read180, but needs System 44). Prior to removing a student from the Read180/System44 program, additional supports should be attempted. Page 39 of 64
Instructions for Use Who completes The Read180/System44 teacher should complete the Lack of Progress plan with support from the school administration and input from additional staff members if needed. Element Descriptions: Element Data to Consider Interventions to Consider Does the student have an IEP or 504 Plan? Plan Plan Reviewed Length of Intervention Lack of Progress Exit Criteria Description This column includes the various evidence related to student lack of progress in the program. The teacher and administrator will identify possible causes for lack of progress. Once the data indicates the reason, this column provides some possible interventions to consider to support the student. The list is not all-inclusive, but should provide a starting point for ideas. This particular piece of data should be considered first. If the answer is yes, none of the Implementation Plan documents should be completed outside of an IEP or 504 Team meeting. All interventions provided to students with disabilities must be made in the context of an IEP or 504 meeting. Interventions can be documented in multiple locations. The options currently available are through SIT paperwork, IKE paperwork (middle only), or through the Intervention Plan itself. Select one of the documentation options. If the Intervention Plan is the selected choice, determine how long the intervention will be in place and how it will be monitored (data to review). The principal and teacher acknowledge these decisions by signing below the chart. Following implementation of the intervention, the principal and teacher will review progress (every 4.5 weeks). Depending on whether progress was made, next steps will be identified. The data reviewed to make the decision should be documented in the chart. Final decisions are acknowledged through the signatures of the teacher and principal. Interventions should be implemented for at least 4.5 weeks. Students should be enrolled in Read180/System44 and provided interventions (if needed) for at least one semester prior to consideration for program exit due to lack of progress. If a student exits the program due to lack of progress, the student should be considered for other interventions that may prove more successful. The Exit Criteria document should be completed to determine whether interventions should continue or if the student should exit the program. Page 40 of 64
Read180/System44 Intervention Plan (Lack of progress in program) Student Name: Read180 Teacher: Grade: Semester: 1 or 2 (circle) Data to Consider If Yes... Intervention(s) to Consider (not all inclusive) Does the student have an IEP or 504 Plan? (No Interventions should be attempted outside of an IEP or 504 meeting) STOP Request an IEP Meeting to create a plan and discuss the interventions Is the student currently in Read180 but has a RI score of BR? Provide additional software time in lab or other location Assess with Phonics Inventory and consider placement in System44 Is the student currently in Read180 but has a RI score of less than 400 (elementary) or 600 Provide additional software time in lab or other location (middle/high)? Lower the R180 Level, if no progress, assess with Phonics Inventory and consider placement in System44 Is the student currently served by the ESOL teacher? Discuss the student with the ESOL teacher to determine a plan of action/support for the student Are the software scores consistently below 60%? Lower the R180 Level Skip segment Incentives Change teachers Does the student have interfering behaviors? Incentives Parent Contact/Conference Provide software only in another location (short-term intervention) If general ed, consider SIT Behavior Plan Is the student persistently absent? Incentives Parent Contact/Conference/Contract Attendance Interventions Does the student lack motivation? Incentives Parent Contact/Conference Change teachers Provide software only in another location (short-term intervention) Page 41 of 64
Read180/System44 Intervention Plan Options (select one): Interventions documented through SIT forms Interventions documented through IKE forms (middle school only) Interventions documented below Intervention(s) Selected Duration (at least 4.5 weeks) Data to Review (i.e. Lexile levels, rskills scores, absences, ABE referrals, etc.) Intervention plans should be developed and reviewed by the Read180 Teacher and the school principal. Initial Plan Developed on Signature of Read180/System44 Teacher Signature of Principal Plan Reviewed: Initials Data Reviewed Date Reviewed Progress Made & Next Steps? (Teacher & Admin) YES - Continue Intervention NO - Identify new intervention YES - Continue Intervention NO - Identify new intervention YES - Continue Intervention NO - Identify new intervention YES - Continue Intervention NO Identify new intervention Consider Exit from program (after at least 1 semester of interventions - complete Lack of Progress Exit Form) Page 42 of 64
Section IX. Read 180 Exit Criteria Page 43 of 64
Overview of Purpose Once a student reaches grade level literacy, student may be exited at the end of the current semester only if they reach 5 out of 6 criteria listed within the Exit Criteria Worksheet. The purpose of the Read180 Exit Criteria is to ensure students are prepared for success prior to exiting the program. The criteria takes into account both program data as well as the normed assessment, Reading Inventory. The data collected throughout the student s time in the intervention program is maintained in the SAM database. This data, while typically used to drive instruction, can also be used to identify students who are ready to return to the general education setting. In addition, the student s Lexile score, as identified through the Reading Inventory, can also be used as a crucial data point to consider exit. Page 44 of 64
Read180 Exit Criteria Description of Elements: For teacher use Instructions for use Element Lexile Score Additional Data Points Exit Score: 6/6 Exit Score: 5/6 Do not Exit Score: 5/6 Description The Lexile Score is the only item that MUST be met for exit. The Lexile score must meet the requirement for Core or better in order to be considered for exit. SAM, Read180 reports, and PowerSchool will be accessed to determine the additional data points to consider for exit. In this scenario, the student scored yes on all 6 data points and is automatically able to exit the program. In this scenario, the student meets the Lexile requirement as well as 4 of the other data points. In order to exit in this case, the teacher must provide a written qualifier to justify the exit and the principal must initial approval. Option 1: In this scenario, the student meets the Lexile requirement as well as 4 of the other data points. However, the teacher does not feel this is enough to exit the program at this time. Option 2: In this scenario, the student meets all requirements except the Lexile score and therefore cannot exit Read180. Do not Exit In this scenario, the student meets 4 or less data points and therefore cannot exit Read180. Score 4/6 or less Decision The teacher and/or principal should note the final exit decision. If the student is recommended for exit, the teacher must follow up with a letter home to the parent. In addition, the Exit Checklist must include the new course the student will take 2 nd semester (Middle/High). Page 45 of 64
Exit Forms Elementary Middle High Page 46 of 64
Read180 Exit Criteria - Elementary Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Descriptor Yes No Lexile Score: Must be at or above the CORE (non-negotiable) Leveled rskills average over at least 2 tests at or above 80% Reading grade at or above 70% Instructional Software Scores all at or above 85% for Comprehension and Vocabulary Software completion at or above 5-6 segments per semester (10-12 per year) Grade Level rskills writing score (rubric) of 3 or 4 Exit Decision: /6 Score of 6/6 Score of 5/6 (missing criteria cannot include Lexile score) Score of 4/6 or less Exit Read180 Do not Exit Read180 Exit with Teacher Qualifier and Principal Initials IF missing point is not Lexile score Do not Exit Read180 Read180 Teacher Qualifier for Exit (for score of 5/6 only): Principal s Initials (Approval for Exit): Decision: Exit Read180 (complete Ongoing Supports on Page 2) Remain in Read180 Parent letter sent on [Insert Date] Page 47 of 64
Read180 Ongoing Supports - Elementary Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Supports Available within classroom setting Select at least one option from the list below. LLI (Leveled Literacy Intervention) Compass Pathblazer Other school purchased interventions List below: Frequency (indicate below i.e. daily, weekly, monthly, etc.) Yes Progress Monitoring Tools Select at least 2 options from the list below Frequency Duration Person Responsible Yes Reading Inventory (HMH) 1 time N/A Classroom Teacher F and P /Running Records Every 2 wks 1 quarter Classroom Teacher Compass Pathblazer data Monthly 1 semester Classroom Teacher Benchmark Testing 2 times 2 quarters Classroom Teacher Classroom Grades 2 times 2 quarters Classroom Teacher Other school purchased evaluation tools List below: After Exit from the Read180/System44 program, all progress monitoring and ongoing supports are the responsibility of the classroom teacher. Please indicate by signature below that you have actively participated in and agree with the ongoing supports and progress monitoring documented above. Signature of Read180/System44 Teacher Signature of Classrom Teacher Page 48 of 64
Read180 Exit Criteria - Middle Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Descriptor Yes No Lexile Score: Must be at or above the CORE (non-negotiable) Leveled grade Level rskills average over at least 2 tests at or above 80% ELA grade at or above 70% Instructional Software Scores all at or above 85% for Comprehension and Vocabulary Software completion at or above 5-6 segments per semester (10-12 per year) Grade Level rskills writing score (rubric) of 3 or 4 /6 Exit Decision: Score of 6/6 Score of 5/6 (missing criteria cannot include Lexile score) Score of 4/6 or less Exit Read180 Do not Exit Read180 Exit with Teacher Qualifier and Principal Initials IF missing point is not Lexile score Do not Exit Read180 Read180 Teacher Qualifier for Exit (for score of 5/6 only): Principal s Initials (Approval for Exit): Decision: Exit Read180 (complete Ongoing Supports on Page 2) Remain in Read180 Parent letter sent on [Insert Date] Middle/High Only: New Course for 2 nd Semester: [Insert course] Page 49 of 64
Read180 Ongoing Supports - Middle Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Supports Available within classroom setting Frequency (indicate below i.e. daily, weekly, monthly, etc.) Yes Enrichment/Advisory Classes/ICU Compass Pathblazer Tutoring before/after school Other school purchased interventions List below: Progress Monitoring Tools Frequency Duration Person Responsible Yes Reading Inventory (HMH) 1 time N/A Classroom Teacher Compass Pathblazer data Monthly 1 semester Classroom Teacher Created RSkills tests Monthly 1 semester Read180 Teacher ELA Benchmark Testing 2 times 2 quarters Classroom Teacher ELA Classroom Grades 2 times 2 quarters Classroom Teacher Other school purchased evaluation tools List below: After Exit from the Read180/System44 program, all progress monitoring and ongoing supports are the responsibility of the classroom teacher (except R180 specific interventions/progress Monitoring). Please indicate by signature below that you have actively participated in and agree with the ongoing supports and progress monitoring documented above. Signature of Read180/System44 Teacher Signature of Classroom Teacher Page 50 of 64
Read180 Exit Criteria - High Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Descriptor Yes No Lexile Score: Must be at or above the CORE (non-negotiable) Leveled grade Level rskills average over at least 2 tests at or above 80% English grade at or above 70% Instructional Software Scores all at or above 85% for Comprehension and Vocabulary Software completion at or above 5-6 segments per semester (10-12 per year) Grade Level rskills writing score (rubric) of 3 or 4 /6 Exit Decision: Score of 6/6 Score of 5/6 (missing criteria cannot include Lexile score) Score of 4/6 or less Exit Read180 Do not Exit Read180 Exit with Teacher Qualifier and Principal Initials IF missing point is not Lexile score Do not Exit Read180 Read180 Teacher Qualifier for Exit (for score of 5/6 only): Principal s Initials (Approval for Exit): Decision: Exit Read180 (complete Ongoing Supports on Page 2) Remain in Read180 Parent letter sent on [Insert Date] Middle/High Only: New Course for 2 nd Semester: [Insert course] Page 51 of 64
Read180 Ongoing Supports - High Student Name: Read180 Teacher: Grade: Date: Semester: 1 or 2 (circle) Supports Available within classroom setting Individual Learning Plan Enrollment in ACT Prep course Enrollment in USA Test Prep course Other school purchased interventions List below: Frequency (indicate below i.e. daily, weekly, monthly, etc.) Yes Progress Monitoring Tools Frequency Duration Person Responsible Yes Reading Inventory (HMH) 1 time N/A Classroom Teacher Created RSkills tests Monthly 1 semester Read180 Teacher ELA Benchmark Testing 2 times 2 quarters Classroom Teacher ELA Classroom Grades 2 times 2 quarters Classroom Teacher USA Test Prep Data Monthly 1 semester Classroom Teacher Other school purchased evaluation tools List below: After Exit from the Read180/System44 program, all progress monitoring and ongoing supports are the responsibility of the classroom teacher (except R180 specific interventions/progress Monitoring). Please indicate by signature below that you have actively participated in and agree with the ongoing supports and progress monitoring documented above. Signature of Read180/System44 Teacher Signature of ELA Teacher Page 52 of 64
Parent Notification Letter of Exiting Read180 (Elementary) [Date] Dear Parents and Families: The goal of the reading program we have been providing is to bring every student to grade level reading performance. As you know, your child has been receiving interventions this school year through a program called Read180. Your child has had the opportunity to receive additional instruction from [Insert interventionist s name] at school during the regular school day. Based on your child s performance on ongoing assessments as well as on the targeted assessments listed below, your child is ready to transition to the regular classroom without the support of Read180. Your child will continue to be monitored for his or her progress during the rest of the school year. Lexile Score: [Insert Score] Grade Level rskills Average: [Insert Average] ELA grade: [Insert Grade] Instructional Software Scores: Comprehension: [Insert Score] Vocabulary: [Insert Score] Software Completion: [Insert Segments Completed] Grade Level rskills Writing Score: [Insert Score] Your child should be applauded for the effort displayed to increase his or her skills. Your encouragement and support have played a vital role in the progress of your child. If you should have any questions, do not hesitate to contact your classroom teacher or principal. Sincerely, School Principal Read180 Teacher Page 53 of 64
Parent Notification Letter of Exiting Read180 (Middle/High) [Date] Dear Parents and Families: The goal of the reading program we have been providing is to bring every student to grade level reading performance. As you know, your child has been receiving interventions this school year through a program called Read180. Your child has had the opportunity to receive additional instruction from [Insert interventionist s name] at school during the regular school day. Based on your child s performance on ongoing assessments as well as on the targeted assessments listed below, your child is ready to transition to a different course for 2 nd semester. Your student will be enrolled in [Insert Course]. Your child will continue to be monitored for his or her progress during the rest of the school year. Lexile Score: [Insert Score] Grade Level rskills Average: [Insert Average] ELA grade: [Insert Grade] Instructional Software Scores: Comprehension: [Insert Score] Vocabulary: [Insert Score] Software Completion: [Insert Segments Completed] Grade Level rskills Writing Score: [Insert Score] Your child should be applauded for the effort displayed to increase his or her skills. Your encouragement and support have played a vital role in the progress of your child. If you should have any questions, do not hesitate to contact your classroom teacher or principal. Sincerely, School Principal Read 180 Teacher Page 54 of 64
Section X. System44 Exit Criteria (Elementary Only) Page 55 of 64
Overview of Purpose Once a student reaches grade level literacy, student may be exited completely from System44 only if they reach 5 out of 6 criteria listed within the Exit Criteria Worksheet. The purpose of the System44 Exit Criteria is to ensure students are prepared for success prior to exiting the program. The criteria takes into account both program data as well as the normed assessment, Reading Inventory. The data collected throughout the student s time in the intervention program is maintained in the SAM database. This data, while typically used to drive instruction, can also be used to identify students who are ready to return to the general education setting. In addition, the student s Lexile score, as identified through the Reading Inventory, can also be used as a crucial data point to consider exit. Students who are improving but have not reached Core Lexile scores may be considered for Read180 instead of System44. Page 56 of 64
Instructions for Use System44 Exit Criteria Description of Elements For teacher use Element Lexile Score Additional Data Points Exit Score: 6/6 Exit Score: 5/6 Do not Exit Score: 5/6 Description The Lexile Score is the only item that MUST be met for exit. The Lexile score must meet the requirement for Core or better in order to be considered for exit. SAM, Read180 reports, and PowerSchool will be accessed to determine the additional data points to consider for exit. In this scenario, the student scored yes on all 6 data points and is automatically able to exit the program. In this scenario, the student meets the Lexile requirement as well as 4 of the other data points. In order to exit in this case, the teacher must provide a written qualifier to justify the exit and the principal must initial approval. Option 1: In this scenario, the student meets the Lexile requirement as well as 4 of the other data points. However, the teacher does not feel this is enough to exit the program at this time. Option 2: In this scenario, the student meets all requirements except the Lexile score and therefore cannot exit the program completely. However, the student may be ready to exit System44 and move into Read180. Do no Exit Score 4/6 or less Decision In this scenario, the student meets 4 or less data points and therefore cannot exit the program completely. However, the student may be ready to exit System44 and move into Read180. The teacher and/or principal should note the final exit decision. If the student is recommended for exit, the teacher must follow up with a letter home to the parent (use same letter as Read180 exit). Notes: The System 44 Summative Assessment should be administered as part of the exit process. The Phonics Inventory score should be above 40. 60 is the highest possible score. Page 57 of 64