1. English Intensive Instruction:
Colton Joint Unified School District’s
Journey to Implement Effective Reading Intervention
at the Secondary Level
COLTON JOINT USD

2. Overview Background: Why CJUSD chose READ 180
What is READ 180 Intensive?
Implementation Design
Implementation Timeline
Preparation
Implementation
Revision
Year One Results
Q & A
COLTON JOINT USD

3. Why READ 180? DAIT mandate for secondary intervention
Middle-to-High school overlap of intervention
SRA REACH Program
Hampton-Brown Highpoint
Research-based: gold standard
Intensive component allows students to earn core credit for English
Instructionally strong & appealing to struggling students
Committee’s top choice
COLTON JOINT USD

4. What is READ 180 Intensive?
a research-based, intensive reading intervention and acceleration program designed for students in elementary through high school who are reading below grade level
PLUS
Core English curriculum integrated into the READ 180 program to meet UC requirements for college preparation courses in English
COLTON JOINT USD

5. The Instructional Model
20 minutes
Instructional
Software
20 minutes
Small-Group
Instruction
20 minutes
Whole-Group
Instruction
10 minutes
Whole-Group
Wrap-Up
20 minutes
Modeled and
Independent
Reading
COLTON JOINT USD

6. Whole-Group & Small Group Instruction
20 minutes
Small-Group
Instruction
Whole-Group
Instruction
Whole Group Wrap-Up
20 minutes
10 minutes
COLTON JOINT USD

7. Whole-Group and Small Group Instruction
Curriculum: rBook, SBE Text (Prentice Hall), core novels and texts
Direct interactive instruction in Whole Group
Differentiated instruction in Small Group
Instructional focus
Emphasis on academic vocabulary and word study
Lessons in grammar, usage, and mechanics
Modeled fluent reading
Reading skills and strategies
Instruction in key writing types
Structured engagement routines
Teacher conferences to check progress and set goals
COLTON JOINT USD

8. Instructional Software
20 minutes
Instructional Software
COLTON JOINT USD

9. Instructional Software provides individualized instruction and practice in:
Phonics and decoding
Comprehension
Automatic word recognition
Vocabulary
Fluency
Spelling
COLTON JOINT USD

10. Modeled and Independent Reading
20 minutes
COLTON JOINT USD

11. Modeled and Independent Reading helps students become better readers with:
Leveled reading practice
Access to grade-level texts
Modeled fluent reading
Think alouds that demonstrate reading skills and self-monitoring strategies
Opportunities to respond to reading in writing
COLTON JOINT USD

12. Implementation Design
Deliberate planning
Scheduling
Clear entrance and exit criteria
Dedicated classroom labs
Staffing and support
COLTON JOINT USD

13. Deliberate Planning Year-long process before implementation
Close partnership with Scholastic
Committee decision-making
Included key stakeholders: district and site administrators, teachers, support staff
Site visitations
Curriculum writing and revision
Clear and focused action plan
Purchasing
Infrastructure
District curriculum approval process

14. Scheduling Double-period blocks Consecutive
Total instruction time: 110 minutes
Credits earned
Five: English graduation requirement
Five: English Elective
COLTON JOINT USD

15. Clear Entrance and Exit Criteria
CST scaled score 375 or lower
SRI score of 850 or lower (ninth grade)
SRI score of 900 or lower (tenth grade)
Exit
SRI score equivalent to at-grade-level
Minimum of 80% mastery scores in
Curriculum
READ 180 software
Independent Reading
COLTON JOINT USD

16. Dedicated Classroom Labs
Technology
Set up and maintained by IT department (key player in implementation success)
Computer stations for 1/3 of class (10)
Teacher computer work station
Classroom setup supportive of READ 180 Instructional Model
Computer center w/adequate network capabilities
Flexible furniture to accommodate whole & small groups plus independent reading area/materials
Dedicated use
Classroom used only for English Intensive OR
Classroom used by single teacher
COLTON JOINT USD

17. Staffing and Support Carefully-chosen instructors
Ongoing staff development and instructional support
SB 472 Training
Monthly Cohort meetings
District coaching and support (Secondary Curriculum Program Specialist)
Ongoing adoption support
Scholastic Technical Support
Scholastic Implementation Consultant Coaching
Data analysis and interpretation

18. Implementation Timeline
See handout

19. 08-09 English- Language Arts
Year End Results
Overall Results
Site
08-09 English- Language Arts
CST Growth
R180 Lexile Growth
English I
English I Intensive
Bloomington HS
+7.8
+27.6 57
Colton HS
+8.3
+26.8
112
Washington HS
-2.2
+24.6 79
AVG.
+4.63
+26.33
82.67

20. 08-09 English- Language Arts
Year End Results
Significant Subgroups I
Educational Program
08-09 English- Language Arts
CST Growth
R180 Lexile Growth
English I
English I Intensive EL
+7.2
+28.5
+62
I-FEP
+4.5
+26.7
R-FEP
+8.1
+43.9
RSP
+5.1
+18.9
+60
SDC
+4.0 (SDC Eng I)
+23.7
AVG. per Group
+5.78
+28.34
+61

21. 2008-09 Year End Results Significant Subgroups II
Demographic
08-09 English- Language Arts CST Growth
R180 Testing Lexile Growth
English I
English I Intensive
Black/African American
+10.3
+26.4
+134
Hispanic
+7.1
+26.2
+73
White/ Caucasian
+11.6
+39.8
+29
AVG. per Group
+9.7
+30.8
+78.7