English Intensive Instruction: Colton Joint Unified School District’s

English Intensive Instruction: Colton Joint Unified School District’s

Journey to Implement Effective Reading Intervention

at the Secondary Level

English Intensive Instruction: Colton Joint Unified School District’s

Journey to Implement Effective Reading Intervention

at the Secondary Level

COLTON JOINT USD

OverviewOverview

• 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

Why READ 180?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

• 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

What is READ 180 Intensive?What is READ 180 Intensive?

COLTON JOINT USD

The Instructional Model The Instructional Model

20 minutes20 minutes

Whole-GroupInstruction

Whole-GroupInstruction

10 minutes10 minutes

Whole-GroupWrap-Up

Whole-GroupWrap-Up

20 minutes20 minutes

InstructionalSoftware

InstructionalSoftware

20 minutes20 minutes

Modeled and Independent

Reading

Modeled and Independent

Reading

20 minutes20 minutes

Small-GroupInstruction

Small-GroupInstruction

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Whole-GroupInstruction

Whole-GroupInstruction

20 minutes20 minutes

Whole-Group & Small Group Instruction

Whole-Group & Small Group Instruction

Whole GroupWrap-Up

Whole GroupWrap-Up

10 minutes10 minutes

COLTON JOINT USD

Small-GroupInstruction

Small-GroupInstruction

20 minutes20 minutes

• 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

Whole-Group and Small Group Instruction

COLTON JOINT USD

InstructionalSoftware

InstructionalSoftware

Instructional SoftwareInstructional Software

20 minutes20 minutes

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• Phonics and decoding

• Comprehension

• Automatic word recognition

• Vocabulary

• Fluency

• Spelling

Instructional Software provides individualized instruction and practice in:

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Modeled and Independent ReadingModeled and Independent Reading

20 minutes20 minutes

Modeled and Independent

Reading

Modeled and Independent

Reading

COLTON JOINT USD

• Leveled reading practice

• Access to grade-level texts

• Modeled fluent reading

• Think alouds that demonstrate reading skills andself-monitoring strategies

• Opportunities to respond to reading in writing

Modeled and Independent Reading helps students become better readers with:

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Implementation DesignImplementation Design

• Deliberate planning

• Scheduling

• Clear entrance and exit criteria

• Dedicated classroom labs

• Staffing and support

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• 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

Deliberate Planning

• Double-period blocks

• Consecutive

• Total instruction time: 110 minutes

• Credits earned

– Five: English graduation requirement

– Five: English Elective

Scheduling

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• Entrance– 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

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Clear Entrance and Exit Criteria

• 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 IntensiveOR– Classroom used by single teacher

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Dedicated Classroom Labs

• 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

Staffing and Support

Implementation TimelineImplementation Timeline

• See handout

2008-09 Year End Results2008-09 Year End Results

Overall Results

Site

08-09 English- Language Arts CST Growth

R180 Lexile Growth

English IEnglish I Intensive

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

2008-09 Year End Results2008-09 Year End Results

Significant Subgroups I

Educational Program

08-09 English- Language Arts CST Growth

R180 Lexile Growth

English IEnglish I Intensive

English I Intensive

EL +7.2 +28.5

+62I-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

2008-09 Year End Results2008-09 Year End Results

Significant Subgroups II

Demographic

08-09 English- Language Arts CST Growth

R180 Testing Lexile Growth

English IEnglish I Intensive

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