English Intensive Instruction:

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English Intensive Instruction Colton Joint
Unified School Districts Journey to Implement
Effective Reading Intervention at the Secondary
Level
COLTON JOINT USD
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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
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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
• Committees top choice

COLTON JOINT USD
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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
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The Instructional Model
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Whole-Group Small Group Instruction
20 minutes
Small-Group Instruction
Whole GroupWrap-Up
Whole-Group Instruction
20 minutes
10 minutes
COLTON JOINT USD
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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
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Instructional Software
20 minutes
InstructionalSoftware
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Instructional Software provides individualized
instruction and practice in

• Phonics and decoding
• Comprehension
• Automatic word recognition
• Vocabulary
• Fluency
• Spelling

COLTON JOINT USD
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Modeled and Independent Reading
Modeled and Independent Reading
20 minutes
COLTON JOINT USD
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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
  andself-monitoring strategies
• Opportunities to respond to reading in writing

COLTON JOINT USD
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Implementation Design

• Deliberate planning
• Scheduling
• Clear entrance and exit criteria
• Dedicated classroom labs
• Staffing and support

COLTON JOINT USD
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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

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Scheduling

• Double-period blocks
• Consecutive
• Total instruction time 110 minutes
• Credits earned
• Five English graduation requirement
• Five English Elective

COLTON JOINT USD
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Clear Entrance and Exit Criteria

• 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

COLTON JOINT USD
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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
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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

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Implementation Timeline

• See handout

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2008-09 Year End Results

• Overall Results

Site 08-09 English- Language Arts CST Growth 08-09 English- Language Arts CST Growth R180 Lexile Growth
Site English I English 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
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2008-09 Year End Results

• Significant Subgroups I

Educational Program 08-09 English- Language Arts CST Growth 08-09 English- Language Arts CST Growth R180 Lexile Growth
Educational Program English I English I Intensive English I Intensive
EL 7.2 28.5 62
I-FEP 4.5 26.7 62
R-FEP 8.1 43.9 62
RSP 5.1 18.9 60
SDC 4.0 (SDC Eng I) 23.7 60
AVG. per Group 5.78 28.34 61
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2008-09 Year End Results

• Significant Subgroups II

Demographic 08-09 English- Language Arts CST Growth 08-09 English- Language Arts CST Growth R180 Testing Lexile Growth
Demographic English I English 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