English Intensive Instruction:
Colton Joint Unified School District’s
Journey to Implement Effective Reading Intervention
at the Secondary Level
COLTON JOINT USD
Overview
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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?
• 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
What is READ 180 Intensive?
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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
The Instructional Model
20 minutes
20 minutes
Instructional
Software
Whole-Group
Instruction
20 minutes
Small-Group
Instruction
Modeled and
Independent
Reading
Whole-Group
Wrap-Up
10 minutes
20 minutes
COLTON JOINT USD
Whole-Group & Small Group
Instruction
20 minutes
Small-Group
Instruction
Whole-Group
Instruction
Whole Group
Wrap-Up
20 minutes
10 minutes
COLTON JOINT USD
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
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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
Instructional Software
20 minutes
Instructional
Software
COLTON JOINT USD
Instructional Software provides individualized
instruction and practice in:
• Phonics and decoding
• Comprehension
• Automatic word recognition
• Vocabulary
• Fluency
• Spelling
COLTON JOINT USD
Modeled and Independent Reading
Modeled and
Independent
Reading
20 minutes
COLTON JOINT USD
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
Implementation Design
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Deliberate planning
Scheduling
Clear entrance and exit criteria
Dedicated classroom labs
Staffing and support
COLTON JOINT USD
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
Scheduling
• Double-period blocks
• Consecutive
• Total instruction time: 110 minutes
• Credits earned
– Five: English graduation requirement
– Five: English Elective
COLTON JOINT USD
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
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
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
Implementation Timeline
• See handout
2008-09 Year End Results
Overall Results
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
+4.63
+26.33
82.67
AVG.
2008-09 Year End Results
Significant Subgroups I
Educational
Program
08-09 English- Language Arts
CST Growth
English I
English I
Intensive
EL
+7.2
+28.5
I-FEP
+4.5
+26.7
R-FEP
+8.1
+43.9
RSP
+5.1
+18.9
SDC
+4.0 (SDC
Eng I)
+23.7
+5.78
+28.34
AVG. per Group
R180 Lexile
Growth
English I Intensive
+62
+60
+61
2008-09 Year End Results
Significant Subgroups II
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