READ 180 Research COMPENDIUM OF - 15 Years of Evidence-Based Results for America's Struggling Readers
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COMPENDIUM OF
READ 180 Research
®
15 Years of Evidence-Based Results for America’s Struggling Readers
COMPENDIUM OF
READ 180 Research
The impact that low reading achievement has
Scholastic is committed to developing on students’ readiness for college, careers, and
innovative educational programs that life in general is significant. . . Being able to read
are grounded in research and proven to complex text independently and proficiently is
work. We collaborate with school districts essential for high achievement in college and the
and third-party research organizations workplace and important in numerous life tasks.
to conduct evaluations that provide
useful information to help school leaders
advance school change and improvement. —Common Core State Standards, 2010
Scholastic believes strongly in a mixed
methods approach to our research, an
approach that provides meaningful and
contextualized information and results.
For more information, please visit the
Scholastic Research website at:
research.scholastic.com.
TABLE OF CONTENTS
Eco
Eco
Eng
Eng
nom
nom
∆
Includes middle school data
lish
lish
WW
Ind
Ind
WW
Ind
Ind
ica
ica
*Includes high school data
Lan
Lan
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epe
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BEE
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Dis
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BEE
Pag
Pag
age
lem
lem
g
adv
adv
nt M
nt M
nt F
nt F
eL
R ev
e
e
R ev
Dis
Dis
Eth
Eth
Lea
ent
ent
ant
ant
Nu
Nu
ear
und
und
eas
eas
iew
abi
abi
iew
n
n
m
m
rne
atio
atio
age
age
UPPER ELEMENTARY SCHOOL STUDIES HIGH SCHOOL STUDIES
icit
icit
ner
ber
ure
ber
ure
ed
ing
ing
lity
lity
ed
rs
d
n
d
n
†
y
y
s
Cypress-Fairbanks Independent School District, TX∆* 10–11 • • Central Consolidated School District, NM (Scholastic Research) 60–61 •
(Scholastic Research)
Clark County School District, NV ∆
62–63 • •
Deer Valley Unified School District, AZ∆ (Scholastic Research) 12–13 • • • • (Papalewis, R.; Zvoch & Letourneau; Richmond, E.)
Iredell-Statesville Schools, NC∆ (Admon, N.) 14–15 • • Colton Joint Unified School District, CA (Scholastic Research) 64–65 • •
Joplin Public Schools, MO * (Scholastic Research)
∆
16–17 • Daviess County School District, KY (Daviess County School District)
∆
66–67 • •
Lawrence Public Schools, MA∆* 18–19 • • • Garfield High School, LAUSD, CA (Scholastic Research) 68–69 • •
(Lawrence Public Schools; Scholastic Research)
Hernando County School District, FL (Scholastic Research) 70–71 • • •
Napa Valley Unified School District, CA∆* (Whiteboard Advisors)
20–21 • • Huntington Beach Union High School District, CA 72–73 • •
New York City Public Schools Community School District 23, NY ∆
22–23 • • • (Scholastic Research)
(Policy Studies Associates)
Phoenix Union High School District, AZ 74–75 • • • • •
San Antonio Unified School District, TX∆* (Scholastic Research) 24–25 • • (Policy Studies Associates; Scholastic Research)
Sevier County Public Schools, TN∆ (Nave, J.) 26–27 • • • Seminole County Public Schools, FL (Lang et al; Scholastic Research) 76–77 • • •
Traverse City Area Public Schools, MI (Scholastic Research)
∆
28–29 • • Springfield and Chicopee Public Schools, MA 78–79 • • • •
(The Education Alliance at Brown University)
MIDDLE SCHOOL STUDIES
OTHER EDUCATIONAL SETTINGS
Austin Independent School District, TX (Policy Studies Associates) 30–31 • •
Columbus City Schools, OH 32–33 • • Alvord Unified School District, CA (Scholastic Research) 80–81 • • • •
(Columbus City Schools; Scholastic Research) Brockton Public Schools, MA (MPR Associates, Inc.; SEDL) 82–83 • •
Council of the Great City Schools (Interactive, Inc.) 34–35 • • • Job Corps, CA (Admon, N.) 84–85 • •
Des Moines Public Schools, IA* (Policy Studies Associates) 36–37 • • • Ohio Department of Youth Services, OH (Ohio State University) 86–87 • • • •
Desert Sands Unified School District, CA* (Scholastic Research) 38–39 • • • Phoenix Community College, AZ (Scholastic Research) 88–89 •
Holyoke Public Schools, MA (Scholastic Research) 40–41 • •
Indian River School District, DE
(Indian River School District; Scholastic Research)
42–43 • • • APPENDIX
Knowledge is Power Program New York City, NY 44–45 • • • References 90–91
(Scholastic Research) Index 92–95 • • • • • • • •
Los Angeles Unified School District, CA (Papalewis, R.) 46–47 • • • Notes 96–97
Milwaukee Public Schools, WI (AIR) 48–49 • • •
Newark Public Schools, NJ (Westat, Inc.) 50–51 • • • • •
Northeastern Florida School District, FL (Scholastic Research) 52–53 • Please see the Index for a comprehensive listing of all studies by more categories, including
Rochester City School District, NY (Scholastic Research) 54–55 • type of assessment, results disaggregated by student group, and research design.
Saint Paul Public Schools, MN (Admon, N.) 56–57 • • • For more resources, visit research.scholastic.com.
School District of Osceola County, FL* (Scholastic Research) 58–59 •
2 3
INTRODUCTION
For decades, ongoing attention has Since the initial launch of READ 180 in 1999, years criteria by providing opportunities for students to write medium for comprehension and large for general
been directed towards the dire need of effectiveness research, combined with reports of every day, including arguments that are supported literacy achievement (WWC, 2009). Similarly, READ
its practical use in classrooms around the country, with evidence, wrap-up projects that synthesize what 180 was one of four programs out of over 100
for improvements in adolescent
have contributed to the ongoing refinement and has been read and apply it to real-world research considered for review earning the label of Moderate
literacy. While this focus has yielded
improvement of the program. Now, with the questions and research papers. In their writing, Evidence of Effectiveness in a 2008 report by Johns
some positive results, such as small nation’s focus on the Common Core, READ 180 students employ technology in the process. Academic Hopkins University’s Center for Data-Driven Reform in
but significant gains in eighth- and Next Generation holds a pivotal place in meeting the discussions, oral summaries, eReads, morphology, Education (Slavin, Cheung, Groff, & Lake, 2008).
twelfth-graders’ reading performance demands of the standards. By individualizing and and grammar practice are included to meet the
on the 2009 National Assessment of adapting practice with the necessary foundational speaking and listening standards, as well as the In a recent study published in the peer-reviewed
Education Progress, the percentage reading skills, READ 180 Next Generation is the language standards. Across all parts of the READ 180 journal, Educational Evaluation and Policy Analysis,
of students performing at or above on–ramp that allows struggling readers to access Next Generation instructional model, students track Kim et al. (2011) found that READ 180 had a
more complex texts. READ 180 instruction, aligned their own progress on the digital Student Dashboard.
the Basic level did not change significant positive effect on reading comprehension
to Common Core, includes the critical analysis and For greater accessibility, READ 180 Next Generation and vocabulary for fourth through sixth grade students
significantly from 2009 to 2011
synthesis of texts that reflect the literature found in is also available for iPad®. in an after-school program, the majority of whom
(National Center for Education the real world (National Governors Association (95%) had previously scored below proficient on a
Statistics 2009, 2011). The concern Center for Best Practices (NGACBP), Council of Chief As a mission-driven company focused on helping all state assessment of English language arts. This work
over persistent achievement gaps State School Officers (CCSSO), 2010). Additionally, students learn, research is at the heart of everything followed up on a 2010 study in which Kim et al. found
remains; hence, sweeping changes in READ 180’s instructional approach, which includes that Scholastic Education does. From its inception, that READ 180 had a significant positive effect on
the way that the nation handles these the use of data dashboards replete with student self- READ 180 has been built upon a foundation of reading fluency and attendance rates for even lower
discrepancies are underway. monitoring tools, supports the CCSS goal of having the best research, and in consultation with the top performing fourth grade students, also in an after-
all students, even those who are struggling, become educational researchers. But it does not stop there; school program.
self-directed learners (NGACBP, CCSSO, 2010). READ 180 is continuously validated and improved
In response to the lackluster
upon to ensure that every student is engaged, every In the 2006 to 2011 Striving Readers studies,
performance of too many students,
With many new Common Core enhancements, teacher effective, and every leader empowered. READ schools in four school districts that used READ
the Common Core State Standards READ 180 Next Generation builds on its proven 180 is arguably the most thoroughly researched 180 for a period ranging from one to five years
(CCSS) were rolled out, which instructional model to address specific expectations reading intervention program ever created. More than showed significant increases in reading achievement
demand that students be prepared of each of the four anchor standards. In reading, a decade of validation through research and practice for struggling students. In Newark, New Jersey,
for success in college and careers in READ 180 Next Generation meets the criteria by have affirmed READ 180’s effectiveness and informed significant impacts were shown for all students,
a globally competitive society by the offering a range of quality texts—including increased further development of the program. including important student population groups
end of high school. A daunting task, percentages of informational texts that meet CCSS of boys, African Americans, and students with
recommendations—with embedded text-based
yet one READ 180 Next Generation For example, a What Works Clearinghouse (WWC) disabilities. READ 180 was shown to have a
comprehension questions that build Higher Order review concluded that the extent of evidence for significant overall impact on incarcerated students
(NG) is prepared to meet. Released
Thinking skills and that accelerate students to grade READ 180’s impact on student achievement is in Ohio Department of Youth Services facilities, the
in 2011, READ 180 Next Generation is level. In writing, READ 180 Next Generation meets the
the result of an ambitious, multiyear
research and development effort
aimed at bringing READ 180 into
full alignment with the rigorous
An initiative of the U.S. Department of Education’s Institute of Education Sciences, the What Works
1
The Striving Readers program was funded by the U.S. Department of Education with two aims: 1) to raise middle and high school students’
3
expectations of the Common Core. Clearinghouse (WWC) is a central source of scientific evidence for what works in education. The full literacy levels in Title I-eligible schools with significant numbers of students reading below grade-levels; and 2) to build a strong, scientific
review is available on the WWC website at whatworks.ed.gov. research base for identifying and replicating strategies that improve adolescent literacy skills. The full reviews are available on the Striving
Reader’s website at ed.gov/programs/strivingreaders.
The Best Evidence Encyclopedia (BEE), developed by Johns Hopkins University’s Center for Data-Driven
2
Reform in Education, presents reviews of research-proven educational programs to help policy makers,
4 principals, teachers, and researchers. The full review is available on the BEE website at bestevidence.org. 5
INTRODUCTION continued READ 180 WORKS
Elementary Middle School High School Other Educational Settings
majority of whom were male and African American, This compendium of READ 180 research contains 40
and a large percentage of whom were students with studies, approximately half of which were conducted
NUMBER OF STUDIES BY STUDENT GROUP*
disabilities. Additionally, READ 180 was shown to by third-party firms, with about half of these being
ECONOMICALLY ENGLISH ETHNICITY STUDENTS WITH
have significant impacts for students in the urban- independently funded. The studies take place in a
DISADVANTAGED LANGUAGE LEARNERS DISABILITIES
suburban school district of Springfield-Chicopee, variety of settings in school districts across the country
Massachusetts and the urban school district of from 1999 to 2012. Summarized are correlational and
Milwaukee, Wisconsin, both of which contained descriptive studies, as well as randomized or quasi-
large percentages of economically disadvantaged experimental studies. Reports on reading gains for
students. the general student population and in some cases for
specific demographic groups of students are provided.
Additional studies conducted by Scholastic have Not only have the studies in this compendium shown
found READ 180 to be effective for English language that READ 180 meets the literacy needs of even
learners (ELL). In a bronze level study conducted in the most challenged students, the findings of these
Deer Valley Unified School District, Arizona, ELL fourth studies have been integral in informing new and better NUMBER OF PROGRAM YEARS
versions of the program, including the most recent
FIFTEEN
through eighth grade students made significant gains
on various assessments after using READ 180 for a READ 180 Next Generation.
year (2012). Likewise, in Lawrence Public Schools,
Massachusetts, elementary, middle, and high school STUDENTS IMPACTED*
ELL students showed achievement gains on two state
assessments (2009).
Given the current federal push for evidence of ROI—
From its inception,
READ 180 has been built Almost one in two studies (46%) are Independently
60,221
the return on investment in education spending – a upon a foundation of the best Funded with a quarter of those studies funded by
the United States Department of Education.
study conducted by Whiteboard Advisors (2013)
found READ 180 to be an integral part of California’s research, and in consultation
Napa Valley Unified School District’s model of smart
with the top educational 49%
investment management by delivering academic
progress and resulting in cost savings. Not only did researchers. But it does not Elementary
School
students using READ 180 make significant gains
on the state assessment, the district tracked lower
stop there; READ 180 is Students
28%
referral rates into special education, as well as lower continuously validated and Middle
numbers of expulsions and suspensions, since using
improved upon to ensure that
School
19%
11 7
Students
the program.
High
every student is engaged, School
every teacher effective, and
STUDIES MEET
EVIDENCE
STUDIES
ARE PEER
Students
4%
Other
every leader empowered. STANDARDS REVIEWED
Educational
Settings
*The infographics on this page represent the
studies included in this compendium. More results
6 can be found online at research.scholastic.com. 7
TIMELINE
systematic instruction for
1985–1996 1998–1999
Council of the Great City
2006
The Alliance for Excellent English learners who may
2009
READ 180 takes its Teaching System to
2011
U.S. DOE funded Striving Readers
EARLY RESEARCH Schools pilots READ 180 Education and the Carnegie
A Report to Carnegie Corporation of New York
WRITINGNEXT be at differing levels of English program results show that
the Web with the READ 180 Interactive
proficiency.
EFFECTIVE STRATEGIES TO IMPROVE
WRITING OF ADOLESCENTS IN MIDDLE
in some of its largest urban Corporation publish Writing READ 180 significantly increased
AND HIGH SCHOOLS
Teaching System.
By Steve Graham and Dolores Perin
1985–1996 schools and enters into a Next, outlining best practices reading achievement for struggling
Hartry, Fitzgerald, and Porter
Partially funded by a grant research partnership to study in writing for older, struggling The Journal of Research on students in several school districts
(2008) present positive
from the U.S. Department the efficacy of the program. readers. READ 180 writing Educational Effectiveness across the country.
outcomes of READ 180
of Education’s Office instruction aligns with all publishes a Gold-Standard
Scholastic publishes implemented in afterschool A U.S. DOE funded evaluation of
of Special Education recommendations. (randomized controlled trial)
READ 180, which is immediately programs in the Harvard READ 180 published in Educational
programs, research study of adolescent reading
Dr. Ted implemented in hundreds of schools Educational Review article Evaluation and Policy Analysis
by Dr. Ted Hasselbring Hasselbring
Dr. Bill Daggett and the International interventions done by the Florida
nationwide. “Implementing a Structured found that students who used
of Peabody College, Center for Leadership in Education Center for Reading Research
Reading Program in an Afterschool Setting: READ 180 after-school outperformed
Vanderbilt University, the (ICLE) champion READ 180 as the reading (FCRR) and Florida State University that reveals
Problems and Potential Solutions.” the control group on measures of
nation’s #1 graduate school intervention program that most closely aligns significant gains with READ 180
of education, leads to a
breakthrough prototype for
2003–2006 with the center’s recommendations on
secondary school reform.
READ 180 is evaluated in (Lang, Torgesen, Vogel, Chanter, Lefsky
& Petscher, 2009).
reading comprehension and vocabulary
(Kim, Capotosto, Hartry & Fitzgerald, 2011).
the July–September 2008
software that uses individual VALIDATION AND issue of Reading Research
A review by the federal What Works Scholastic launches READ 180 Next Generation.
student performance data IMPLEMENTATION Quarterly in an article titled
to differentiate reading
instruction.
VANDERBILT
UNI VERSIT Y
®
2003
2006–2013 “Effective Reading Programs
for Middle and High Schools:
Clearinghouse (WWC) concludes that the
extent of evidence for READ 180 is “medium to
With READ 180 Next Generation, leadership will
have more visibility into implementation metrics,
CONTINUED AND large for comprehension and medium to large allowing for a greater ability to course-correct in
Dr. Sally Shaywitz came out with the A Best Evidence Synthesis,”
for general literacy real-time. Teachers will have a simpler, easier to
breakthrough book Overcoming Dyslexia, SUSTAINED IMPROVEMENT by Slavin, Cheung, Groff, and Lake (2008) of use instructional system with a more directed path
1994–1996 where she states that the most successful BASED ON BEST PRACTICES the Center for Data-Driven Reform at Johns
achievement.”
for data-driven differentiated
Dr. Hasselbring joins programs for students with dyslexia Hopkins University. The meta-analysis instruction, and students will
forces with Dr. Janet Allen of the emphasize the same core elements: practice
2006–2007 provides a positive assessment of 2009–2010 be more engaged and will
University of Central Florida and manipulating phonemes, building vocabulary, READ 180 showing more evidence Scholastic Research & Development continues
The Florida Center for Reading Research have more ownership of
Florida’s Orange County public school increasing comprehension and improving the of effectiveness than the other 121 to develop new READ 180 components to
(FCRR) completes an independent and their learning.
system to create the Orange County fluency of reading, and cites READ 180 as a programs considered in the review. add more rigorous reading and to prepare
Literacy Project for its lowest-performing thorough review of READ 180 Enterprise
suitable intervention. These results are also summarized on the Best students for college and careers including
students. The project’s instructional model, Edition at the request of Florida districts and 2012
Evidence Encyclopedia website (www. READ 180 Stretch, Xtra Advance, and the
documents multiple strengths and no
rooted in research-proven literacy practices, 2004–2005 bestevidence.org) where READ 180 is cited as Real Jobs Library. A review by the National Center on Intensive
becomes the basis of the READ 180 weaknesses. Intervention (NCII) concluded that the extent
READ 180 aligns with all 15 Top Rated Program for Middle/High School
Instructional Model. structural and instructional The Council of having Moderate Evidence of Effectiveness. of evidence ranged from “partiially convincing
2010 to convincing” demonstrating that READ 180 is
recommendations contained Administrators of
Dr. Marilyn Jager Adams, The initiative for effective as an RTI model.
in the report Reading Next:
1997–1999
Special Education
author of Learning to Read, Common Core State
A Vision for Action and (CASE) endorses
leads the development of Standards publishes
Research in Middle and Dr. Kevin Feldman READ 180 for use with special education 2013
FIELD TESTING High School Literacy System 44 ®, a breakthrough standards that provide a consistent, clear
students, and was re-endorsed in 2012. Scholastic launches READ 180 Next Generation,
foundational system understanding of what students are expected
1997 (Biancaroas & Snow, 2004). built for the Common Core. READ 180
combining the very best to know and be able to do.
Scholastic enters into collaboration with Through continued collaboration with 2007 thinking on research-based Dr. Marilyn Next Generation includes more rigor throughout,
Vanderbilt University to replicate the best Jager Adams Scholastic, the Council of new grade-level text, new text-dependent
Dr. Ted Hasselbring and a new National Assessment of Educational Progress phonemic awareness and Implementation Matters:
Systems for Success
practices of their research in a published the Great City Schools, A descriptive Study of READ 180®
questions, more
partnership with Dr. Kevin Feldman and (NAEP) begins measuring writing phonics instruction for
in urban Middle Schools
program. READ 180 adopts the Lexile and the American Institutes A project of the
nonfiction, new
skills of fourth-, eighth-, and older students with the power
council of the great city Schools
Dr. Kate Kinsella, Scholastic launches and Scholastic Inc.
for Research release performance-based
prepared by
Framework® for Reading developed
American Institutes for Research
READ 180 Enterprise Edition. twelfth-grade students in narrative, of state-of-the-art adaptive
berkeley policy associates
Implementation Matters:
EXEcuTIVE SuMMARY
assessments and a
AuguST 2010
by Dr. Jack Stenner of MetaMetrics, informative, and persuasive technology.
Inc., as its leveling system. The framework Systems for Success AMERICAN
INSTITUTES
new Writing Zone—
formats.
FOR RESEARCH
®
provides a common metric for measuring text • Structured engagement routines are added Dr. Julie Washington, (Salinger, Moorthy, Toplitz, all available for iPad.
difficulty and student reading level. to ensure full participation by ALL learners, a leading authority on Jones, & Rosenthal, 2010). Implementation
including English learners. 2007–2008 articulation and standard Matters outlines district-wide conditions
® Dr. Kate Kinsella, that sustain on-model implementation of
classroom English,
• In addition to Spanish, second language co-author of the READ 180 in urban school districts.
builds instructional support
support in four new languages is added: READ 180 rBook ®, creates for students who speak
Vietnamese, Hmong, Cantonese, the LBook. Tested in Dr. Julie Washington
a community dialect and
and Haitian Creole. classrooms throughout struggle with academic English.
Dr. Kate Kinsella
California by Dr. Kinsella, the
•T
he Scholastic Achievement ®
LBook provides explicit
Manager (SAM) is introduced.
8 9
Disability • Ethnicity • Independent Measure
GRAPH 1
CYPRESS-FAIRBANKS INDEPENDENT SCHOOL Cypress-Fairbanks Independent School District READ 180 Students, Grades 4, 5, 7, 8, 9 (N=2,249)
DISTRICT, TX Percentage of Students Achieving Proficiency on TAKS Reading by Grade, 2008 and 2009
AUTHOR: SCHOLASTIC RESEARCH 70%
2008
60% 67% 66%
2009
% of Students
50% 54%
STUDY PROFILE The percentage of READ 180 40%
Up p er E l emen tar y
30%
34%
Evaluation Period: 2008–2009 middle school students achieving 20%
22%
S tu d i es
Grades: 4–5, 7–12
Assessment: Texas Assessment of Knowledge
proficiency on the TAKS more 10%
0%
14%
Grades 4–5 Grades 7–8 Grade 9
and Skills (TAKS) Reading, Scholastic Reading
Inventory (SRI)
than quadrupled. (n=1,458) (n=625) (n=166)
Participants: N=2,799
Implementation: 90-minute model GRAPH 2
Cypress-Fairbanks Independent School District READ 180 Students With Disabilities, Grades 4, 5, 7, 8, 9 (N=235)
Percentage of Students Achieving Proficiency on TAKS Reading by Grade, 2008 and 2009
OVERVIEW RESULTS
80%
Located outside of Houston, the Cypress-Fairbanks TAKS Reading and SRI data were collected and analyzed for 70%
2008
Independent School District (CFISD) enrolls more than 104,000 students who used the program during the 2008–2009 school 60%
2009
students in 50 elementary schools, 16 middle schools, 11 high year. TAKS Reading data was obtained from a total of 2,249 60%
% of Students
50% 56%
schools, and four special program facilities. At the time of the students in Grades 4, 5, 7, 8, and 9 with valid pretest and
40%
study, the district’s student population was largely Hispanic posttest data. READ 180 students in Grades 4–5 and 7–12 40%
(43%) and Caucasian (29%), followed by African American were included in the SRI analysis, comprising a total sample of 30%
30% 30%
(16%), Asian American (8%), Native American (less than 1%), 2,799 students with valid pretest and posttest SRI data. 20%
and Pacific Islander (less than 1%) students. Just under half 10% 16%
(42%) of all students received free and reduced-price lunch Across all grades in this analysis, the percentage of READ 180
0%
through the National School Lunch Program; 16% of all students achieving Proficiency on TAKS Reading increased from Grades 4–5 Grades 7–8 Grade 9
students were English language learners (ELL). 2008–2009 (Graph 1). Results were particularly impressive for (n=108) (n=87) (n=40)
middle school students who demonstrated more than a four fold
Growing interest in research-based education inspired district increase in proficiency rates on the TAKS. When results were
leaders to pilot READ 180 as a reading intervention program disaggregated by education classification, upper elementary and
with a cohort of fifth graders in spring 2007. Due to the pilot’s middle school students with disabilities also exhibited gains. The GRAPH 3
success, the district expanded READ 180 to 31 elementary percentage of upper elementary and middle school students with Cypress-Fairbanks Independent School District READ 180 Students, Grades 4–5 and 7–12 (N=2,799)
schools, 16 middle schools, and 11 high schools. disabilities achieving Proficiency on the TAKS improved from 40% Performance on SRI by Grade, Fall 2008 and Spring 2009
to 56% and from 16% to 60%, respectively, mirroring the overall
READ 180 was used as an intervention program for fourth- findings for these grade levels. While the overall percentage of Fall 2008
800
through twelfth-grade students who were reading below ninth grade students achieving Proficiency increased (Graph 1), Spring 2009
proficiency. Texas Assessment of Knowledge and Skills (TAKS) TAKS reading proficiency level for ninth graders with disabilities 700 762L 731L
Reading and Scholastic Reading Inventory (SRI) data, along remained the same from 2008 to 2009 (30%) (Graph 2). 600
624L 624L
SRI Lexile Score
608L
with teacher recommendations and grades, were used to 500
identify and place students in the program. The SRI results revealed similar trends in reading performance
400
for students in all three school levels. Upper elementary, 436L
middle, and high school students gained 1.9, 1.8, and 2.5 300
Gain: 188L Gain: 138L Gain: 123L
grade levels, respectively (Graph 3). Findings also indicated 200
that, on average, 76% of elementary students and 69% of
100
middle and high school students demonstrated 1.0 or more
0
years of reading growth on SRI. Grades 4–5 Grades 7–8 Grade 9–12
(n=1,616) (n=639) (n=544)
Note. On average, upper elementary students (Grades 4–5) gained 1.9 grade levels, middle school students (Grades 7–8) gained 1.8
grade levels, and high school students (Grades 9–12) gained 2.5 grade levels.
10 11
Disability • English Language Learners • Ethnicity • Independent Measure
GRAPH 1
DEER VALLEY UNIFIED SCHOOL DISTRICT, AZ Deer Valley Unified School District READ 180 Students, Grades 4–8 (N=1,036)
Performance on AIMS Reading Standard by Grade, 2010 and 2011
AUTHOR: SCHOLASTIC RESEARCH
2010 Meets or Exceeds the Standard
60%
2011 Meets or Exceeds the Standard
50%
STUDY PROFILE READ 180 students in 44% 45%
51%
% of Students
40%
42%
Evaluation Period: 2010–2011 Deer Valley make significant 30% 34%
Up p er E l emen tar y
Grades: 4–8
Assessment: Arizona’s Instrument to Measure Standards
gains on Arizona state test. 20% 23% S tu d i es
10% 12%
(AIMS); Scholastic Reading Inventory (SRI) 11% 12%
9%
0% 7% 6%
Participants: N=1,036 All Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Implementation: 90-minute model (N=1,036) (n=226) (n=268) (n=255) (n=160) (n=127)
OVERVIEW RESULTS GRAPH 2
Deer Valley Unified School District READ 180 Students, Grades 4–8 (N=753)
Performance on AIMS Reading Standard by Disability and ELL Status, 2010 and 2011
Deer Valley Unified School District (DVUSD), located in central AIMS Reading Test and SRI scores for 1,036 READ 180 students
Arizona, serves approximately 36,000 students in 37 schools, were obtained during the 2010–2011 school year.
nine of which receive Title I funding. At the time of the study, 40%
2010 Meets or Exceeds the Standard
2011 Meets or Exceeds the Standard
60% of READ 180 students in DVUSD were male, 47% were Findings show that after one year of READ 180, students
35%
students with disabilities, and 26% were English language demonstrated significant gains on the AIMS Reading Test 37%
learners (ELL). Sixty percent were Caucasian, 31% were (Graph 1). Overall, the percentage of READ 180 students 30%
% of Students
Hispanic, 4% were African-American, 2% were Asian, 2% were meeting the standard increased significantly from 9% in 2010 25% 27%
Native American, and less than 1% were Native Hawaiian. to 42% in 2011. Students in the fifth and sixth grades made
20%
the largest improvements, with the percentage of students
15%
DVUSD adopted READ 180 to improve the reading skills of meeting or exceeding the standard increasing by 38% and 45%,
elementary and middle school students who performed at respectively. 10%
11%
the Falls Far Below or Approaching reading standard on the 5%
When the results were disaggregated by students with disabilities 6%
Arizona’s Instrument to Measure Standards (AIMS) and who 0%
also performed poorly on Scholastic Reading Inventory (SRI), a and ELLs, these significant positive trends continued (Graph 2). English Language Learners Student With Disabilities
measure of reading comprehension. Additionally, students with The percentage of READ 180 students with disabilities meeting (n=269) (n=484)
a reading disability were placed into READ 180. or exceeding the AIMS standard more than doubled—from
11% in 2010 to 27% in 2011. In addition, the percentage of
READ 180 ELLs meeting or exceeding the standard increased
substantially—from 6% in 2010 to 37% in 2011. GRAPH 3
Deer Valley Unified School District READ 180 Students, Grades 4–8 (N=1,036)
Further disaggregation of this data indicated that all ethnic groups
Performance on AIMS Reading Standard by Ethnicity, 2010 and 2011
demonstrated significant increases in the percentage of students
meeting or exceeding the AIMS standard from 2010 to 2011 2010 Meets or Exceeds the Standard
2011 Meets or Exceeds the Standard
(Graph 3).
Consistent with the AIMS Reading test findings, READ 180
60%
students evidenced significant gains in reading comprehension
SRI Lexile Score
on SRI during the 2010–2011 school year. On average, 50%
52%
50%
READ 180 students improved from a pretest score of 312 40% 45%
42% 44%
Lexile (L) measures to a posttest score of 556L, resulting in 38%
30% 35%
a statistically significant gain of 243L. When the data were
20%
disaggregated by grade, all grades achieved significant
Lexile gains that exceeded annual growth expectations. In 10%
2% 11% 4%
addition, students with disabilities, ELLs, and all ethnic groups 0% 9% 5% 7% 0%
demonstrated significant Lexile gains from 2010 to 2011. All Asian African American Caucasian Hispanic Native American Native Hawaiian
(N=1,036) (n=20) (n=40) (n=625) (n=324) (n=127) (n=4)
12 13
Ethnicity • Independent Measure
TABLE 1
Iredell-Statesville READ 180 Students, Grades 4–8 (N=441)
IREDELL-STATESVILLE SCHOOLS, NC Performance on NC EOG Reading Comprehension Test, 2002 and 2003
Grade N Mean Pretest (SD) Mean Posttest (SD) Actual Gain Expected
AUTHOR: N. ADMON Spring 2002 Spring 2003 Growth
4 48 236.5 (4.6) 242.8 (6.1) 6.9 5.2
5 82 238.9 (4.6) 248.4 (5.7) 10.3* 4.6
6 80 244.6 (5.7) 248.2 (6.2) 4.1 3.0
STUDY PROFILE READ 180 students, including 7 66 243.1 (4.6) 251.1 (6.6) 8.0* 3.3
Evaluation Period: 2002–2003 elementary and Hispanic 8 165 247.8 (4.7) 255.5 (6.3) 7.3* 2.7
Up p er E l emen tar y
Grades: 4–8
students, demonstrated Actual gain is more than twice the expected growth.
1
S tu d i es
Assessment: North Carolina End-of-Grade (NC EOG)
Reading Comprehension Test significant improvements on
Participants: N=441
Implementation: 90-minute model the NC EOG. GRAPH 1
Iredell-Statesville READ 180 Students, Grades 4–8 (N=441)
Percentage of Students Improving One Reading Level on NC EOG Reading Comprehension
Test by Grade, 2002 to 2003
OVERVIEW RESULTS
70%
Iredell-Statesville Schools began implementing READ 180 in In order to measure the impact of READ 180 on student 60% 63% 66%
the 2002–2003 school year to increase literacy levels among achievement, results from the NC EOG Reading Comprehension 50%
% of Students
students scoring at Performance Level I or II, as defined by Test were gathered for 441 READ 180 students during the 49%
40%
North Carolina’s achievement levels on the North Carolina 2002–2003 school year (Admon, 2003). 42%
End-of-Grade (NC EOG) test. During the period of this study, 30% 35%
READ 180 was used in fourth through eighth grade at five Findings reveal that, on average, fourth- through eighth-grade
20%
elementary schools and seven middle schools. Schools with READ 180 students evidenced gains on the NC EOG Reading
the highest Title I funding were chosen to participate in the Comprehension Test. The fifth-grade READ 180 students 10%
READ 180 program. made a particularly notable gain, with an increase from 238.9
0%
scale score points in 2002 to 248.4 scale score points in 2003, Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
The district’s demographics in 2002–2003 included 12.5% for a gain of 10.3 scale score points. As Table 1 shows, the (n=48) (n=82) (n=80) (n=66) (n=165)
Exceptional Children and 4% English language learners NC EOG gain demonstrated by the fifth-, seventh-, and eighth-
(ELL). Approximately one-third of the students received free grade READ 180 students was more than twice the expected
and reduced-priced lunch through the National School annual growth.
Lunch Program, and 14 of 19 elementary schools received GRAPH 2
Title I funding. In addition, data show that approximately half (51%) of Iredell-Statesville READ 180 Students, Grades 4–8 (N=437)
all students in Grades 4 through 8 improved at least one
Change in NC EOG Reading Comprehension Test Score by Ethnic Group, 2002 to 2003
achievement level on the NC EOG Reading Comprehension Test
from 2002 to 2003. In the fifth and eighth grades, more than
60% of the students improved one performance level (Graph 1). 9.0
Change in NC EOG Scale Score
8.5
Among ethnic groups, Hispanic students showed the greatest 8.5
gain (8.5 scale score points) on the NC EOG (Graph 2). 8.0
7.5
7.0 7.3 7.3
6.5
6.0 6.2
0
Caucasian Hispanic African American Other
(n=242) (n=22) (n=155) (n=18)
14 15
Disability
GRAPH 1
JOPLIN SCHOOL DISTRICT, MO Joplin School District READ 180 NG Students, Grades 3–9 (N=337)
Performance on SRI, 2011 to 2012
AUTHOR: SCHOLASTIC RESEARCH
400
350
392L
STUDY PROFILE READ 180 Next Generation
SRI Lexile measure
300
250
Evaluation Period: 2011–2012 instruction results in 200 232L 238L 238L 233L
205L
248L
Up p er E l emen tar y
Grades: 3–9
Assessment: Scholastic Reading Inventory (SRI)
significant fall-to-spring gains 150
100
155L S tu d i es
Participants: N=337 in reading achievement. 50
Implementation: 90-minute model 0
All Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
(N=337) (n=12) (n=37) (n=87) (n=66) (n=60) (n=50) (n=25)
OVERVIEW RESULTS GRAPH 2 GRAPH 3
Joplin School District READ 180 NG Students With Joplin School District READ 180 NG Students, Grades 3–9 (N=337)
Joplin School District enrolled 7,785 students in Grades PreK A total of 337 students who participated in READ 180 NG Disabilities, Grades 3–9 (N=337) Performance on SRI as a Function of Software Usage, 2011 to 2012
through 12 in 2011. During the 2011–2012 school year, were included in the analytic sample. Lexile (L) measure from Performance on SRI, 2011 to 2012
students from seven elementary schools, three middle schools, the Scholastic Reading Inventory (SRI) were used to measure
and one high school in Joplin School District were selected to fall-to-spring gains in reading achievement over the course of
300 300
participate in a partnership with READ 180 Next Generation the school year. Overall, READ 180 NG students experienced
(NG). Of the READ 180 NG students, 74% were Caucasian, a significant average fall-to-spring Lexile gain of 232L, with
10% were African American, 9% were Hispanic, 3% were 80% of students meeting or exceeding their individual yearly 250 263L 250
254L
Asian, 2% were Native American, and 2% were multiracial. Lexile growth expectations (Graph 1). When broken down
Half of the students (50%) were students with disabilities, 5% by grade, the Lexile gains experienced by Grades 4 through 232L
were English language learners (ELL), and 76% received free or 9 were significant (the third grade sample was too small to
SRI Lexile measure
SRI Lexile measure
200 200 210L
200L
reduced-price lunch. analyze statistically). Sixty-four percent of ninth graders met or
exceeded their individual yearly Lexile growth expectations, as
150 150
Students received 90 minutes of READ 180 NG instruction daily did 80% of eighth graders, 82% of seventh graders, 80% of
in place of the district’s regularly implemented English Language sixth graders, 86% of fifth graders, 62% of fourth graders, and
Arts (ELA) course. READ 180 NG usage data was collected 83% of third graders. 100 100
with the Scholastic Achievement Manager (SAM) during student
use of the software program to determine the amount of time Students with disabilities experienced a significant average fall-
50 50
students spent on the software. The number of sessions that to-spring Lexile gain of 200L (Graph 2). Sixty percent of students
took place during this time, as well as the number of READ 180 with disabilities met or exceeded their individual yearly Lexile
NG segments that were completed, were collected. growth expectations, as did 88% of general education students. 0 0
Students in General Students With Less than 10 segments 10–24 segments 25+ segments
Education Disabilities completed completed completed
Across the grades, students used the software an average (n=170) (n=167) (n=75) (n=190) (n=72)
of 30.7 hours over the year. An average of 103 sessions took
place during this time, which resulted in the completion of
17 segments. It took students approximately 1.8 hours, or 6
sessions, to complete a segment. As Graph 3 displays, students
who completed more software segments demonstrated greater
Lexile gains than students who completed fewer segments.
16 17Disability • English Language Learners • Independent Measure
GRAPH 1
LAWRENCE PUBLIC SCHOOLS, MA Lawrence Public Schools READ 180 Students, Grades 4–10 (N=426)
Percentage of Students Increasing or Decreasing Performance Level (PL) on MCAS ELA by Grade, 2008 to 2009
AUTHOR: LAWRENCE PUBLIC SCHOOLS; SCHOLASTIC RESEARCH
Increased PL Same PL Decreased PL
100%
50% 33% 58% 46% 63% 47%
READ 180 students in
80%
STUDY PROFILE
% of Students
60% 40%
Evaluation Period: 2008–2009 elementary, middle, and high 35%
37% 36%
Up p er E l emen tar y
40% 34%
Grades: 4–10
Assessment: Massachusetts Comprehensive Assessment
schools achieved gains across 20% 27%
29%
S tu d i es
the board on the MCAS ELA
15% 17% 17%
System English Language Arts (MCAS ELA), Northwest 0% 8% 8%
Evaluation Association Measures of Academic Progress All READ 180 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
(NWEA MAP)
and NWEA MAP assessments. Students
(N=426)
(n=31) (n=37) (n=72) (n=55) (n=78)
Participants: N=426
Note. All READ 180 students includes Grades 4–10.
Implementation: 90-minute model (13 schools);
60-minute model (1 school)
GRAPH 2
OVERVIEW RESULTS Lawrence Public Schools READ 180 Students, Grades 4–10 (N=426)
Percentage of Students Increasing or Decreasing Performance Level (PL) on MCAS ELA by Student Group, 2008 and 2009
Lawrence Public Schools (LPS) began using READ 180 with Data from the Massachusetts Comprehensive Assessment System
100%
nine schools in the 2005–2006 school year. By the 2008–2009 English Language Arts (MCAS ELA) and Northwest Evaluation 50% 55% 42% 47% 43%
school year, 15 schools (9 elementary and middle schools, and Association Measures of Academic Progress (NWEA MAP) were
80%
six high schools), 38 classes, 34 teachers, and 513 students collected from READ 180 students during the 2008–2009 school year.
% of Students
were using READ 180. More than half (53%) were general 60%
education students, 32% were students with disabilities, 12% Findings show READ 180 students demonstrated measurable gains 41% 57%
35% 41%
were English language learners (ELL), and 4% were both ELL on the MCAS ELA from 2008 to 2009. Overall, 50% of all 40% 30%
and had a disability. The majority, 83%, of READ 180 students READ 180 students increased their Performance Level by more
were in fourth through eighth grade. than one category. Students in the fifth and seventh grades made 20%
15% 15% 17%
the largest improvement, with 58% of fifth graders and 63% of 10%
0%
Upon conclusion of the 2008–2009 school year, the Office of seventh graders increasing their scores by at least one Performance All Students Students in Students With ELL Students Disability/ELL
Assessment and Accountability in LPS gathered numerous Level (Graph 1). When the data were disaggregated by educational (N=426) General Education Disabilities (n=49) Students
data sources to compile a comprehensive picture of READ 180 classification, these positive trends continued. Just over half (n=227) (n=135) (n=15)
students’ literacy achievement. Findings from the analysis were (55%) of general education students improved their performance
Note. On average, upper elementary students (Grades 4–5) gained 1.9 grade levels, middle school students (Grades 7–8) gained 1.8
summarized by Scholastic Research (2010) for 426 students level on the MCAS ELA; similarly, nearly half of the students with grade levels, and high school students (Grades 9–12) gained 2.5 grade levels.
enrolled in READ 180 who had both pretest and posttest data dual classifications (disability and ELL) increased at least one
during the 2008–2009 school year. performance level from 2008 to 2009 (Graph 2).
TABLE 1
Using historical MCAS and NWEA MAP data, the Office of Assessment
Lawrence Public Schools READ 180 Students, Grades 4–10 (N=426)
and Accountability in LPS aligned MAP Rasch Unit (RIT) scores with
Performance on MAP RIT Reading Test by Target Level and Student Group, 2009
the MCAS Performance Levels. RIT scores are used to calculate yearly
expected growth targets on NWEA MAP, in order to meet MCAS
performance benchmarks. Student performance on NWEA MAP is Below Target Met Target Above Target
then labeled as falling below the target (Below Target), meeting the Total Met/Exceed
Program Students Target (%)
N % Median N % Median N % Median
target (Met Target), or scoring above the target (Above Target).
Growth Growth Growth
Results from the 2009 MAP revealed that READ 180 general Gen Ed 199 67 34% -3 27 14% 4 105 53% 13 67%
education and ELL students made the greatest progress over the Disability 111 53 48% -3 14 13% 5 44 40% 13 53%
course of the year, with 67% and 56% meeting or exceeding the
ELL 43 19 44% -3 2 5% 5 22 51% 17 56%
target, respectively. Performance improvements trailed closely
behind for students with disabilities and students with dual Disability/ELL 12 6 50% -1 1 8% 9 5 42% 22 50%
classifications (disability and ELL), with 53% and 50% meeting or All READ 180 365 145 40% -3 44 12% 4 176 48% 13 60%
exceeding the target, respectively (Table 1).
Note. The percentage of students below target declined.
18 19Disability • Independent Measure
GRAPH 1
NAPA VALLEY UNIFIED SCHOOL DISTRICT, CA Napa Valley Unified School District READ 180 Students, Grades 3–11 (N=877)
Performance on CST ELA and CELDT, 2011 and 2012
AUTHOR: WHITEBOARD ADVISORS
50%
2011
45% 48%
2012
STUDY PROFILE Improving outcomes and 40%
35%
reducing costs with READ 180.
% of Students
Evaluation Period: 2011–2012 30% 33%
Up p er E l emen tar y
Grades: 3–11 25%
S tu d i es
Assessment: California Standards Test of English 20%
Language Arts (CST ELA); California English Language 15% 17%
Development Test (CELDT)
10% 13%
Participants: N=18,078 8%
5%
Implementation: 90-minute model 6%
0%
Proficient and Proficient and Early Advanced and
Above on CST ELA Above on CST ELA Above on CELDT
OVERVIEW RESULTS (Grades 3–11)
(n=877)
(Grade 4 only)
(n=157)
(Grades 3–11)
(n=778)
Napa Valley Unified School District (NVUSD) is representative California Standards Test of English Language Arts (CST ELA) GRAPH 2
of school districts in California, serving 18,078 students in 30 and California English Language Development Test (CELDT) Napa Valley Unified School District Students, Grades K–12 (N=18,078)
Students with Disabilities
schools. Hispanic students comprise just under half the student scores were obtained for READ 180 students in Grades 3 Enrollment Trends, 2000 to 2011 Students with Specific Learning Disabilities
population. Located in a demanding agricultural region, the through 11 during the 2011–2012 shool year. Results from District Enrollment
district also serves a large migrant population. the CST ELA and CELDT demonstrated that the district’s 20K 2,200
18,078
READ 180 students significantly improved their reading
16,414 2,000
In the 2011–2012 school year, NVUSD evaluated the comprehension skills (Graph 1). In the 2011, 6% of participating
Students With Disabilities and
Specific Learning Disabilities
2,119 2,126 2,095 2,084 2,047 2,020
1,913 2,017 1,971
effectiveness of READ 180 for students in Grades 3 through READ 180 students in Grades 3 through 11 were scoring 15K 1,839 1,910 1,800
District Enfollment
11. READ 180 was first approved for use in the district in the Proficient and Above on the CST ELA. In 2011–2012, this 1,760
1,600
2005–2006 school year as a small pilot program. NVUSD number increased to 13%, including a jump from 8% to 33%
monitored its success and slowly grew the program from a for the district’s fourth graders. The CELDT corroborated 10K 1,400
pilot to a district-wide service. READ 180 was chosen by the these gains. Students using READ 180 experienced significant 1,200
1,164
district as it is one of the most researched competency-based improvements from the 2011 to the 2012 assessment. In 2012, 966 1,037 1.086
5K 907 953 1,000
reading intervention programs available. Additionally, READ 48% of READ 180 students were scoring Early Advanced and 828
180 is designed to support positive behavior interventions Above on CELDT, up from 17% in the prior year. 766 739 728 730 695 800
and supports (PBIS) that identify and sustain effective school-
0K 600
wide academic and behavioral practices that improve student In addition, the district tracked lower referral rates into special 2001 2003 2005 2007 2009 2011
outcomes. READ 180 does this by incorporating instructional education since 2001 (Graph 2). In 2004, the district recorded
management routines, classroom engagement, clear goal 1,164 students with specific learning disabilities. In 2011 that
setting, and rewards that may be implemented in parallel with count dropped to 695. This trend allowed NVUSD to reduce GRAPH 3
positive behavior interventions. In these ways, READ 180 is in its special education caseload, reduce its associated costs for Napa Valley Unified School District Students, Grades K–12 (N=18,078)
line with NVUSD’s vision for improving student outcomes while students with specific learning disabilities, and better focus its Suspension and Expulsion Counts and Costs 2006 to 2012
reducing costs. services on its academic and behavioral priorities.
$160,000 $360,000
While implemented as part of the Response to Intervention model $146,430
$342,000
across NVUSD, the core components of READ 180 are also in 5,000 $140,000
50 $300,000
# of Suspensions Days
line with the district’s Positive Behavioral Intervention Program. $120,000
Suspensions Costs
$224,000 $241,900 $260,000
Expulsion Costs
The district has been tracking some of the ancillary benefits of 4,000
# of Expulsions
$99,120 40
$100,000
their Positive Behavioral Intervention Program, which include $200,000
3,000 $80,000 30
improved behavioral outcomes and cost savings (Graph 3). In $62,580
$160,000
2009, the district recorded 58 expulsions. That figure dropped 2,000
$60,000
20 $153,400
to 26 expulsions in 2012, which represented $188,660 captured $40,000
$100,000
by the district. Suspensions dropped from 4,881 to 2,086 from 1,000 10 $60,000
$20,000
2010 to 2012, representing $83,850 that the district would
0 50 0 $0
otherwise have lost. The captured funds are reinvested back into
2010 2011 2012 2006 2010 2011 2012
NVUSD’s program and behavioral priorities.
20 21Ethnicity • Independent Measure • WWC/BEE Reviewed
GRAPH 1
NEW YORK CITY PUBLIC SCHOOLS New York City Community School District 23, READ 180 Students and
Non-READ 180 Students, Grades 4–8 (N=5,236)
COMMUNITY SCHOOL DISTRICT 23, NY Change in NY ELA Scale Score, 2001 to 2002
AUTHOR: POLICY STUDIES ASSOCIATES
Change in NY ELA Scale Score
20
15 17.4
14.8
10
STUDY PROFILE Nearly twice as many Up p er E l emen tar y
5
S tu d i es
Evaluation Period: 2001–2002 READ 180 participants scored 0
Grades: 4–8 Non-READ 180 Students READ 180 Students
Assessment: New York English
at or above grade level on the (n=4,619) (n=617)
Note. The difference between READ 180 and Non-READ 180 participants is statistically significant (pDisability • Implementation
GRAPH 1
SAN ANTONIO INDEPENDENT SCHOOL San Antonio Unified School District READ 180 Students With Disabilities, Grades 4–11 (N=663)
DISTRICT, TX Percentage of Students Achieving Proficiency on TAKS by Disability Type, 2010 and 2011
80
AUTHOR: SCHOLASTIC RESEARCH Spring 2010
70
75% Spring 2011
70% 71%
60 65%
STUDY PROFILE Students with disabilities 56%
59%
57%
Up p er E l emen tar y
% of Students
50
S tu d i es
Evaluation Period: 2010–2011 demonstrate significant 40
42%
Grades: 4–11
Assessment: Texas Assessment of Knowledge and Skills
improvement on TAKS after 30
(TAKS); Scholastic Reading Inventory (SRI) one year of READ 180. 20
Participants: N=663
10
Implementation: 30- to 50-minute model
0
All Students With Specific Learning Other Health Emotional
Disabilities Disability Impairment Disturbance
OVERVIEW Data indicated that, on average, students with disabilities enrolled
in READ 180 demonstrated improvements in their reading
(N=663) (n=473) (n=75) (n=60)
performance (Graph 1). Overall, the READ 180 students with Note. Prior to READ 180, nearly all (99%) of ninth-grade students were performing at Basic or below. After one year of intervention, the percentage
disabilities made a significant gain in their TAKS Reading test of students performing at Basic or below decreased to 70%. All students with disabilities includes students with disability subcategories other than
San Antonio Independent School District (SAISD) is the specific learning disability, other health impairment, and emotional disturbances.
passing rate, from 56% meeting or exceeding the standard in
thirteenth largest district in Texas, with an enrollment of 55,400
2010 to nearly three-quarters of students (70%) in 2011. When
students in Grades Pre-K through 12. SAISD began using
TAKS results were analyzed for individual disability classifications,
READ 180 with its high school students in the fall of 2006 and
students in each major category also demonstrated significant
with its elementary and middle school students in the fall of GRAPH 2
improvements. Students classified as having a specific learning
2009. During the 2010–2011 school year, SAISD implemented San Antonio Unified School District READ 180 Students With Disabilities, Grades 4–11 (N=663)
disability or other health impairment achieved average gains of 12
READ 180 in 32 elementary, middle, and high schools across Performance on SRI by Disability Type, 2010 to 2011
percentage points and 18 percentage points, respectively. Students
the district as an intervention for struggling readers. Selection
classified as having an emotional disturbance demonstrated a
criteria for participation in the READ 180 program included
particularly large average improvement of 23 percentage points. 600
disability status, Texas Assessment of Knowledge and Skills
The students with different disability subcategories sample was too 588L 585L
(TAKS) proficiency level, dyslexia diagnosis, and Response to 552L Fall 2010
small to allow for statistical tests. Additional analyses on the sample 550L
500
Intervention (RTI) referral for a Tier 2 or Tier 3 intervention. Spring 2011
of students who did not meet the standard for passing the TAKS in 487L 477L
458L 460L
SRI Lexile measure
Although a wider sample of students was selected for 2010 revealed that more than half of students with disabilities (56%) 400
READ 180 in the district, this report focuses on outcomes for passed TAKS after receiving one year of READ 180.
READ 180 students with disabilities only. Of these students, 300
Analyses revealed that READ 180 students with disabilities also
67% were male, 96% received free and reduced-price lunch,
demonstrated significant improvements in performance on SRI
and 26% were classified as English language learners (ELL). 200
(Graph 2). Overall, students with disabilities in SAISD gained an
READ 180 was implemented as a supplemental intervention in
average of 92 Lexile (L) measures. These results were replicated
addition to the core English Language Arts (ELA) curriculum for 100
within each disability subcategory that was analyzed; significant
these students.
average gains were found for students who were classified as
0
having learning disabilities (92L), other health impairment (101L), All Students With Specific Learning Other Health Emotional
and emotional disturbance (108L). Disabilities Disability Impairment Disturbance
RESULTS (N=663) (n=473) (n=75) (n=60)
The significant gains in achievement on SRI were also evident Note. All students with disabilities includes students with disability subcategories other than specific learning disability, other health impairment, and
across grade levels. In the sample of READ 180 students with emotional disturbances.
A total of 663 students with disabilities were included in the disabilities, elementary students gained an average of 119L,
analytic sample: 473 (71%) with specific learning disability; 75 middle school students gained an average of 92L, and high school
(11%) with other health impairment; 60 (9%) with emotional students gained an average of 87L.
disturbance; and 55 (9%) with different disability subcategories.
Data from TAKS and Scholastic Reading Inventory (SRI) were
used to measure student achievement for the group.
24 25You can also read
