As a result of the implementation of the Scholastic READ 180 intervention program for struggling readers, students gained, on average, 219 Lexile points, performing significantly better on the end-of-grade reading comprehension tests.
The SVUSD Board of Trustees received an end of year report on the successful implementation of Response to Intervention (RtI) at the June Board Meeting. While the report focused on the growth resulting specifically from the Scholastic READ 180, Ms. Micheline Miglis, Assistant Superintendent of Educational Services, stated that all schools across the district are implementing RtI in Reading/Language Arts and Mathematics, and READ 180 is one such program. She credits the success of the program to the excellent teachers and their vision and drive to ensure that students achieve: optimal learning for every student by name, by need, by skill. Board members were quite pleased to see the data and the impact of their wise approval to support the programs.
While many districts across the state utilize RtI as a method of addressing only struggling learners, the approach in SVUSD is unique. Every studentâ€™s instructional needs are analyzed and monitored, not only those who are considered intensive, or below grade level. Miglis adds, â€œThis is a multi-level prevention and intervention system. A number of essential RTI components are associated with successful RTI implementation, and parents will want to find out how those components are being implemented in their schools by contacting their childâ€™s teacher or principal for more informationâ€.
Particularly outstanding results were demonstrated at TVIS and Yermo School. Students at TVIS gained an average of 273 Lexile points, out performing the district average, while students at Yermo School gained an average of 247 Lexile points. Typically, educators expect students to grow between 80-110 Lexile points per year. The students have more than doubled that expectancy. Teacher Diana Sandridge reported that she sees the success transfer to the other subjects and that â€œWhen some of my students attend their Reading/Language Arts block in READ 180, I work with the remaining students on accelerating and meeting their specific needs as well. Everyone is benefiting.â€
READ 180 combines research-based reading practices with the effective use of technology, offering students an opportunity to achieve reading success through a combination of instructional, modeled, and independent reading components. The program incorporates instructional decision-making procedures and state-of-the-art instructional materials to ensure that each studentâ€™s individual needs are addressed to attain maximum achievement. This instructional model is designed to send a strong message that each individual is valued, supported, given choices, and can succeed. Teachers receive on site coaching and support as well as professional training in order to implement the program with fidelity.
Students are screened and placed in the intervention program due to performance on assessments and teacher recommendation. Students are generally two or more years below reading and regarded as â€œintensiveâ€. They receive this alternative intervention in lieu of their core reading or language arts class for a maximum of two years. In addition to READ 180, other programs being used to meet student needs are Waterford Early Reading Program (available at Lewis Elementary School for students in K-2 grades), Success-Maker, System 44 and READ 180 (available at TVIS and FIMS). At the conclusion of the report, President Gray publicly stated, â€œIâ€™m very proud of the work our staff is doing and especially knowing our children are benefiting. Everyone is working really hard, the kids includedâ€
Parents are encouraged to find out early which services are available at their schools and for which students. Please contact your childâ€™s teacher or principal.