READ 180 Support
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In the Classroom: Instructional FAQs

We’ve collected these Instructional Frequently Asked Questions with DoDEA Educators in mind. If you are unable to find answers to your specific questions, please:
>Go to the READ 180 DoDEA Guidelines page
>Visit our Technical FAQ section for your Technical Questions.
>Ask Noelle: A READ 180 Master Teacher

Classroom Management

>What are the required materials and resources needed for READ 180?
>How should teachers keep students on-task during Independent Reading?
>How should student performance be graded?
>What should a teacher do when a substitute teacher needs to take over the classroom?

Scheduling and Grading

>What might (contingent on scheduling option selected) a student miss during her/his 90-minute participation in a READ 180 class?
>Who is responsible for issuing grades for READ 180 students if they are pulled from their regular literacy block?
>Should students be required to complete regular class work or homework missed while they are in READ 180?
>Will a student receive a grade in the course work that they miss while absent for READ 180 instruction?

Software and Scholastic Management Suite

>When can the Scholastic Management Suite be accessed?
>How often should we run maintenance and backup of the program?

Reports and Scoring

>What are the most frequently used reports pulled by educators for both SRI and READ 180?
>What Lexile growth is expected from using READ 180?
>How can a teacher access a Student Diagnostic Report on previous topics?

Special Education

>Do Special Needs students benefit from READ 180?
>Can READ 180 materials be used by the Special Education teacher?
>What does collaboration look like between the READ 180 teacher and Special Education teacher at multiple school levels?

Placement

>What are possible assessment indicators (formal and informal) that may be considered when determining placement of a student in READ 180?
>Can a student continue in the READ 180 program for more than one year?
>How can a student exit READ 180?
>What kind of ongoing support should be provided to students as they transition back into full-time regular classroom instruction?
>What records and/or data should be sent with READ 180 students transferring between DoDEA schools?

Standards

>Where can I find a correlation of the DoDEA ELA Performance Standards to READ 180?

Classroom Management

What are the required materials and resources needed for READ 180?

Student Materials

• READ 180 Software (5 sets of 9 Topic CDs)
• READ 180 Paperbacks (Stage A: 30 titles, 5 copies each) (Stages B and C: 40 titles, 5 copies each)
• READ 180 Audiobooks (12 titles, 4 copies each)
• Scholastic Reading Inventory (SRI)
• Scholastic Reading Counts! (SRC!)

Educator Materials

• Teacher’s Guide
• Teacher’s Resource Book
• Reading Strategies
• Phonics/Word Study Strategies
• Test-Taking Strategies
• Strategies for English-Language Learners
• READ 180 Reports Guide
• Writing and Grammar Strategies
• Poster Set (3 posters)

Classroom Equipment

• 5 computers with tables for students
• 1 computer for the teacher
• 1 printer
• 5 tape players (minimum)
• 10 headphones (minimum—5 for the computers and 5 for the cassette players)
• 5 microphones (minimum)
• Table/chairs for Small-Group Instruction

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How should teachers keep students on-task during Independent Reading?

Teachers should make sure students are clear on the expectations and procedures in a READ 180 classroom. Teachers can post procedures and goals for the Independent Reading rotation around the room. Students may be responsible for the Reading Log and QuickWrites, or teachers can set class or individual goals on the number of books students are expected to read in 9 weeks (go to Settings: Scholastic Reading Counts! in the Management Suite). It may be necessary to pull students back into Whole Group and reteach goals and procedures periodically.

Also, teachers should consider how students have been matched to text. Perhaps the teacher should meet with the student to discuss their choices and suggest another title.

Some other suggestions include:

• Assign seats around the room to students that tend to talk until they demonstrate they are staying on task.
• Create a process for monitoring students' on-task/off-task behavior. When they have reached the goal, then they can choose instructional rewards, such as a homework pass or free read.
• Use a chart to keep track of their participation in all the centers and keep track of both positive and negative behaviors that you need to discuss.

Finally, teachers should make sure they are specific with praise so that students hear the expectation.

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How should student performance be graded?

The program offers ample opportunity to assess and grade students. The best way to grade is by using a combination of criteria such as:

• Creating a participation sheet for each class in order to monitor students' participation and on-task performance at each station. For example, students can earn 10 points for each station per day.
• Evaluating students' writing assignments and reading strategies work, as well as QuickWrites.
• Grading projects found in the READ 180 Teacher's Resource Book.
• Checking reports on a weekly basis will allow for the Comprehension, Vocabulary, and Spelling scores to be fairly used as grades.
• Using Scholastic Reading Counts! quizzes for grades.

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What should a teacher do when a substitute teacher needs to take over the classroom?

Ideally, the teacher would have a substitute that has been trained in READ 180. If students are trained to follow the model at all times and understand procedures for READ 180, then they can still participate in the model. If it is the beginning of the year and they aren’t comfortable with the procedures and expectations, the teacher should consider other plans.

If a teacher would like the substitute to participate in the READ 180 model, s/he could:

1. Leave the sub with a passage from the Reading Strategies book on a strategy they would be able to accomplish, such as compare and contrast. Instruct the sub to read this aloud to the students for clarity. Explain to them that they'll need to pace this reading and discussion for 20-25 minutes.
2. Once the reading has been completed, have the sub raise the screen on the blackboard, where the discussion questions will be revealed. The READ 180 teacher should prepare this prior to leaving.
3. Have the sub place Group 1 at the computers for 20 minutes while others work on the discussion questions. S/he can rotate the groups to the computer one at a time.
4. As other students complete the reading work, they should be allowed to read silently.
5. Leave a couple of independent writing activities for the sub to be able to manage for the last 10-20 minutes of the class.

With this plan the sub will feel comfortable with the movement and the lesson, and students will be able to receive their individualized reading instruction, which is critical to their growth.

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Software and Scholastic Management Suite

When can the Scholastic Management Suite be accessed?

The Management Suite cannot be used when students are on READ 180, SRI, or Scholastic Reading Counts! The READ 180 time must be sacred with no other users in the management suite during that period. This can cause problems for the database. Please ensure that when students are using READ 180, SRI, or Scholastic Reading Counts! no one else is using the Scholastic Management Suite.

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How often should we run maintenance and backup of the program?

The guidelines for maintenance and backups of the program are as follows:

At a minimum, maintenance is to be done once a week. We have found that it really needs to be done every 2–3 days (depending on your school and the support received from tech support). If the READ 180 program begins to have problems after the maintenance is done, please contact tech support (read180help@scholastic.com) for assistance. Do not enable integrity checking in the maintenance utility unless instructed to do so by technical support.

A backup should also be done at a minimum once a week. It is suggested that a backup be done daily. It is very quick to do and will save students from repeating work already completed should there be a problem with the database. This is a teacher responsibility, not an AT/ET responsibility.

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Reports and Scoring

What are the most frequently used reports pulled by educators for both SRI and READ 180?

SRI

• Targeted Reading Report (run as a class)
• Performance Report (run as a class)
• Growth Report (after re-administering in Jan.) (run to class)

READ 180

• Individual Diagnostic Report
• Individual Report by Learning Zones
• Reading Progress Report

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What Lexile growth is expected from using READ 180?

Expected Lexile score growth varies according to several factors:

• Fidelity to the READ 180 Instructional Model: If teachers follow the model, you get the greatest gains. If a school is off-model, it results in a reduction in score gains.
• Days of Instruction: Students obviously get greater gains the longer they are in the program. It is recommended that READ 180 be used 90 minutes a day and 5 days a week for the entire school year.
• Lexile Level: While it’s typical to see approximately 1.5 years of growth in one academic year's usage of READ 180, the actual Lexile score gain varies according to the Lexile level. For example, between Grades 4 and 5, reading levels a single year's growth is approximately 100 Lexile points. Between Grades 7 and 8 reading levels, a single year's growth is approximately 50 points. Between Grades 9 and 10 reading levels, a single year's growth is approximately 37 Lexile points.

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How can a teacher access a Student Diagnostic Report on previous topics?

The teacher can set specific date ranges for all the reports. The Student Diagnostic Report is a cumulative report, therefore the teacher would need to set the specific date ranges students worked on the specific topics. Each video segment/Topic CD has specific skills/strategies that are being assessed. Therefore, a student may have a Problem/Solution question in one topic, but not in the next. You can reference your Teacher's Guide for the strategies assessed per video segment.

For support with the segment skipping, please contact READ 180 Tech Support at 1.800.927.0189. They will be able to provide you with specific tech advice.

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Special Education

Do Special Needs students benefit from READ 180?

Special Needs students are continuing to make excellent gains in READ 180. The program's multi-modal approach provides significant advantages for Special Needs students, mixing video software, Universal Access provisions, Audiobooks, and Paperbacks to ensure that all students, regardless of learning modality preference, are able to benefit. Special Needs teachers also attribute student success to short instructional segments and engaging materials that promote student attention, access to books with similar titles to what their peers are reading, and motivational support.

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Can READ 180 materials be used by the Special Education teacher?

• A complete set of the READ 180 program was purchased for use in Special Education classrooms. The primary purpose of the materials is to support skill development for those Special Education students enrolled in READ 180.
• There are many components to the READ 180 program. Some of the components may be used to support instruction for students with disabilities who are not enrolled in READ 180. It is important to note that the READ 180 software is to be used only with those students who are fully enrolled in a READ 180 class.
• The following READ 180 resources may be used by the Special Education teacher to supplement instruction for any Special Education students, as appropriate, whether they are enrolled in READ 180 or not:
  • Writing and Grammar Strategies
  • Phonics Strategies
  • Strategies for English-Language Learners
  • Reading Strategies, Volumes 1 & 2
  • Test-Taking Strategies
  • Paperback Library Collection
  • Audiobooks on Tape With Cognitive Coach Collection

Remember: READ 180 Software can only be used with those students who are fully enrolled in a READ 180 class.

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What does collaboration look like between the READ 180 teacher and Special Education teacher at multiple school levels?

It is a shared decision-making process working toward the common goal of ensuring student success in the READ 180 program. There are many models and variations of models for instructional collaboration. DoDEA purchased READ 180 to be used collaboratively between special education teachers and regular education teachers. The number of students should not exceed the recommended maximum regardless of the collaborative model used.

In alliance with the Special Education Procedural Guide 2500.13, alternatives that special and general educators should consider as they design their collaborative teaching are:

Sharing/collaboration models:

• Lead and Support—The general educator contributes the major focus of instruction, with the special educator contributing such support as providing visuals and adding definitions for vocabulary words. In READ 180, that may look like redirecting or reteaching students at the different stations.
• Duet Teaming (Co-Teaching)—This allows teachers to contribute equally to the same lesson objectives. For example, one week the general education teacher may take the lead for delivering instruction and operating the program while the special education teacher offers support to students at other stations. The following week, the special education teacher may take the lead for delivering instruction and operating the program while the general education teacher offers support to students at other stations. If the special education teacher is not able to stay in for the duration of the READ 180 class, they may take turns leading whole group or small group.
• Skill Grouping—The division of the class into groups, some of which receive additional instruction or guided practice.

Ongoing, collaborative review and monitoring of reports and student data by the special educator, READ 180 teacher, and classroom teacher is essential to ensure student progress.

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Placement

What are possible assessment indicators (formal and informal) that may be considered when determining placement of a student in READ 180?

Possible indicators (as appropriate) may include but are not limited to:

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Can a student continue in the READ 180 program for more than one year?

Yes. Students will continue in READ 180 until they have successfully achieved the grade-appropriate standards and/or expectations. If at the conclusion of the first year of services a student has completed all 9 Topic CDs, continuation in the program using the Topic CDs is possible by resetting the level of difficulty and repeating the 9 Topic CDs at a new and more challenging level. READ 180 teachers may wish to augment the library collection with appropriate leveled texts from any of the existing leveled libraries and audiobooks available in the school library, book room, classroom libraries, or the various Scholastic libraries purchased to supplement/augment Scholastic Literacy Place.

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How can a student exit READ 180?

Students can exit the READ 180 program/services upon achieving and demonstrating maintenance of the grade-appropriate ELA standards/expectations.

A student may also be exited from READ 180 when it is deemed that placement in the program is not the best service delivery model for the student. See specific guidance for special education students on page 19 of the READ 180 DoDEA Guidelines.

Parents may deselect (by submitting a written request) their child from READ 180 at any time, however a conference with the parent/guardian prior to taking such an action is always recommended.

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What kind of ongoing support should be provided to students as they transition back into full-time regular classroom instruction?

It is strongly recommend that the READ 180 teacher maintain regular, ongoing, and continuing contact with the student’s classroom teacher as they transition back into the regular classroom. This collaboration between the READ 180 teacher and classroom teacher should continue for a minimum of no less than one quarter and longer if necessary to ensure the continuing success of the student.

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What records and/or data should be sent with READ 180 students transferring between DoDEA schools?

The following information should be included with the official reading records of the departing and/or transferring students who participated in READ 180 and who will be re-enrolling in another DoDEA school. These reports (along with other reading data) will aid the receiving school and/or teacher in determining future placement and/or continuing services for a student.

READ 180 Report: Student Reading Report

SRI Report: Student Progress Report

TerraNova: If applicable—include current percentile score in reading

Developmental Reading Assessment (DRA): If applicable—include the completed DRA Continuum

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Scheduling and Grading

What might (contingent on scheduling option selected) a student miss during their 90-minute participation in a READ 180 class?

Dependent on the READ 180 scheduling option selected it is possible that a student may be absent from their regular classroom during content-area instruction in such areas as science, social studies, or health. Students absent from the regular classroom during these subject areas will not be held accountable for the assignments that they may miss while attending their READ 180 class. It is important to note that although a student may be missing classroom instruction in science, social studies, or health, being a proficient reader is the key to a student’s success in all subject areas. For this reason it is imperative that improving reading achievement be given the highest priority. By enhancing a student’s reading skills he/she will be better able to return to the subject area with the reading skills needed to be successful. Likewise, if a student is not able to read the Terra Nova or other standardized tests, he/she may be knowledgeable of the content area but may not be a proficient enough reader to be able to understand and answer the questions successfully.

Reading experiences in the READ 180 program will complement and address grade-level specific standards in the content area that the student may be missing in the regular classroom (for example, social studies, science, health, or special areas). Many of the books and CDs used in the READ 180 program provide information that address DoDEA science and social studies standards. The goal of READ 180 is to minimize the length of time students will miss classroom instruction in these subject areas and as a result of their participation in the READ 180 program, he/she will become more successful in these content areas because of their increased reading proficiency.

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Who is responsible for issuing grades for READ 180 students if they are pulled from their regular literacy block?

READ 180 teachers, regular classroom teachers, and Special Education/ESL teachers as appropriate will collaborate on students’ literacy grades. READ 180 teachers have several sources for grades, including:

• The READ 180 student grading report.
• The Comprehension Skills overview report.
• Projects/reading logs completed during independent reading time.
• Student writing samples/assignments completed during small group time.
• Student writing samples/assignments completed during the regular education process writing time.

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Should students be required to complete regular class work or homework missed while they are in READ 180?

Students absent from the regular classroom will not be held accountable for the assignments that they may miss while attending their READ 180 class.

The READ 180 teacher may assign a participation grade in any subject to students who miss those classes on a regular basis due to participation in READ 180.

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Will a student receive a grade in the course work that they miss while absent for READ 180 instruction?

While enrolled in the READ 180 program a student will not receive a traditional letter grade (A, B, C, etc.) but rather an “effort” grade for their participation in integrated content specific (science, social studies or health) readings and related assignments.

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Standards

Where can I find correlations for the DoDEA Performance Standards to READ 180?

You can find READ 180 correlations at: http://www.scholastic.com/dodea/index3.htm. This page contains correlations relevant to the standards within the DoDEA curriculum. The correlations reference several Scholastic products and their congruency to the DoDEA standards, curriculum, or required assessment. For the READ 180 correlations select the READ 180 pull down menu, and select the Correlation Tab. The correlations listed include:

• DoDEA ELA Standards/READ 180 Grade 3, Stages A, B, and C.
• DoDEA Social Studies Standards/READ 180 Stage A, B, and C.
• DoDEA Science Standards/READ 180 Stage A, B, and C.
• Terra Nova ELA/READ 180 Stage A, B, and C.

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