Accomplished Classroom Instruction and Data 

During my time serving as a 7th and 8th grade teacher/interventionist at Manual Academy, I had the 

opportunity to try out di erent types of curriculum. During my rst year in the district there was a 

curriculum change from the Collections series to Read 180. The Read 180 curriculum was very similar to 
how I set up my classroom already with station rotations and small group teacher instruction. The 

2017-2018 year was the year that the English teachers were in limbo with di erent curriculums. The 

Collections series was pulled towards the beginning of the school year, and the English teachers had to 

supplement the curriculum until Read 180 was implemented a er January. While waiting for the new 

curriculum and training, I had the opportunity to work with leveled texts and begin implementing the 

station rotations with the mindset of Read 180 coming soon a er to allow for a seamless transition.  

 
In that 2017-18 school year, 80% of the students in my class tested at below grade level. According to the 

NWEA score legend, these students had a 4th grade reading level or below. By the end of the year, there 

were still 32% that tested at a 4th grade reading level or below and out of that percentage 4 out of the 8 

students still made improvements on their test scores.  

In the 2018-19 school year, Read 180 was fully implemented by October. In this school year, 72% of the 

students tested in the 4th grade reading level or below on their fall NWEA. By the end of the year, one 

student was pulled up to the “basic” pro ciency level and 7 of the 11 students that stayed in the minimal 

pro ciency level still made improvements by the end of the year. 

Individual student growth goals varied depending on the pro ciency level of the student. In most cases 

with NWEA, projected growth was between 1-4 points within a year.