READ 180 Program Evaluation 1

READ 180 Program Evaluation

Candice Troutman

Educational Leadership, Longwood University

PEDU-671: Supervision Evaluation Program

Dr. Tammy Hannah

February 15, 2021

READ 180 Program Evaluation 2

READ 180 Program Evaluation

READ 180 is a blended learning reading intervention program for students in grade 4 and

beyond. It builds reading comprehension, academic vocabulary, and writing skills for students

experiencing difficulties in these areas. READ 180 uses adaptive technology to engage students

who read at least two years below grade level. The instructional model begins with whole group

instruction in which students work with the teacher and one another. Next, students are placed in

small groups. Each group rotates through independent reading, teacher led small group, and

student application (technology). During independent reading, students read or listen to a book of

their choice from predetermined reading levels based on preassessment results. While in teacher

led small group, students receive targeted and direct instruction based on their individual needs.

Next, students work independently in the computer application group which allows them to

access a personalized path to learning. Lastly, students gather again for a whole group wrap-up

to reinforce lessons learned during whole group instruction and station rotations.

The READ 180 program is currently utilized throughout Alexandria City Public Schools,

and it has been successfully implemented at Francis C. Hammond Middle School for more than 7

years. The overall vision and mission of Francis C. Hammond Middle School is to provide

students with a strong academic foundation which will ensure that every student has the skills to

build a strong social and academic foundation in order to prepare them for success in high

school, post-secondary and career opportunities [ CITATION Ale21 \l 1033 ]. The structure of the

READ 180 instructional program supports this vision and mission by providing students a

personalized path to increased reading comprehension and writing skills. Students are placed in

the program based on preassessment data and need. Once in the program, they are assessed
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through a computer-based Lexile level test to determine their individual strengths and areas of

opportunity for growth. The assessment results (Lexile level) guides the READ 180 computer

program and creates a plan which meets the students where they are and allows them build from

there. It also determines book level for independent reading. There is a phonological awareness

component of the program which assists the international students and English language learners.

The program can also serve as a tier 3 intervention for students with or without learning

disabilities as well as bridge the reading achievement gap for English language learners with

limited English language proficiency. The Alexandria City Pubic School mission is “Equity for

All” [ CITATION Ale21 \l 1033 ]. This instructional program contributes greatly to the overall

mission through ensuring that students receive instruction that meets their individual needs.

According to a WWC Intervention Report from the Institute of Education Sciences, the

READ 180 program was found to have significant effects on comprehension, general literacy

achievement and potentially positive effects on reading fluency [ CITATION Ins16 \l 1033 ]. A

summary of findings indicates +6 percentage points in comprehension, +4 in general literacy

achievement, and +4 in reading fluency [ CITATION Ins16 \l 1033 ].

Reading Specialist, R. Simmons, explained how READ 180 has positively impacted the

reading and writing comprehension skills of Hammond Middle School students (personal

communication, February 10, 2021). Based on student growth reports, most students have

increased their Lexile level by the end of a school year. The READ 180 program has

differentiated instruction built into the program and uses topics that are relevant to student’s

interests. “The program is effective, exciting and it engage the students through the use of

technology and movement” (R. Simmons, personal communication, February 10, 2021).

Students set personal growth goals and are able to keep track of their progress on their own.
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Parents also receive progress reports periodically, and teachers are able to assess when students

are ready to move to the next level through teacher reports. These reports also assist teachers in

creating the small cooperative learning groups. The use of cooperative learning groups through

the READ 180 program promotes teamwork, communication skills, and leadership skills.

Students within the group are assigned tasks such as timekeeper and materials gatherer (R.

Simmons, personal communication, February 10, 2021). Students at Hammond Middle School

benefit from the READ 180 program because it has been implemented with fidelity which is

critical to the success of the program and student achievement.

References
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Alexandria City Public Schools. (2021, February 10). Our School: Francis C. Hammond Middle

School. Retrieved from Francis C Hammond Middle School:

https://www.acps.k12.va.us/fch

Houghton Mifflin Harcourt. (2021, February 10). Products/Read180/Family. Retrieved from

Houghton Mifflin Harcourt Company: https://www.hmhco.com/products/read-

180/family/index.html#R180-instructional-model

Institute of Education Sciences. (2016, November). What Works Clearinghouse/Intervention

Reports. Retrieved from Institution of Education Sciences:

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_read180_112916.pdf