The Effectiveness of Read 180

at Wyandot Middle School

In Chippewa Valley Schools
KRISTIN DELUCA AND SHANNON HATHCOCK
 Kristin DeLuca
Assistant Principal
Chippewa Valley Schools
kdeluca@cvs.k12.mi.us
Research Team
Shannon Hathcock
Principal
Utica Community Schools
Shannon.hathcock@uticak12.org
BACKGROUND RESEARCH ASSUMPTIONS AND
QUESTIONS LIMITATIONS

Introduction
2nd Largest District in Macomb 7th Largest District in the State 20 Schools 15,000 Students in grades K-12
Count of Michigan
12 Elementary Schools Lowest per pupil foundation allowance in
4 Middle Schools the county
3 High Schools
1 International Academy of Macomb High
School

Chippewa Valley Schools

Wyandot Middle School
Located near the southern end of Clinton Township, MI

Urban Community covering 28.1 square miles (7 miles long and 4 miles wide)

School of Choice

858 Students (2020-2021)

• 73.5% White/Non-Hispanic
• 15.2% Black
• 3.5% Hispanic
• 2% Asian
• 5% Multiple Races
86% General Education

14% Special Education Services (3% Creative Learning Program)

35% Free or Reduced

Research Questions

1. How effective is the

2. What are the attitudes of 3. What are the attitudes of
reading intervention program
students who participate in the parents of students who
(Read 180), funded through
the reading intervention participate in the reading
Title I, in meeting the needs
program at Wyandot Middle intervention program at
of at-risk students at
School? Wyandot Middle School?
Wyandot Middle School?
 Assumptions

• Students and parents/guardians will respond accurately and honestly to the

survey questions

Teachers and Title I staff will use best practices when implementing
curriculum and interventions as well as integrity in retrieving assessment
data.
Assumptions &
Limitations Limitations

Approved questions affected relevancy of student/parent survey results

Training provided for teachers and title I staff to implement the Read 180
intervention program.

Sample of Convenience – students chosen to participate in this study are not

representative of the general population; therefore, generalizations cannot
be made to other schools based on these results

Accuracy of data due to transiency of students during the testing window

Testing conditions were inconsistent due to the Covid-19 Pandemic leading

to unreliable data
Method of Study
Selection of Subjects

Research Design

Instruments

Data Analysis
 Selection of Subjects
 Sample of convenience
 (41) Wyandot Middle School Students (Grades
6-8)
Selection of  (41) Parent/Guardians of Read 180 Students

Subjects / Research Design

Research  Received administrative approval and consent

Design from district on June 7, 2021

 Parents received consent for student permission
and parent survey on June 9, 2021
 Students received student surveys on June 11th
 Instruments
Surveys
Stakeholders had opportunity to preview questions and provide feedback
prior to distribution
Student Survey
 45 Questions
 40 Likert Scale, 6 Multiple Choice

Parent Survey
 50 Questions
 42 Likert Scale, 6 Multiple Choice, 2 Open Ended

Assessment Data
 NWEA Reading Assessment (Fall 2020, Winter2021, Spring 2021)
 Reading Inventory (Pre/Post)
Triangulation of Data
Student Surveys

Parent Surveys

Assessment Data
 Student Survey Participation
73% (30/41) Students Completed Survey
 30% (9/30)6th Grade
 27% (8/30)7th Grade
 43% (13/30)8th Grade

Student Survey – 6 Categories

Student Survey 1. Clear and Fair Practices (3.8)

2. Caring Environment and Expectations (3.8)
Results 3. Cultural Relevance (4.0)
4. Respectful Interactions and Pride (4.0)
5. Engagement and Encouragement (3.7)
6. Behavior Standards (4.1)

Overall student responses indicate:

 A positive perception in all 6 categories within the survey
 Parent Survey Participation
24% (10/41) Parents completed survey
 40% (4/10)6th Grade Parents
 50% (5/10)7th Grade Parents
 10% (1/10)8th Grade Parents
Parent/Guardian Overall parent responses indicate:
Survey Results  A positive perception of the educational
experience at Wyandot Middle School .
Course content and curriculum is challenging
Wyandot Middle School is safe with a positive
culture and climate
Assessment
Data Results
Sixth Grade NWEA
7th Grade NWEA Data
8th Grade NWEA Data
6th Grade Progress Monitoring Data
7th Grade
Progress
Monitoring
Data
8th Grade
Progress
Monitoring
Data
Conclusions
The results did not yield clear and comparable trends.

Contradictory results comparing NWEA and Reading Inventory Assessment Data

The researchers question the validity of the gains and losses as a result of the COVID-19
pandemic.
Survey results were overall positive, but not directly related to program effectiveness.
 1. Additional training for the teachers who utilize
the program
 Focus on the use of progress monitoring data to
better differentiate instruction to provide targeted
supports for student deficiencies in the areas of
phonics, phonemic awareness, fluency,
vocabulary, and comprehension
Recommendations 2. More time to evaluate NWEA reports to provide
targeted instruction based on the needs of each
child
3. Help students assess their own learning by
utilizing their individualized progress
monitoring data
4. Further research
Questions
Please direct further questions to:

Kristin DeLuca

kdeluca@cvs.k12.mi.us

Shannon Hathcock

shannon.hathcock@uticak12.org
Thank You
Thank you to our families.

Thank you to Dr. Feun.

Thank you to our Macomb Cohort.

Thank you to Wyandot Middle School students and parents who participated in the study.