Suggestions for Incorporating

Read 180 Data

Into Your School’s Reporting System

Reflect on the following as you set Read 180 grading policy:

  • Read 180 is an intensive intervention designed to help students take on responsibility for their own learning.
  • Progress reports and grades should reflect effort and movement toward individual learning goals.
  • Begin the year with minimum requirements in each area of the model. As students become familiar with expectations and learn to use software more efficiently, you can increase expectations.
  • Consider how you will introduce the proposed grading system to students as well as parents during the first three weeks.

Before you begin:

  • Be sure grading periods are customized during SAM (Scholastic Achievement Manager) installation. (This is usually done by whoever does the installation.)
  • If Progress Reports will be required, decide on a few reasonable Read 180 expectations and share deadline with students. Suggestions:
  • Complete at least one Topic Software segment for each three week period. (This is a reasonable expectation for students working in the correct level.)
  • Record Success Zone passage clearly with Fluency Rubric score of 3 out of 6. (Students have opportunities for daily practice and word fluency as needed during segment zone sessions. (Look in the Green Resources tab in SAM. Use the SAM Keyword: R180 OFA Rubric)
  • Complete at least one leveled book or audio-book and pass quiz.
  • Show reasonable progress toward quarterly point goal (if using this feature in Reading Counts.)
  • Participate appropriately in Whole and Small Group Instruction based on rubric chosen from SAM or created by teacher.(SAM Keyword: ______)

Suggested documentation for determining Read 180 grades for each section of the model:

Whole and Small Group:

  • Create or adapt existing rubrics for participation and completion of written work.
  • Use preferred writing rubric to grade final workshop piece. During the workshop have students self and peer evaluate using the same type of rubric.
  • Give end-of-workshop comprehension and vocabulary quiz.
  • Give points for using workshop academic vocabulary in discussions and writing.
  • Give points for consistent use of sentence starters when answering orally.

Software:

  • Use the Grading Report found on pages 78-79in your PARG (Placement, Assessment, and Reporting Guide). (Suggested columns: Comprehension, Vocabulary, and Context Passage.)
  • Check Participation Report (PARG pages 80-81) Conference with students not reaching minimum participation benchmarks.

Modeled and Independent Reading:

  • Refer toReading Counts Reading Progress Report (PARG pages 148-149)
  • Develop a simple point system to help students become accountable for completing Reading Log on a regular basis. Record points daily as students come to Small Group.
  • Date – 1 point
  • Pages Read – 1 point
  • Summarizing Sentence - 1-3 points based on legibility and content value. (Focus on this activity as a helpful aid to students when reviewing for quiz or finding a passage to refer to when taking quiz.)
  • Consider % of point goal achieved during the grading period to hold students accountable for ongoing volume of reading.

Motivating Read 180 Students

  • Begin with minimum goals during your first marking period so students will get a taste of success.
  • Monitor book choices for appropriate independent level.
  • Consider celebrating successes and giving bonus points for:.
  • Level Promotion in Software (See PARG pages 92 and 93)
  • Exceeding goal for pages read or points earned.
  • Meeting or exceeding goal for Lexile growth.
  • Reaching grade level Lexile range.
  • Moving up a performance band on SRI Growth Report.

Karen Safko, RC, East, 9-09

Scholastic Inc.