Exit Criteria for   

As in placement in Read 180, exiting decisions should be made using multiple sources of information.  While the foremost goal of any intervention is a successful return to the general education curriculum, care must be taken to make sure that a student’s progress is firm and stable enough to support sustained achievement. Entrance and exit decisions for Read 180 and any intervention should be made within the Achievement Team process.

Pacing and Differentiation
Read 180 students may have a wide range of skills and reading levels.  As they respond to the program, students make gains at their own rates.  Some accelerate through the Topic Software but take longer to increase their SRI Lexile scores.  Others may be successful using the rBook during direct instruction but need more practice to transfer strategies they learned to independent reading or other classes.

Using Multiple Sources of Information
It is important to use multiple formal and informal measures to determine a student’s readiness to leave the READ 180 program. 

Formal measures should include:

•    At grade level Fountas and Pinnell benchmark scores for elementary students

•    Lexile scores for the following secondary grades

•    MEAP reading test proficiency
•    Scores on grade level Read 180 rSkills tests
•    Read 180 Topic Software data (e.g. context score and rate)
•    rBook completion and success level

Informal measures may include:
•    Observation of skill levels, motivation, attitude, and behavior
•    Scholastic Reading Counts! quiz scores
•    Number and level of books read
•    Ability to read and demonstrate comprehension independently
•    Student self-evaluations

Supporting Students Beyond Read 180
When students leave Read 180, it is important to place them into supportive classrooms and monitor their progress as they encounter more difficult content and reading materials.  Placement with Reading Apprenticeship teachers, whenever possible, is ideal.  To foster continued success after Read 180, encourage students to continue choosing books at their appropriate levels for independent reading and support students with adequate teaching when assigning books at their instructional level.  Ideally students should leave Read 180 at a regular break in the school year.

Exit Criteria for  

As in placement for System 44, exiting decisions should be made using multiple sources of information.  While the foremost goal of any intervention is a successful return to the general education curriculum, care must be taken to make sure that a student’s progress is firm and stable enough to support sustained achievement. Entrance and exit decisions for System 44 and any intervention should be made within the Achievement Team process.

Assessments for consideration include:
•    Running Record Benchmark Assessments including multiple samples and a thorough miscue analysis
•    The oral performance assessment in the System 44 Curriculum
•    Assessments that school psychologists may perform including Diblels, AIMS-Web, TOWRE, and the Woodcock-Johnson
•    Completion of the System 44 program
•    The Scholastic Reading Inventory (SRI) score