Syllabus

 Mr. Husted, Literacy Lab (Read 180 Reading Programs)

 Course Description: 

During the 2025-26 school year my students will be actively engaged in addressing the academic, behavioral, and social goals delineated in their Individualized Educational Plans, or IEPs. Their curriculum is designed to remediate academic deficits in Reading, enable successful completion of the middle school course of study, and facilitate preparation for the appropriate high school diploma program. This will be accomplished by using South Carolina curriculum standards and IEP goals. A variety of instructional approaches will be employed to accommodate student diversity.  Each student will receive a quarterly update on IEP goal progress.  All of the learning and developmental goals are taken directly from the Individualized Educational Plans (IEPs).  Read 180 Reading program is designed for students with a Lexile level below grade level and focusses on reading decoding, comprehension and vocabulary development.  The goal of the Read 180 program is to bring students back to grade level reading, as measured by the MAP testing of RIT scores and Lexile level done 3 times per year.  As soon as a students tests back on grade level they will move out of the Read 180 program. 

Assessment Procedures: 

The students who are assigned to this class exhibit discrepancies between aptitude and achievement, and are performing below grade level in Reading.  Students will be given a MAP test (Reading Inventory) assessment  to determine their Lexile Level 3 times a year (beginning, middle, and end).  We use this assessment to determine their placement and chart their progress.  The grades are based on their progress in the Reading program's three main areas:  Computer Software, Teacher-Directed Small Group Lessons, and Independent Reading.  During the Teacher Directed Lessons we will be using the Read 180 "Real Book" by Houghton Mifflin Hardcourt and we will be working in small groups.  The Read 180 Books focus on reading comprehension and on decoding, dependent on the student's Lexile level.

Reporting to parents will be done at least quarterly through progress reports and report cards. Goals and objectives on the IEP will be updated quarterly with the results of student progress.  These will be provided to parents.  Evaluations to measure progress will include Reading Inventory assessments, curriculum-based assessments, teacher-made tests, standardized tests, and teacher observations. Progress Monitoring folders with students' work will be maintained.  

Materials:  Here is a link address to the Read 180 library of books we use: https://online.fliphtml5.com/mfwzg/flvw/#p=7

Grades:

A 90-100 

B 80-89

C 70-79

D 60-69 

F 59 or below 

The grades for my students are not determined by their grade placement, but by their instructional level. Grades are given for Reading. Primary goals for my students in Reading related to continuous improvement and the achievement of mastery when possible.  

Class Rules: 

1. Be respectful and kind to all

2. Always do your best

3. Use appropriate language, dress code and follow all other school rules 

Consequences: 

1. Verbal Warning 

2. Live School Points, lunch detention 

3. Parent note home, phone call, or email 

4. Referral to Administration (possible ISS or OSS to be determined by Admin.)

Procedures  

Enter the room and begin work in one of 3 stations (Computer Software, Teacher-Directed Small Group Lessons, or Independent Reading).  When the timer goes off move to the next station. 

 Re-take Policy

Allowing retakes means there is less pressure, stress, and anxiety when students have another opportunity.