Natalie Shyanne Snipes, READ 180, Stage A
Abington School District, Pennsylvania
Sixth grade student Natalie Shyanne Snipes was nominated for the 180 Student Award for "her dedication to her own learning, passion for leadership among her peers, and determination to consistently achieve better results," says her teacher, Maria Vaccaro.
That's a long way from the student who started the READ 180 program not believing in herself, struggling to write a complete paragraph or identify a book she wanted to read. These days, she doesn’t want to miss a day of school because she thoroughly enjoys reading. In just 18 months, she gained 435 Lexile points, to put her on grade level.
"Natalie’s newfound confidence and love of reading have made her a leader in the classroom," according to her sixth grade teacher, Mary Elizabeth Klepper. "She helps others, takes pride in her work, and is eager to continually improve." She not only completes her homework each day—she asks for extra homework to challenge herself. Now, in talking about course selection for seventh grade, she is determined to take honors courses. And in another show of confidence, she recently sang in a talent show.
"With all the troubles I had before starting READ 180," Natalie says, "I feel accomplished. I’m more energetic in reading." Natalie’s dream is to go to college and become a teacher herself. "I want to help students achieve as well as I have." And according to Ms. Vaccaro, Natalie has also inspired her "to become a better educator and support students to achieve their fullest potential."
Wyatt Angeli, READ 180, Stage A
State College Area School District, Port Matilda, PA
According to his READ 180 teacher, Mrs. Ellen Cannizzaro, "Wyatt is truly an exceptional child who has shown a determination that I rarely see in children—every single day that I have worked with him. He pushes hard each day to be a better reader." This strong work ethic has had an impact on other students in his class, who can be heard saying, 'I will try to be like Wyatt today.' "He has a positive influence on all his peers and is truly the delight of all his teachers," adds Mrs. Cannizzaro.
Wyatt graduated from System 44 into the READ 180 program and he saw his Lexile score grow by 542 points! "Since I’ve been in READ 180, I’ve increased my vocabulary and had more practice reading, so now I can read these challenging books," he says.
And speaking of challenge, Wyatt says, "in the future I want to work as a scientist and maybe become an archeologist, paleontologist, or geologist."
"Wyatt’s struggle with reading has made it difficult in other subjects," says Mrs. Cannizzaro, "But now his other teachers report that he is knocking it out of the park!"
And parents report that Wyatt has become ‘a reading machine’ at home--a habit that is sure to serve him well in his future goals!
Daniel Rolon, READ 180, Stage B
Hamilton Township School District, Mays Landing, NJ
When Dan first started in teacher Amy Carter’s class, she says, "he raised his hand and proudly stated that he doesn’t do homework. As much as I pushed for him to do his nightly reading, he resisted just as much." Then there was a lightbulb moment. He and Ms. Carter found a book that he enjoyed. They worked out a time for reading at home and he stuck with it. And during the third marking period, Dan read the most words of anyone in his class!
Predictably, the increased reading time also brought success with Dan’s Lexile level. His score increased over 300 points in sixth grade and at that time he exited the ELL program. By the start of eighth grade, Dan had come full circle. Remember his first statement to Ms. Carter about homework? That September, he was the first student to hand in a completed Summer Reading assignment. "Such a proud moment!" Ms. Carter exclaims.
Now completing eighth grade, Dan will have a total gain of 842 Lexile points! "Because of my confidence," Dan says, "I had faith I could apply to a more competitive high school. I was accepted and am looking forward to having a great Freshman year. I’ll be studying automobile technology. My dream is to build and design my own car."
Lessly Bazaldua, READ 180, Stage B
Cypress-Fairbanks Independent School District, Houston, Texas
"Lessly inspires me each and every day," says her READ 180 teacher, Shashi Chugh. "She walks into class with a huge smile and a ready-to-learn attitude. If I had to describe Lessly in one word it would be 'determined.' Lessly has a mission and a goal to read at grade level and I can tell that no one is going to be able to stop her!"
Lessly’s parents immigrated to the United States from Mexico and an ESL student, she struggled with reading. Lessly started middle school with not only a low Lexile of 57, but extremely low self-esteem and confidence. In seventh grade, Lessly was introduced to the READ 180 program.
"It was like someone had ignited a fire, and Lessly was on a reading rocket toward remarkable success. Her hard work, determination and fidelity to the Read 180 program paid off with a tremendous gain in her Lexile score, confidence and self-esteem. Since then, Lessly is unstoppable!" says Mrs. Chugh.
Lessly has passed her reading STAAR state test with flying colors, and she has become a role model and inspiration to other READ 180 students. The impact READ 180 has had on Lessly is evident in not only her improved Lexile 940, but in her success in other subjects as well.
"I can pronounce words and know what they mean now, which is really helpful in my other classes," said Lessly.
Through READ 180, Lessly has discovered a passion for reading, has committed herself to enhancing her knowledge, and has come to enjoy school and learning.
"She has an eagerness to discuss books and continue learning about the world around her in a way that is unmatched by my other students," says Mrs. Chugh.
Madison Moore, READ 180, Stage B
Panama Buena Vista Union School District, Bakersfield, California
Madison is a student who has shown enormous determination to succeed. Despite facing serious physical challenges stemming from a childhood illness that leave her confined to a wheelchair, "Madison has never used her past misfortunes as an excuse to not do her work," says her teacher Daniel Hanna. "Instead," he continues, "Madison has applied herself to learn, read regularly, and achieve growth. More than that, Madison has set goals for becoming more mobile and independent."
Focusing on her classwork and reading growth, Madison has shown significant growth this school year, and astronomical growth since she entered the READ 180 program a little over a year ago, Mr. Hanna says. In that short time, she has achieved Lexile growth of more than 854 points and currently has a 3.83 GPA! She has also grasped the concept of writing essays and has written many good essays in class this year. Mr. Hanna expects her to be on grade level in English by the time she begins high school.
"Because of being a better reader, reading is so much more enjoyable," Madison says. "I am more motivated to complete what I’ve begun since being in READ 180. My improvement in reading has also helped me in science and other classes." Her teacher points out that READ 180 has also helped Madison grow outside of school. "She is more social now and reads more at home," he says.
"One of my goals for the future is to be a 911 dispatcher," Madison says. "READ 180 is helping me achieve that goal with new words, vocabulary, and ideas."
Trevor German, READ 180, Stage B
Springfield R-12 School District, Springfield, Missouri
Although he started middle school with little confidence, Trevor was motivated by a boost in his Lexile level He began asking for more difficult texts and worked hard to overcome challenges, like encountering words he didn’t know. He was so determined to graduate from System 44 into READ 180, says teacher Courtney Ellis, that he completed 49 topics in the last two months of seventh grade!
But first, Trevor had to overcome some preconceived notions and a fixed mindset about students in special education. This enabled him to accept the help that would advance him academically. "Trevor learned that success comes when you work for it in all aspects of your life," says Ms. Ellis.
Today Trevor is a leader in and out of the classroom, supports other students who are working through READ 180 and mentoring younger students. He has even read speeches in front of the school. "Trevor has used this newfound confidence in his reading ability and joined our school’s leadership program," says Ms. Ellis. "He volunteers at our community center and has helped with food drives. He has won the leadership award in football for two years in a row and is also a leader in basketball and track." When Trevor talks about his future, Ms. Ellis says he uses the word 'success' frequently. "My goal is to go to college and study architecture to work on big buildings," he says.
John Mensik, READ 180, Stage C
Southland College Preparatory Charter High School, Richton Park, Illinois
"John came into my READ 180 class not wanting to be there," says his teacher Karen Hopkins. "I made it a point to start each class with positive enthusiasm," she continues. "Still, in the beginning, it was a struggle to get him engaged with reading and large-group discourse."
Then something clicked for John. He began to see that characters within the stories had challenges he could relate to. "In class he began to participate in group discussions and share his struggles with his peers," Ms. Hopkins says. "He began volunteering to read and asking questions during lessons." She noticed comments in his essays about how his mindset had started to change. "He evolved into the most motivated student in the READ 180 program!" she exclaims. In just two months, John’s Lexile score increased 165 points.
"I have improved my reading and writing since I’ve been in READ 180," says John. "I’ve also succeeded in my other classes because I understand what my teachers are teaching now. Thanks to READ 180 I’ve changed my life '180.'" John also is motived by his Grandmother’s words, "do not give up during struggles."
Estania Philemond, READ 180, Stage C
Henry County School District, McDonough, Georgia
"On the first day of our READ 180 class," teacher DeAnna Moses says, "Estania sat in the back of the class and looked absolutely terrified at being in high school."
Estania explains, "I was very shy. I would never respond in class because I was afraid I of being made fun of." Then Ms. Moses read the profile of a recent graduate of READ 180, Darlene Manfred, to the class. "It was as though a spark was ignited in this young lady," Ms. Moses says.
It turns out that, like Estania, Darlene was a native of Haiti and was also a victim of the devastating 2010 earthquake. Both girls had come to America and left family behind. At that moment, Estania made the decision that she would emulate Darlene to, "rise above the ashes and use READ 180 as a means to carve out her future," Ms. Moses says. "Estania connected with Darlene in the text when she saw that a young lady whose story was very much the same as hers used READ 180 to help her learn to read and understand English," says Ms. Moses.
When Estania moved to the U.S. in the fourth grade, she spoke no English. In setting her goals for this year, she promised herself she would finish 9th grade with a 1050 Lexile score. But by the mid-point of the year she scored 1140---a gain of 274 points after only four months in READ 180!
Today Estania’s ELL teacher says she helps her English learner classmates who struggle with reading, using the strategies she’s learned in READ 180. She is also helping to restart a Diversity Club at school, which is helping her overcome her shyness. "My teacher Ms. Moses helped me develop a growth mindset," Estania says. "She taught me to learn from my mistakes and keep trying." For the future, Estania has her sights set on learning a fourth language, attending college, studying psychology, and becoming an entrepreneur.
Elijah Jones, READ 180, Stage C
Hanford Joint Union High School District, Hanford, California
"Elijah is a young man with an amazing sense of humor and great fashion sense," says his teacher Brittany Larabee. "He has shown nothing but success from day one. He came in with a smile on his face, ready to learn." But Elijah admits, "before, I thought reading was boring. READ 180 has helped change my mindset from hating reading to loving it."
"I always tell my students it’s okay to be wrong---it’s not okay not to try," Ms. Larabee says. "Elijah is someone who has really taken that to heart. He is always willing to volunteer his answers or ask questions when he isn’t clear. His positive attitude and willingness to participate are contagious."Elijah points out proudly, "READ 180 is helping me to get caught up to my grade level. I have been using more academic vocabulary.” While his teacher says he has been open about his past academic struggles, "now Elijah expects himself to do well, as do I, so he does. He enjoys reading---even books that are challenging to him."
This confidence has affected every aspect of Elijah’s life, and is also noticed by friends and family. Ms. Larrabee says she is especially proud "watching him pick new books and hearing him him talk to other students about books and being excited about reading." Elijah is currently on track to exit her program after this year, and she has no doubt that his newfound confidence and skills will bring him success in his ELA class next year.
Ian Osborne, System 44
Joplin School District, Joplin, Missouri
"Ian is a determined learner and sets a positive example for others to follow," says his teacher, Tashena Vickers. "In the past year, he has truly become a leader in his class."
Ian started sixth grade significantly below his grade level in all academic areas. He received Individualized Education Program (IEP) services for his speech and language challenges-which made him more hesitant to speak–and learning disabilities in reading, writing, and math. "I felt like school was a challenge," Ian says.
Ian’s school district decided that System 44 was the best route to address his reading needs. Starting with a Lexile score of 215 at the beginning of sixth grade, Ian missed seven days during his first semester due to anxiety. But in the second semester, Ian became more confident–he started to believe "that he was accepted and cared for," his teacher said. Ian began volunteering to answer questions, and he missed just one day during the second semester.
Through hard work and dedication, Ian was dismissed from speech services this year. Though some speech challenges remain, his coping skills have drastically improved. Since starting System 44, his reading Lexile has improved by 496 points, and his IEP team has decided he will begin eighth grade in regular social studies and science classes.
As for the future, Ian said he has an interest in possibly fixing cars–something he enjoys reading about at home!
Bianca Grant, System 44
Murrieta Valley Unified School District, Murrieta, California
"Bianca has transformed into a more confident reader who’s determined to succeed," says her teacher, Denise Standish.
She started elementary school attending special education classes throughout the entire day and struggled with anxiety. She has also been emotionally impacted by family health issues.
In fourth grade, the IEP team at her school decided to place Bianca in a General Education classroom setting with some pull-out support services. She started System 44--at the time, she was well below her grade level in reading. In this regard, she struggled to believe in herself, having anxiety attacks when it came time to take benchmark and state tests.
"We set reading goals for this year and she was able to meet and surpass all her goals," Ms. Standish said. "When she met her last goal and became proficient in reading, that was the moment Bianca realized she can do it."
"This year I am more confident and have learned to persevere!" Bianca exclaimed proudly. In the future, she said wants to travel and own an art gallery.
Erik Millan Guadarrama, System 44
Dorchester County School District 02, Summerville, South Carolina
When it comes to improving his reading skills, Erik is dedicated and ambitious. "After he turned to System 44, he grew tremendously as a reader," said Ruth Owens, his teacher. He started at level 2 (Beginning Decoder) and by mid-year had reached level 16 (Developing Decoder)--and he is wrapping up the year as an Advancing Decoder at level 24! Erik began System 44 at Lexile® 21 and has steadily improved; he’s now reading at Lexile 454! This year he has grown 433 Lexile points.
Erik--a Green Bay Packers fan, and the only boy in a family of three sisters plus three bunnies--is a hard worker, says Ms. Owens. Each week, he writes a WOW--Within One Week--goal and consistently meets them. His mother is supportive of his progress and even attended a conference with his class and System 44 teachers! With the help of an interpreter at the event, his mother was able to embrace what is required of Erik in third grade reading and now holds him accountable at home.
Erik said System 44 helped him truly appreciate reading. "Now I can read what I want to read, and I will enjoy it," he says. As for the long-term future, Erik hopes to become a veterinarian or an electrician and buy a house where he can live with his parents.
Bryce Kingfisher, MATH 180, Course I
Murrieta Valley Unified School District, Murrieta, CA
Bryce struggled to understand math concepts. His teacher, Patricia Smith, says that initially Bryce’s academic challenges affected his ability to excel in the MATH 180 program--and as a result, started with a low Quantile score.
Ms. Smith gradually noticed a positive change in Bryce, which was rooted in a change in mindset. "If I make a mistake, it doesn’t matter," Bryce says. "Everyone makes mistakes, but you learn from your mistakes."
Learn, he did. Bryce was able to raise his Quantile score to 685, more than doubling it! He is more confident, and his classroom conduct has improved. Ms. Smith also reports that he is now a hard-working student who helps others.
As for Bryce, he has another goal that he is working toward. "I need to learn more about math because I want to work for NASA when I grow up." With his overall improvement in math and his other subjects, the sky is the limit.
Angelina Crawford, MATH 180, Course II
North Syracuse Central School District, Cicero, NY
Angelina’s teacher, Erika Gilbert, recalls a time when she was having challenges with math proficiency. "At the beginning of the school year I rarely saw Angelina in class. She was often absent or tardy and would miss her MATH 180 class, Ms. Gilbert said." This happened a lot in the first year that Angelina began the MATH 180 program, but Ms. Gilbert noticed that once Angelina started to apply what she was learning, her outcomes started to improve and her mindset began to shift.
As Angelina started to take notes and ask questions, her Quantile score shot up from 455 when she first began the program to her current score of 795! Ms. Gilbert attributes this growth to Angelina’s commitment to work hard and the structure of the MATH 180 program, which allows students to work with manageable chunks of class work.
Angelina’s mindset around math has completely changed. "I used to think math was not a big deal, but then I realized that everywhere you go, math is there, she said."
Angelina dreams of becoming a veterinarian, and her teacher is sure that with her surge in confidence and increasing aptitude in math, Angelina’s ambitions are highly attainable.
Jorge Aguirre-Garcia, MATH 180, Course II
Little Rock School District, Little Rock, AR
A young man with a passion to help others, Jorge initially held an 855 Quantile score, but his score dropped to 785 during his first year of MATH 180. His teacher, Mr. Lawrence Tippen, describes the setback as a challenge that Jorge met head on. He not only was able to boost his score over time, but he also developed a deeper love for mathematics and wants to help others with what he’s learned.
"I was a guy who didn’t like working with others," he admitted. But his ability to apply MATH 180 principles shaped him into a student leader. "I was a solo guy, but with the help of MATH 180 and my teacher, I’m now able to help others if they’re doing complicated things."
A self-professed future math teacher, engineer, and mathematician, Jorge has exemplified excellence and Mr. Tippen reports that, "As a result of his success in MATH 180 , and his understanding of math skills and decomposing numbers, Jorge was able in his eighth grade year to go from taking regular math classes to being enrolled in a Pre-AP math class."
His teachers and his classmates have taken note of his leadership capabilities and these are the exact qualities a future educator should have.
Student Awards FAQs
Click a question below to see the answer or download the Terms and Conditions for all rules and restrictions.
The deadline for the qualifying round is February 25, 2019 at 11:59 p.m. EST. The deadline for the finalist round is March 31, 2019 at 11:59 p.m. EST.
Submit a completed Nomination Packet online: http://www.hmhco.com/180awards.
Your Nomination Packet for the Qualifying Round must include:
- Nomination Form
- Nominating Educator’s response to the following question:
In 300 words or less, please tell your student’s success story. This may describe a moment where the student experienced a distinct turning point in academic progress, unique obstacles the student has overcome, newly realized goals for the future, or any information that you believe supports the student’s exceptional dedication to continuous improvement and academic growth.
Remember, the more descriptive you are, the more we will understand about your student.
If your student is selected to compete in the Finalist Round, you will be notified no later than March 11, 2019.
Each Finalist must submit an Entry in video format.
ALL Finalist Entries must include:
- Nominated Student’s release form
- A photograph of the Nominated Student
- Data submitted by Nominating Educator to verify student’s exceptional improvement, as measured by The HMH Reading Inventory, The HMH Phonics Inventory, or The HMH Math Inventory.
All submissions of Video Entries must meet the following requirements:
1. Include a statement from the Nominating Educator and/or administrator responding to the following questions:
- In what ways has the Nominated Student shown determination to sustain improvement and effort to continue to raise achievement levels?
- Describe any challenges the Nominated Student faces beyond struggling with academics, including any additional anecdotal information, and how the student has overcome, or is making the effort to overcome, these obstacles.
- Describe the Nominated Student’s growth in areas outside academics related to participation in the READ 180, MATH 180 and/or System 44 Programs (aspirations for the future, development of goals, leadership roles, or peer support)
2.Include a statement from the Nominated Student addressing the following:
- How his/her mindset towards reading or math (depending on software used) has changed.
- Name a specific time your reading or math skills have helped you succeed.
- What are some of your goals for the future?
3.Video must meet the following Technical Requirements:
- Be approximately one (1) minute in length and not exceed three (3) minutes
- Contain only original music (if any music is used.) Entries may not contain any non-original music.
- Video must include sound and be done in English
- Video must include a shot of READ 180, MATH 180 or System 44 product or logos.
- Be one of the following video file formats: MPEG4; .MOV; .WMV; .FLV
- Video file size limit: 500MB
4.The submission must include (separate from the video):
- A photograph of the Nominated Student.
- Data submitted by teacher, principal, or technology administrator on student’s performance, verifying that the Nominated Student has demonstrated significant reading or math improvement.
- If the Nominated Student is nominated for a READ 180 or System 44 award, data measured by Houghton Mifflin Harcourt Reading Inventory or Houghton Mifflin Harcourt Phonics Inventory should be submitted.
- If the Nominated Student is nominated for a MATH 180 award, data measured by Houghton Mifflin Harcourt Math Inventory or another math assessment measurement should be submitted.
5. Include a Release Form* signed by:
- The Nominating Educator;
- The Nominated Student and their parent/guardian
- A parent/guardian of the Nominated Student;
- Anyone who appears (name, image, likeness, voice or comments) in the Video. Please note: If statements by students are submitted, or students appear in the Video, each student’s parent or guardian must sign a release.
*All release forms must be submitted with the Entry.
6. Additional Submission Requirements:
- All entries must be the original work of the Nominating Educator and Nominated Student, may not have been previously published, may not have won previous awards, and must not infringe upon the copyrights, trademarks, rights of privacy, publicity or other intellectual property or other rights of any person or entity.
- May not defame, misrepresent or contain disparaging remarks about other people of companies;
- May not contain trademarks, logos or trade dress (such as distinctive packaging or building exteriors/interiors) owned by others, or advertise or promote any brand or product of any kind, without permission; the only permissible logos to include are those of READ 180, MATH 180 and System 44.
- May not contain copyrighted materials owned by others (including music, photographs, sculptures, paintings and other works of art or images published on or in websites, television, movies or other media);
- May not contain materials embodying the names, likenesses, photographs, or other indicia identifying any person, living or dead, without a written consent being submitted to Houghton Mifflin Harcourt with the Entry;
- Must communicate positive images and messaging.
As many as you want! However, you must submit one nomination form and educator statement per student and each student can only be nominated ONCE.
No, educators must select whether to nominate the student for READ 180 OR System 44. If the student is in a READ 180/System 44 combination class, please nominate the student for the program based off the software they are using in the Software Rotation.
Membership to the READ 180 Community is not required to submit a student nomination.
Qualifying Round: Judges will review the Nomination Packet and assign a score to each Nomination Packet based on how effectively the Nominating Educator’s Statement conveys the Nominated Student’s exceptional success story.
Finalist Round: Judges shall review each Finalist Entry and assign a 12-point maximum score, based on a maximum of 4 points in each category:
(a) The student’s determination to sustain improvement and effort to continue to raise achievement levels;
(b) Student’s exceptional nature and academic performance in the READ 180, MATH 180 and/or System 44 programs;
(c) Student’s growth in areas outside academics related to participation in the READ 180, MATH 180 and/or System 44 Programs.
No additional points or favor will be awarded to a particular Entry format. Video Entries will be judged solely on content and not technical merit.
Yes, release forms are required during the Finalist Round only. Each Finalist Entry must include a Student’s Signed Letter of Parental Consent. All Finalists who submit a Video Entry must include additional release forms from all individuals who appear in the video submission.
Student winners will be announced in May 2019.
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