Download We use AR purely as a supplemental reading

POINTS BEING ASSIGNED FOR ACCELERATED READER
We use AR purely as a supplemental reading program - students accumulate
points and use them to buy various prizes at the end of the year. It is not a
class grade.
I am not personally a fan of the AR program as I believe it discourages reading
as a recreational activity, but we have had this program for many years and
it seems to work well for many students.
We use Accelerated Reader as a supplemental program, only. By providing AR,
we are trying to encourage students to read for enjoyment and to develop the
lifetime habit of reading. For this reason, we do not make AR part of any
requirement or grade. Next year, we are going to use Accelerated Reader
Enterprise, which is all on-line. Students will be able take quizzes on any book
from any library. We will not have to purchase and install quizzes on our system
any longer. Your school may already be using AR Enterprise.
My district is a K-8 240 student district. We only use Accelerated Reader as an
incentive. Teachers set classroom goals (I don't know what each level is) and
students are rewarded with a pizza party, certificate etc. We don't use AR as part
of the grade, but do use info at PT conferences. We use their web-hosting so
students can access it from home if they choose. We don't use it for grades
because we want to only reward reading.
At K-5 in our district we use AR as an incentive only. Point totals are kept by the
librarians and posted weekly on their doors. When students complete and pass
an AR test they get to enter a drawing for prizes given quarterly--free books
usually, but a bike is awarded at the end of the year. Top point getters have a
pizza party at the end of the school year. Students have no point requirement in
those grades, just incentives if they do read the books and pass the tests.
In grades 6-12 there are point requirements by quarter for each
reading/language arts class. These requirements are figured as a part of the
quarter grade, but not getting the total required points does not automatically
earn them an "F" grade. A student who gets 22/25 required points would still
receive an 88% (B) grade for that component of the final grade. Most 6-12
teachers use AR as a part of the grade, but a few use it as extra credit points
only. We do not have a district-wide policy on AR. Each teacher is free to use it
(within reason) as they wish.
Personally, I find that at the early levels it is very difficult for poor readers to
accumulate many points. Most K-2 books are only worth one or two points, so
for a poor reader to get even 10 points is sometimes a struggle. I also find that
at the high school level there are few books in our hs library that are on the level
of our poor readers, so even finding books at their level is a struggle, let alone
reading them and taking a test on them. We have made progress in getting high
interest/low level reading material at the high school, but progress is slow.
We don't have a set policy. It can vary from grade to grade. Some
teachers include it as part of the grade and some use it as extra
credit.
You have Accelerated Reader and your teachers are making arbitrary
choices about what number of points students should have, you aren't
using the program to its fullest. We have 325 students and use Star
Reader (a product from AR that costs about $500) to give the kids
periodic tests to check their reading level. Based on the reading
level, the number of points is calculated. The goal should be
attainable and should stretch the child a little bit, but not much. AR
is designed to build many small successes. The Star Reader program is
the key to making the program "fit" individual students.
Star Reader really helped us avoid many of those arguments from parents.
Our program is incentive based and students are not penalized in any way.
Based on STAR test results - students are given an individual goal (ZPD range).
Grade level goals are also set. At the conclusion of each quarter, AR achiever
celebrations are held. The principal holds this activity and has had as many as
260 students participating. If students make goal for all 4 quarters, then another
special activity is held. In the past a camp out has been held at the elementary.
Our purpose of this program is to encourage the love of reading. As soon as a
grade is assigned, this will be lost on many students. Students pick their own
books according to their ZPD range.
It was never designed to be used as part of the grade. There is a signficant
feeling among the field that using it so competetively actually destroys the
motivation to read rather than increasing it. It was intended to be used as only a
motivational tool and I think the parents have some legitimate concern. I am not
sure how to balance that with getting kids to read for pleasure. As a new
superintendent, I have not delved to deeply into it in my current district. We
seem to have much less controversy about the program in this district than in my
prior one so I think teachers are using it appropriately and not requiring a
minimum number of points, but rewarding students who accumulate points. I
would venture to say that there are kids who are doing very little with it, but I
could be wrong.
In my last district, AR was being used for 40% of the student's grade and I was
attempting to change that when I left for another opportunity. It's use was
serving as a reason for teachers to have student read for on full class period a
week and teach only 4 out of the 5 class periods in the week.
Our district purchased the Renaissance Learning package to the Accelerated
Reader. It is fabulous! Our students take the STAR test and read at their
ZPD range, which is their reading ability level. The students are reading
books at their ability levels and they Renaissance Learning program has over
100,000 AR tests on line. We now give a grade based on their reading logs
which reflect the daily number of minutes they have read. The teacher also
checks their reading log and their test results to average their grade.
Everyone is successful reading at their ability level and not having the
pressure of points.
My suggestion is to check into the Reading Renaissance Program.
We are looking at going to the 85% rule. Student proficiency on all tests must
average 85%. I believe this will ensure that the students are comprehending
what they are reading. Along with this comes the issue of how can we be sure
the students are reading? I believe there still needs to be some sort of point
goal. Some students would take quizes until they have the 85% and then stop
for the month/quarter.
Here is my input, right or wrong. We used AR at my current school and at my
previous school. We struggled with the grading component and worked through
those issues at each place. I have attended several Reading Renaissance
conferences, including the 2001 National Conference in Las Vegas. Reading
Renaissance does not endorse using AR as a grade and leaves that decision up
to the local school. It does, however, stress that setting a single number of
points that all students must achieve as going against the purpose of AR. For
example, if all 5th graders must read 25 points per quarter, AR would disagree
with this. AR is supposed to be individualized for each student, with each
student having his/her own goal.
We set goals for all students in grades 5-8. Elementary uses AR more for
supplemental purposes. Jr. High goals are based on a student's reading ability.
Goals are set per quarter and calculated into the grade as a test grade/%age of
the quarterly grade. This is calculated in at the end of each quarter. If a
student reaches 85% of his/her goal, then they get 85% for that portion of the
grade. If they receive 100% of their goal, their grade is 100%. Since AR is
designed to meet the needs of struggling readers, we cap the number of points a
high reader needs to earn. When I first arrived, some students were required to
read 100 points per quarter. We have now set the limit somewhere between 2535 points per quarter for the high readers. (I don't exactly remember what the
cap is.) AR is not designed for them because they are already good readers.
After high readers achieve their goals, they can read what they like. AR is
designed to motivate and challenge the lower and middle/average readers, by
having the teachers monitor that they are reading books in their zone and
continuing to tweak their ZPD if necessary so that students are being challenged,
but still comprehending what they need.
AS for the school where my own children attend, they are all over the place. At
some grade levels, the kids have goals. At others, the kids all have to read the
same number of points. I haven't had issues with that since all three of my sons
are good readers and can do well in whatever setting. I do know, however, that
some of my sons' classmates have struggled when expected to read the same
number of points as the high readers, but can't seem to read books with high
enough point values to get there because their reading level is so low.
Our students take the STAR test three times a year: beginning, just after winter
break, and at the end of the year. We use the first STAR test to determine
beginning reading level. From there, Accelerated Reader has a chart that
recommends the number of points to assign for the grading period based upon
the score of the STAR test. For the most part, the score on the STAR test is a
very strong indicator of the level of reader that each student is. The chart has
set up for the number of instructional minutes each day that are dedicated to
Accelerated Reader.
Secondly, we take the student in mind when looking at assigning Accelerated
Reader points. A student with a goal of 25 points and is earning 40+ points in a
quarter will have their goal adjusted up to challenge them to keep that high level
of success. We always conference with a student and take input from them as to
what their goal should be. Rarely do we ever lower a student’s point total. We
make sure we monitor the students progress by posting the % of the goal that
they need to be at each week. Being on a 9-week grading period, each week
constitutes an increase of 11% to the reading goal to meet the ultimate goal.
For grading, it is worth 50% of their overall reading grade. We take in account
% of the goal and % correct with respect to 85% and combine them together
for their AR grade. If a student has a 90% correct average for their tests, they
get the equivalent of 100% for that component.
We offer rewards to students that meet their point goal and also their %
correct goal. Last year our first quarter reward was an afternoon at Barnes and
Noble, second quarter we had a “mini-cinema” where we showed movies to the
students in various rooms, third quarter we went to a theater and watched
“Horton Hears a Who” and fourth quarter we went fishing for the day.