HIT: AR: Part 3

[kaTe <cag@AZSTARNET.COM>]

I've done AR for two years.  My first year I was a big fan, now I don't know.
 I am finding myself using it less and less.  We had a big scandal at our
school, when 8th graders were reading the illustrated classics and passing
tests on novels like Oliver Twist, and Great Expectations-big points.  When
they got caught parents felt that it wasn't really cheating and there was a
whole hulabaloo about it.

I really don't know how you can avoid the cheating.  I am now using AR as a
choice.  One problem for me is that the books are limited and I have kids who
want to read other types of books,  so I use reading logs as another choice.
I like AR for the tests and usually the kid does have to read the book to
pass, but not always.
****************************************************************************
We are doing our 2nd year of AR this year at our middle school
(grades 6-8). Our first year, we only had testing in the library, because
the network wasn't complete. It worked beautifully, but was pretty
exhausting for me and my aide. You have a lot of control this way, and we
never had an incidence of the monitor password being breached. We were
doing a better job of monitoring whether a student should be testing than
the teachers were. During the last trimester of school, the network was
completed, and teachers began testing in their classrooms. The monitor
password was breached within a week and has been changed twice since then.
It's really a matter of teachers figuring out that they need to get with
you on this and make a real effort to keep the password secret. Here are
some possible pitfalls that we know better about now.

1.  If the monitor password is figured out by a student, change it
immediately and make the teachers come to YOU personally for the new code.
Do not send it to a teacher by way of a student messenger. If this causes
inconveniences, too bad.

2.  Really imprint on teachers the importance of human monitoring (using
the AR student log, and engaging students in conversation about the book)
while the book is being read to insure that it IS actually read and not
just rushed through. If students are keeping narrative logs on the book,
they should turn them in before the test, and they should not be given
back. Otherwise, students use them as home-made Cliff's Notes. If students
will be allowed to test in classrooms other than their own language arts
class, the teacher in the "other" classroom should require seeing the log
before allowing the test.

3.  Add a little spice to life now and then by offering a small prize for
some random test passers. We used fancy ballpoint pens (the kind where the
top is bent into a heart, etc.) and gave them out if someone passed a test
and their TOPS report printed on a sheet with a small heart drawn in the
corner. (We seeded the printer paper tray with some of these sheets ahead
of time.) We don't do a prize store, and this allows students who may not
be very high scorers to win something once in awhile. We do bigger prizes
for the high scoring teams and the point club members. (Pizza parties, trip
to the bookstore, etc.)

4.  You can start all students out with the password TEST. That way you can
get them into the program the first time, and then have them change their
password immediately. We do a lesson on choosing a password, and have each
person choose theirs and write it down on a slip of paper before coming to
the computer. Then we just man the computers and call them up individually
to get in and change their password. We do this during the time we are
introducing AR at the beginning of the year. You can get a whole class of
kids through if you have them prepare so that they aren't sitting at the
computer thinking of a code.
If you have S.T.A.R., it's wise to have them use the same code for both
programs.
******************************************************************************
        You have one important thing to prevent cheating by
students:  the one computer station in each LA teacher's
classroom.  Students should take tests only in that room on the
one machine.  Don't even try to have them take the tests in
the library.  You will save yourself many gray hairs this way!
The teacher is responsible for monitoring student use and thus
monitoring cheating.
        I do identify AR books by a special label on the
outside of the book and it has both level and points on it.
Books are shelved alphabetically as they normally would be, not
AR books separately.  I list the AR books in the MARC records
with the level after the subject Accelerated Reader:
Accelerated Reader (L4.5) This is then searchable by level in
my Follett system.  I use the 658 tag because I saw that
suggestion ages ago on LM_NET.  If one chooses to use the 526
tag, it is searchable by level under keyword.
        Be prepared to be surprised at how many low level books
you will need.  AR, or Reading Renaissance, has the students
reading at their "comfort" reading level, which is below the
tested level.  Our lower level students race through a L2.5, P1
book in a day and are back for another one the next day, if not
the same day.  The good thing about this is their progress!

******************************************************************************
We use AR in our school for 1300 students and we do have some problems.
Things that we have done to secure the students info and from others.
1. They must have a reading log filled out and the book with them to take a
test.
2. The only way the student can get in is for the teacher to log in and than
they can go to their name.
3. their password is their student number
4. They can only take a test once
5. They cannot take a test again from grade to grade.
6. They receive the print out of the test and that must be filled in their
log and the teacher must initial the log and report.
7. They can only take test in a classroom.  They are not allowed to take them
in lab,
or the library.
8. Our language arts teacher's have three computers in their classroom that
are designed for the students to take test on.  The other computer is for the
teacher's use.
***************************************************************************
The main suggestion I would make, other than run for your life, is
insist that teachers "hang loose" about the reading levels and allow
students as much choice in their book selection as possible. The rigid
adherence to small ranges of "OK" levels for students to read is
terribly restrictive and frustrating. Especially when the labeling of
the books seems capricious at best in many instances. Also, please,
please try to encourage the reading of non-AR books. The teachers who
are relaxed about using the system and view it primarily as a record
keeping or management aid have much happier students. Do I sound like I
dislike AR? In many ways that is true but the fact remains that reading
tests are up at my school. I understand it can be a positive tool for
busy teachers who might not have time/inclination to put on a
self-developed program.
*****************************************************************************
    We've had AR for about 4 years.  Let me tell you how ours is set
up.  We use the monitor password system on tests, that is after each
test is done a teacher must put in a password to validate the test.  We
have at least one each year trying to take tests for others.  We also
don't allow students to see the questions they missed since they could
pass that info on to their friends.  I and I alone am the program
administrator-- I put in the names and load tests and take care of
problems.  This eliminates the possibility that some student gets a hold
of the key disk from a teacher and wreaks havoc in the system.  I
usually only give the monitor password to the English teachers since
they are the ones that have a vested interest in keeping it secure.  I
change the monitor password at the beginning of second semester each
year.  The student passwords are input by me ( I use a dictionary) and I
change any that I hear bandied about.  I try to emphasize to the
students that giving out passwords is like giving someone a key to your
grade.  Others can go in and take tests, fail them and block the student
from taking them again.
    Now, I know this seems like a lot, but I've found after I have put
in the new students for the year and acquaint everyone with their
password, it goes pretty smoothly.  Oh yes, one other thing.  I've
started buying custom test disks since I can choose what tests I want on
the disk.  In the past, I've had to eliminate tests like Jurassic Park
because too many take it ( and some pass it) by just watching the
movie.  I delete those tests.  I keep telling the students this is
Accelerated READER not Accelerated Movie watcher.
    All I can think of for now.  Hope you enjoy the program. I do.  It's
done wonders for our reading scores.

******************************************************************************
--Good Luck on AR!  Be sure that the teachers are very observant of students
testing in the classroom.  If a teacher does not care, cheating is a breeze.
A sign-in sheet is a good deterrent.  If a student consistently fails (goes
for pts. and tries to get lucky), I take their name off classroom computers
and they must test in the library only.  Also, if the 5 computers in the
library are in close proximity to one another, do not let the students sit
too close and absolutely no talking at the computers during testing.

******************************************************************************
      my school of 982 fifth and sixth graders use AR.  Each homeroom
has a Macintosh computer in their classroom where the students can take
tests at their own discretion.  the reading teachers load the kids'
names and their passwords onto the respective computer.  i believe most
of the teachers allow the students to come up with their own passwords
and of course, keep a printout of such on file.  when the students
reach a certain amount of points they are awarded prizes that are kept
in the library.  passing a first test they receive a bookmark, pencil
or eraser of their choice.  10 points gives them a McDonald's
certificate that we had donated to the school; 30 points they get a
paperback book; 50 points they get a hat or t-shirt that says "Pleasant
Valley Reading Bears" and 70 points they get three books of tickets to
a local amusement park.  these prizes are funded through our reading
department with the exception of the paperback books.   those i budget
for each year in my library book budget.
     in the library each book that is in the AR program for which we DO
own the test, we have placed a green dot on the top of the spine for
easy identification.  we have recently invested in the blue AR book
stickers from the company that allow you to record points, test #, etc.
 going back now to place those labels on the books is a different
story...it takes a lot of time and we hope to have our volunteers next
year get on this endeavor!
     i do not award any prizes to any student without a printout of
points from the computer along with initials from their reading
teacher.  this helps somewhat on cheating.  we have discovered however,
that some of the kids will read the same book twice (once in fifth and
then again in sixth) and get points each year.  keeping their printouts
in their portfolios was suggested, however, most teachers did not agree
on the idea.
     this program was already in place when i took this position.  it
has benefits and concerns.  it does take a lot of time to get it to the
point that you feel it is manageable.
******************************************************************************
Welcome to the boxed in world of AR.  Anyway, make the best of it.  Here are
my hints, for whatever they are worth:
1.Assuming you are automated and have patron #'s, make your students AR
passwords the same as their library patron #s.  We don't want to overtax
their brains on nonsense.
2.You will have to decide, based on your amount of tech help, and teacher
support, who is responsible for maintaining the database of patrons and their
homeroom teachers, etc.  It is easy but time consuming to be the only one
responsible for updating the student records.
3.Incentives are very important to the success of the program.  Middle school
is much more challenging than elementary school.  Think of food...can you
canvas the community for free fries, ice cream, whatever for certain amount
of points?  No homework passes are another good one that seems to work .
4.Promote promote promote.  If your school is typical, you will get lots of
resistance from the classroom teachers.  In my experience, it is the
classroom teacher who really makes or breaks the AR program.  You can
facilitate it by purchasing the books, making them accessible, and by
offering rewards, but the teachers must give the students the opportunity to
test, frequently.
*****************************************************************************

When I walked into my new high school library last year (new to me) I
found Accelerated Reader in a box, waiting to be installed.  I dropped it
into the trash can and called Electronic Bookshelf.  (1-800-EBS-READ).
Then I installed EBS, and we had a fantastic reading year.  Teachers were
just stunned with the reading that EBS promotes!  I told teachers and
students that AR (which is entrenched in my elem. and primary schools) is
okay for little kids, but high school students need a more sophisticated
program--EBS.  Well, EBS was bought by Scholastic last year and turned
into Reading Counts.  I've sent in all my data to convert to Reading
Counts.  I can't see any way that Reading Counts is going to mess up EBS.
I surely hope not.  I've used EBS now for 15 years in five different
schools, and I would buy it out of my own pocket, if the school wouldn't.
So, this next year, we're going to build on our established EBS/Reading
Counts program at the high school, and convert the jr. high program from
AR to Reading Counts.  Give me and the wonderful EBS/Reading Counts
another year, and I'll have AR out of the elementary, with the primary
library program in my sights.

***************************************************************************
We used it last year.  The best way (our plan), we think, is to require all
teachers to give 15 minutes of class for reading time.  Each --say-- second
period is responsible for including it as a grade, either participatory or
test average, or whatever, and follow up with the reading logs, etc.  We
are on an a/b block schedule, so each class is 90 min long.  We are phasing
in over a three-year span.  10th grade last year, 10th and 11th this year,
etc..  We didn't get the store up and running, but students were definitely
motivated in my class.  I counted AR as 25% of their grade.  Goals were set
according to their level and my judgment.  The 25% was an average of
overall test average and percentage of goal points earned.  Some got 200%
of goal, which REALLY helped the GPA. We saw lots of taking tests on books
read last year or in 8th grade, but with proper status of the class
monitoring, that shouldn't be a problem.  Another problem was elementary
teachers who do AR but not Reading Renaissance didn't have a clue about
goal setting and could not understand why their (13+) child had to read
more books than Johnny (5.8) did to get the same credit.  I tried to tell
them that all their child had to do was read one hour per day and not worry
about points, but you know...  That really sounds negative, but one boy
actually read a book.  He said it was so good he was late for work.  He was
reading eight levels below his actual grade.

****************************************************************************
I would suggest you take a look at Scholastic Reading Counts -  One of
the key features for secondary schools is the fact that you determine
the testing criteria - For example: there is a database of 30 questions
for each title - questions for quizzes are randomly generated so no two
students ever get the same quiz. with other programs on the market -
kids get the same ten questions for a quiz. Very easy to cheat.  There
are a lot of other features that Reading Counts has that other programs
do not have. I would call 877-COUNTS-1.
If you have any specific questions ,please feel free to contact me -
I beta tested Reading Counts for Scholastic.

****************************************************************************
AR is fine when used as a "tool" rather than the entire reading program.
Children do read more, but many times just to get the points and prizes
awarded at certain levels. It is a way to get a quick assessment of
whether or not the child comprehends the content of the story and that
he/she truly read the story, but does not promote higher-order thinking.
I have been frustrated many times when a child comes to the library
looking for a certain book, then leaves the book on the shelf if it is
"not worth anything" or not allowed by the teacher to get a book that is
not on the AR list. Some children read some non-AR books anyway, but
only because they have already met their AR level for the month and they
already like to read. Those who are slow readers can only choose from AR
when teachers set a point level for them and never get to read just for
pleasure. We have many AR books in our library. We have spent quite a
lot of money trying to get as many existing books on a "custom AR" disk,
which costs more than a standard disk ($129 vs. $79).  Some books are
not on the master list to choose from, so they are rarely used. It
breaks my heart when I hear a child ask "Is this book worth much?"
meaning point value of course, instead of literary quality. Some
teachers use AR as simply another tool to assess one part of a child's
reading progress. Unfortunately, many use it as the only way to measure,
and more and more are incorporating AR into the grading system - so many
points required per grading period. Also, while prizes are fun, many
children read just to get the prize. I'll ask them what type of book
they are looking for - fantasy, science fiction, etc. - and I'll hear
"It doesn't matter, I just need the points."
Used with the STAR program, which helps determine the reading range of a
child, and gradually builds his/her reading level, it can be a marvelous
tool. It's just so easy to be misused. Even STAR can cause problems when
a child wants to read a book just under or over their range and they're
not allowed to because they must stay within the range. It makes it
harder to build a love of reading when it's always tied to grades or
rewards instead of the just the pure joy of it.
We've had it at our school for about five years - it started before my
time...and it has gotten better. Some teachers do not use it for grades
or as their only reading assessment, but it is still used too much with
prizes and awards for top readers, who would have been at the top of
their reading groups regardless of AR.
I guess you could say I have a love/hate relationship with AR. I can see
its worth, but I have seen too much abuse of it in the name of reading.
***************************************************************************

    Don't know if you have done this or not, but the LM-NET Eric Archives
are _full_ of past posts on Secondary Acc Reader.  I printed about 50 pages
that I have put in a binder for future use.  This is going to be my first
year as a Media Specialist...so I need all the advice I can get!  Also check
out Electronic Bookshelf posts....it seemed to be a better program than AR.
*****************************************************************************
We're using it at a college prep school.  The teacher assigns the books from
the AR list.  Taking the test is only one of many activities the student
does as part of his response to reading the book.



~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-

   Kate Gallion
   Librarian~Teacher~Alternative Ed.
   Project M.O.R.E. H.S.                         Books won't crash
   Tucson, Az. 85719                                  in the year 2000
   cag@azstarnet.com
   kgallion@tusd.k12.az.us

~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-*~"^"~*-,._.,-

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