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Thanks to all of my fellow LM_NETters who came through with a lot of wonderful ideas for motivating kids to read using AR - not discouraging them! Here goes: <<<We are taking a different approach this year to AR. Teachers are assigning goals to their students based on their reading level and the amount of time they are reading daily. Our "WAll of Fame" will show students who have reached a percentage of their goal. We will post their name when they have reached 25% of their goal, 50%, 75%, 100% and special rewards for those who go above their goal. This helps to not embarrass the 5th grader who won't be able to read 20 point books and get lots of points. His goal may be 10 points if he is at a low reading level but he should be able to reach his goal. It also helps encourage those who reach their goal to keep reading.>>> <<<Our students' scores are posted in the classroom only, we post the classroom scores for the school to see, along with the top readers in each grade. I like the idea of posting percentages instead of actual points. Let me know if you come up with something. TIA.>>> <<<Perhaps the teachers could post the accumulated points (if they're set on doing this) with coded numbers in front of it, assigned to each student...that way, only the student knows which one is theirs, unless they choose to share it.>>> <<<AR has a goal setting formula...there are three parts to it...percent correct, average book level and points. Honor those kids who are achieving some or all of their goals.>>> <<<This sounds like familiar ground. I have a fifth grade teacher that has wanted points competition since we started the program two years ago. We have worked long and hard at getting students to accept their ZPD as "okay for me" but still they do notice the difference between .5 and 5. We have found a competition formula that seems to be working well - I have writers cramp from signing 60 passing TOS reports today. We are having a class competition between 4th and 5th grade classes and one for third grade classes to see which class can read the most books this year. Those with lower reading levels can read just as many books as those with high reading levels and doing it on a class level spotlights not individuals but class effort. I have students being helpful and congratulatory to classmates when they pass quizzes...course they also like to moan when one from another class passes but it is all good natured. Our readers and nonreaders seem to balance out pretty well classroom to classroom. Of course there is no perfect. It so much depends on teacher rapport and promotion of the program. Nonetheless, our students are reading more...Since July when the new school year started we have a 4th grade class of 32 with more lows than highs that have successfully passed 149 quizzes at their reading levels! That kind of reading is unheard of at our low income school with many Hispanics, but it's happening.>>> <<<AR even says this is a bad idea and that what should be used to measure progress and success is improvement in the individual child's Zone of Proximal Development or reading level. Each child, according to AR, should set a goal for improvement with his teacher and work within that. No points. Points are self-defeating -- I've seen so many kids waste all their checkout time using points as the criteria for book selection or they check out a book that's beyond their comprehension and fail a test or they make their points by taking only 1-pt. fiction tests and never make any gains in their reading or comprehension. It becomes a game rather than something that improves their reading or their sense of pleasure in reading. Good luck. Our elementary teachers had a "wall of fame" (I think for a lot of kids it was actually a wall of shame) for awhile showing points -- a parent complained and it was pulled. Hooray. It demeans those kids who are trying but having difficulty. >>> <<<I'm not sure what the laws are in your state, but I'm quite sure that in most states privacy laws prohibit posting of personal information about students. Perhaps if you look into that aspect of it, you'll have more success.>>> <<< You may suspect after reading my message that I feel very strongly about this, and you'd be right! grin. Here are my experiences/opinions about AR. AR, if administered correctly, will bring results beyond your highest expectations. But just counting points is not the way to go. Look at your purpose in doing this program; you want to motivate every level reader to improve. So you offer a "reward" to 5th grade students for earning 10 points. Student A reads on a 6th grade level and is a wonderful student. This student earns 10 points in one day. Motivated? No, the "reward" is a joke. Student B is reading on a 2nd grade level. It would take student B about a month to do what student A did in one day. Motivated? No, frustrated and probably will give up without making even 5 points. So what's the answer? The AR Company has the answer and I think it is brilliant. I learned it at their workshops. I took the full day workshop, then 2 years later I had some classroom teachers take the full day and I took the 2-day advanced workshop. Expensive, but would have been worth it at twice the price! [Don't tell the AR people that.] Their program, called Reading Renaissance, rewards by goal achievement rather than a standard number of points. Each student has 3 goals, which are individually set based on their reading level not their age/grade level. They have a book level goal, a point goal, and an average % correct which AR sets at 85%. A student must reach all 3 goals to be an "AR goal-getter" [our school's name for the system] and we reward them with a goal-getters party with entertainment [magician, storyteller, musician, whatever] and recognition; listed on the "Wall of Fame" etc. Individual teachers may keep charts in their classroom and reconize steps: 25% of goal, 50% of goal, etc. It is a lot easier and much less work than it sounds. You get the book level from their STAR reading zone, AR provides a chart that tells the number of points expected for a time period based on reading level and amount of time spent reading every day, and everybody's % correct is 85. It takes way less than 1 minute to input a student's goals into the computer. Yes, you put the info into the computer at the beginning of the grading period and the computer keeps track of everything for you! Every child is given a goal that is perfect for them-hard enough to produce academic growth without frustration. I can't say enough for this program. There are more aspects to fine tune for each student, but you really need to take the training to get it. [The reading log, status of the class and mini-lessons are a few examples of other parts of this process.] Please stick to your guns on this. You are right, just listing points will "reward" the good readers for what they can already do without doing anything to make them better and will reinforce the poor readers' belief that reading just isn't worth it. OK, I'll put my soapbox away now, Gail ********** Gail Przeclawski, Media Specialist>>> <<<Believe it or not, the students don't get embarrassed. I too had the same concern last year (my first year at this school) when we posted their points. It had been done this way in the past, and everyone just expected it. It was never a problem. Maybe that's just my school, but it seemed to motivate some to do better regardless of the number of points they earned. Do what you feel will be best in your situation/school--and good luck!>>> <<<We have POINT CLUBS. We have a bulletin board for the "5 Point Club." A bulletin board for the 10 point Club, 15, 25, 35, 50, 75, 100, 150, 200, 250, 300, 350, 400, 450, 500... When a student is placed in the 5 point club, their 5 point club certificate is hung on the 5 point club bulletin board.When they get 10 points, another certificate is put on the 10 point club bulletin board. etc. That way the students who have more points are recognized, but the students who aren't advancing as fast kind of get lost in the crowd. Maybe they could also set a classroom total, and all students can work towards that goal. I agree that posting each students points could be detrimental to the struggling readers.>>> <<<I have seen this done in the past and they used groups of numbers at the top and a die cut underneath with the child's name on it, it looks like a graph. Would it help the lower groups to have the numbers grouped [1-50] [51-100] or maybe in groups of twenty [1-20] [21-40]?>>> <<<I too hate the points. We look at number of tests passed at 80% or better. Still, some teachers demand points. The students spend all their time reading for points rather than enjoyment.>>> <<<It is illegal to post students' grades with their names. It violates their privacy rights. If anything is posted it would have to be done with ID numbers or some other method so that kids could not figure out who is who.>>> <<<I don't use AR, so this is just a guess, but could you use an improvement scale? As in, I did x% better this month that I did last month? That way, the kids would just be comparing with themselves.>>> <<<I post the points in the library- every Friday I print the "top 50 AR readers" in the school report. The kids love it and will pore over it looking for their name, their friends name and ohing and aweing over the # of points a few of my superstars have. The ones who are on the list (we have 500 kids in our AR program) love to point their name out to their parents. IF I forget to run it they remind me!I don't make a big deal about it, but the kids sure like it. I run the entire school, regardless of grade. It also provides some real world experience with reading a chart or a table.>>> <<<We use point clubs instead of posting the exact number of points. The teachers have posters for each point club 5, 10, 15, 25, 40, 60, 75, 100, 150, 200, 300 Students each have a symbol (dolphin, star, footprint, hand, etc) with name on it They move the symbol once a week. Some move often, some move rarely. No one knows exactly how many points anyone has. It really seems to motivate them. Some try to "race" to the end. Others just don't care. Others ask for extra help. We have teachers that will read with/to our kids and then they can test.>>> <<<This is one of the problems with AR, in my view, when the competitive aspect takes the fun out of it. After all, AR is one component in a reading program, and it should be self-driven with encouragement. Anyway, not sure about the answer to make things fair, but one thing I've seen done is to have each child set a reasonable goal given existing reading abilities. Then give rewards based on a percentage of the goal being reached. Bottom line is, kids become better readers by reading, as we know, so I think when so much emphasis is placed on reading levels and constantly reading at one's maximum ability, it becomes drudgery. As good as this program can be, it raises many questions about implementing it.>>> <<<Our school have used the percentage of their goal of the period (6 wks, 9 wks, or semester). The percentage is printed on their TOPS after each quiz. This also is and exerise in graphs and charts.>>> <<<We have been using AR for a long time and when some teachers made the same mistake you are talking about it was awful. The kids who weren't good readers just shut down. What was the point of trying? I think your idea of percentages, if it HAS to be done on a student by student basis, is better. As far as motivating by competition, we even tried keeping a point total by classroom, using a picture of a thermometer to indicate how "hot" reading was in each classroom, but the teachers didn't like it because it made the classrooms with lower reading ability kids look bad. How about making a huge chain of construction paper links around the school? Every time a student passes a test he/she gets to add to the chain. Each link has the name of the student on it, so everyone contributes, even if they can't read as fast as others.>>> <<<I suggest you run this by your principal. Posting grades may be a breach of student confidentiality.>>> <<<Our students (grades 2 - 4) take the Star test to establish their reading range and then individual goals are set and kept in the computer. We have a bulletin board sectioned off with 25%, 50%, 75% and 100% of goal reached (more percentages could be put in like 60, 80, 90). The names of the students are placed on stars or some other cut outs and placed on the board. As they progress, they move their name up to the next percent. We do not post goals or points. I think that would be very damaging to some of the lower readers. It's a major accomplishment for some of our students to aquire 15 points and it's a drop in the bucket for some of the better readers, but they all can be recognized using the % instead of number of points. Most of our students that are in the lower reading levels do not want the other students to know their reading range. We also do not give rewards just based on points. Rewards are given to all who reach 100% of their goal what ever it may be.>>> <<<I can tell you from painful experience that posting points hurts children's self-esteem more than it motivates them. The teacher's will probably receive very negative feedback from parents, also. What about having students work with the teacher to set individual goals they wish to achieve and then the teacher could post whether or not they achieved the goal?>>> <<<Don't let those teachers post those kinds of points! Instead, do something on the number of students who have met their AR goals: what percent scored %80 or above, or is almost making his point challenge.>>> <<<Obviously your teachers don't understand it is not merely the number of points that is important. If students are reaching the individual goal sets by conferencing and STAR reports etc., then that is more important. I would rather see certification goals posted as being reached!>>> <<<The goal setting is what's important! Teachers and students should set goals together. This is a part of the AR Management system. If the student reaches his/her goal each quarter, month, or whatever, then that child's name should be listed as achieving the goal which was set. You are right: points will only discourage the slow reader and the weak reader. Another idea is to use the certificate maker which is a part of the AR program. Students who achieve "independent reader", "star reader", or whatever the categories are (I'm sorry, I'm writing from home and can't remember the names), have certificates printed out for them. These can be posted and then taken home as they achieve the next reading level.>>> <<<I usually do not reply to the whole group but this issue I think deserves discussion and thought from the lisrserv. I have always been extremely uncomfortable with displaying charts, etc that essentially rank students ESPECIALLY at elem. level. It only serves to increase the self-esteem of those already confident. I applaud Stephanie for trying to come up with a "kinder, gentler" way of encouraging students. And I am amazed that anyone teaching young students would not see the damaging effect of what they want to do.>>> <<<This sounds like a real problem. Perhaps pointing out that posting the points is akin to posting a student's grades? How about posting the number of books a student has successfully read and quizzed on at a certain level, say 80-100% correct. That way, the number of books read is the focus, not on which books are worth more points. Also, this gives the students who have more difficulty reading and so must choose the lower pointed books a chance to shine as well.>>> <<<My district requires parental permission before we are able to post a student's name and/or picture on the web. I would suggest that you discuss that issue with the teachers involved, and see if you can change a few minds.>>> <<<We are trying a new approach this year. We will be rewarding on a % basis, any student who read a minimum # of required books and maintained a 80% will be rewarded. We will give them a token prize of a pencil, bookmark, etc. and their name will go in a grand prize drawing of 5 children from each classroom to choose the prize their heart desires. I must admit, we bought some exciting items. This drawing will take place every grading period. If you need more detail ask! You could display children with 80% or better and no will know or care their reading level!>>> <<<Some of our teachers use the goals that the program will keep track of automatically. They post what percentage of the goal the student has reached and when the student reaches 100% of the goal they get a special reward. Of course each student has a different goal based on ability.>>> <<<AR suggests using a reading hall of fame. Where the students receive recognition when they reach their individual goal. If the teachers do not want to do individual goals, they can punch out a big star for each student and add a sticker on the student's star whenever they read a book reguardless of point value.>>> <<<TEll our teacherst that posting scores in this way is a violation of the students' privacy. Would they post the students' grades on the web? Get support from your principal and tell them this is not an option!>>> <<<The teachers at my school set goals-weekly or by grading period- and then post the results by percentage of met goals. A kid that has a 10 point goal and a kid that has a 5 point goal may both reach 100% of their individual goal. This works really well.>>> <<<Why not just post a star or sticker for those who have reached their individual goal? No one needs to know the goal, just that it was reached. You have an uncomfortable situation to deal with....good luck! I hope something works out that does not keep those struggling readers feeling from bad to worse....>>> <<< I recently moved to a new school district, but at my previous school we used Reading Renaissance (AR) with great success, so I'll pass on a few things that worked for us. We did not allow points to be posted for the same reasons you mentioned. I suggest getting your principal's backing on this & that would help direct the teachers. We posted progress toward quarterly goals. For instance each grade level chose a theme--our 5th grade chose a musical theme & made bulletin boards with musical staffs in the hallway. Then each student who reached their 1st quarter goal earned a musical note on their staff, a second note for 2nd quarter & so on. It still created accountability because students wanted to see their notes on the staffs, so they worked hard to reach their goals. We did not offer tangible rewards, but students who reached their goals had their names announced on the intercomm on the day of the achievement. You'd be surprised how much motivation these two small things provided--visual & verbal recognition throughout the school--they loved it! However, no one ever knew if the student whose name was announced or whose musical note was posted was working on a goal of 50 points or 10 points. This is especially critical for those low readers who have lower point goals through no fault of their own (LD, no home enrichment, etc.) In order to recognize those high point earners, we also had a Point Club Bulletin Board for the school divided into10, 25, 50, 100, 200, 300, 400 point sections. On it we posted the names of students as they reached each level. Most 5th grade students earned at least 50 points (yes, even the low readers because they got lots of extra assistance) so that was another way for them to be recognized for their accomplishments. Then those who really read and earned tons of points could be recognized also (our top 3 point earners were two 3rd graders & a 4th grader who all earned over 300 points). Many critics of AR are concerned this sets up aggressive competition, but in fact, it actually brought the school together to cheer individual students on. We saw so many instances of students encouraging other students to success & this was even more effective than the encouragement of teachers & parents. We also provided plastic bookmark sleeves for everyone at the beginning of the year filled with a paper bookmark. As students reached each level of certification (Independent, Super, Advanced, Star, Classic), we provided them with a tassle to attach to the bookmark sleeve. Different colors were assigned to represent different levels. The students loved this, yet it was not expensive & was recognition that fit the task accomplished rather than food, trinkets, etc. These bookmarks were very treasured by all and ensured that the students were showing appropriate growth in the type of book read (ex: picture books to pre-chapter to easy chapters to more difficult chapter books). It emphasized quality rather than just point quantity. Hopefully, you can convince your teachers that methods like these are more motivating than publically posting personal point goals, etc. I'd definitely suggest educating your principal & getting him/her on board. Otherwise, you'll be fighting an uphill battle. (He/she can also provide the funds for the bulletin boards, booksmarks, tassles, etc. which leaves your library funds free for books.)>>> <<<I would tell the teachers to be very cautious about posting the scores. We have had a lawsuit in our state concerning students checking other students' papers, thus, knowing what kinds of grades their classmates are making. Now, we have to be very careful about posting students' work in the hallway, passing out papers upside down so the grade isn't exposed, not letting students pass out papers, etc.>>> -------------------------------------------- Stephanie L. Fiedler, M.L.S. Media Coordinator Swift Creek Elementary School 5601 Tryon Road Raleigh, NC 27606 919.233.4327 / fax 919.233.4344 / sfiedler@wcpss.net http://www.angelfire.com/nc2/sfiedler =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 4) SET LM_NET MAIL * Please allow for confirmation from Listserv. 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