I am up on my soapbox now after reading all the AR posts lately, so this is
long. AR works at the schools where I have worked.
I have used AR in Florida and in Alabama since the year after it came out
because one of my fourth grade teachers brought it to our school.
In 24 years of teaching middle, high and elementary schools as a classroom
teacher and library media specialist, I have never seen anything that
motivates students to read like AR does.
The difference AR makes in my students' achievement is DIRECTLY related to
the PERSONAL interest their parents, their teachers and their LMS take in
their reading. It probably wouldn't matter WHAT program we used as long as
the adult response and interest in what they read and how well they
understand it was as high as it is with Accelerated Reader. AR is the means
to an end--better student reading comprehension and love of reading.
There are schools where AR is abused but that is not the fault of the program
or the company that makes it. AR gives very clear direction about using the
program, being flexible about meeting the needs of the student, taking the
child where he/she is and moving them up, allowing them practice time at
school and tips on motivating students to read at their level. There are
wonderful inservice programs from AR that talk about how to implement the
program. I have yet to meet a student who didn't improve their reading
skills when I personally sat down with them, spent some time with them
choosing their book, reading it aloud with them, and investing TIME and
INTEREST in them. I have seen it work with low level readers, special needs
students and behavior problems. It is a wonderful confidence builder when it
is used correctly.
AR is NOT our entire reading program, but it is very popular with students
and parents and teachers. Students receive reading practice time at school
and are encouraged to read at home as well. Our goal is at least 60 minutes
of reading daily on something they have chosen to read. Our first priority
is that they understand what they read, (85%--92% overall average, then their
book level and only then, the number of points they earn). I ask each
student to take at least one test a week, but there is no penalty if they
don't. Some of our teachers incorporate their AR requirements into their
reading grade, but most do not. Teachers support the program by promoting it
in their classrooms, reading aloud, working with students to ensure their
success and helping them set their goals (not just points, but types of books
to be read in a period of time, average percent correct and book level) for
each nine weeks. My aide inputs their goals into the computer so each TOPS
report shows them their progress toward their goal.
I am the LMS in an 800-student fourth/fifth grade school in Alabama. Over
the past four years I have been there, we have steadily increased
circulation, points earned, and most importantly to me, average percent
correct across the school as well as reading level. Last year our average
percent correct was 82.7 school-wide and we are shooting for at least 85%
this year. Between August 14 and the end of Sept., our students PASSED over
5,000 tests. In our collection of over 11,000 books, we have just under
3,000 AR tests. I buy the tests for the books I select and AR does not drive
my selection. If I want an AR test for a book I have selected, I buy theirs,
create my own (but not much--don't have time--I often let teachers/students
come up with the test) or e-mail a request for the test to Advantage
Learning. I have had Reading Renaissance training. I have done inservice at
other schools about using AR because I am convinced it is a big help in
improving student comprehension.
This is what we do: every time the student tests, they turn in the printout
(TOPS report) to the LMC and I sign each one with a comment on how they did,
suggestions for other books to read, and tips on increasing scores. I always
draw their attention to their average percent correct and their book level. I
end up taking those with me everywhere I go and, yes, it does take a lot of
time. But I cannot have a conversation weekly with 800 kids about what they
are reading. I touch more students this way. I am even starting to have
success in getting them to write me back when I ask them a question in a
note! I have gone to typing some of my more often-used comments on labels
that peel/stick to save time. I sign these while my aide is at lunch and I
am manning the circ desk, after school and at home at night. They have been
to the Olympics in Utah with me,countless football games (Ihigh school and
college), track meets, dance lessons, and pretty much everywhere I go.I have
a stamp with my initials on it that I use and I do get my volunteers to stamp
my initials for me, but I write something on every one of the TOPS reports.
Sometimes I decorate with stickers, stamps or tape on a bookmark or piece of
candy. Some of the teachers sign as well, but not all do. Normally students
get their TOPS reports back the next day.
Students earn points for ranks (our LMC is "Bookingham Palace" with a
Medieval theme) and they become pages, squires, knights, etc. with their name
on a knight's helmet or damsel hat die cut on our Readers of the Round Table
Wall of Fame in the hallway. They love showing their parents where their
name is.
We fund our AR store with a monthly hat day where we sell a pass to wear a
cap for the day for $1. I generally have $1,000 to spend at the end of the
year along with $500 from my PTO. Since it comes straight from the students
and parents who know what we are using the money for, that's a good way to
fund it.I let the students in a class or two help select the prizes from Toy
Depot, Oriental Trading Company, etc. The most popular prize is the Day Out
of Class where the students spend the entire day in the LMC doing activities
based on a particular book. This year it is "My Side of the Mountain". WeI
have had to go to two days of this because so many students earn that prize.
By the way each of 28 classes visits the LMC for forty minutes a week--20
minutes of skills instruction, 20 minutes for check out, reading, AR testing,
etc. Once a week a class comes in for lunch while I read to them. And,
another thread, I have two Scholastic Book Fairs a year with which I am very
satisfied (last one, we sold $16,500!) I am the technology coordinator for
the school, the school's webmaster, SACS accreditation chairman, committees
ad nauseum etc, etc, etc. just like all of you are! I am blessed with the
world's best aide and wonderful parent volunteers all day, every day. I have
two kids and a husband, house to clean (but not often!), teach Sunday
School, and have a real life outside of school just like you all do. I am
not a better lms than anyone I know--we all have a tough job. There is room
for differing opinions and ways of approaching our jobs. I think AR makes
the job I do more effective!
Longwindedly yours,
Linda Sears
Library Media Specialist
Oak Mountain Intermediate School
Birmingham, AL
lsears@shelbyed.k12.al.us
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