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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 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. 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