Our students are not required to read AR books or take AR tests. They are taught
how to find a right books based on principles from Fountas and Pinnell. I find it
interesting how people (in general, not you specifically Teresa) personify AR as
evil. Is the only response to abuses of AR to throw out the program like used
dishwater? It was never meant to be sole basis of reading instruction, or even the
central basis. At our school it isn't, but it does benefit our students as part of
our overall reading program.
Sara Ralph, Librarian
Asheboro, NC
________________________________
From: Teresa Schauer <pettushs@gmail.com>
To: Sara Ralph <bibliophile26@yahoo.com>
Cc: LM_NET@listserv.syr.edu
Sent: Wed, April 21, 2010 7:06:22 PM
Subject: Re: rigging AR
I am replying to the whole list, only because whenever this topic comes up and I
respond, I get a ton of feedback. The whole "AR Debate" is one I am very
passionate about because the bottom line is, the majority of complaints about the
program involve how it's being implemented. There is a load of information
available about AR on our library site:
http://pettuslibrary.net/misconceptions.htm
Remember, it's about finding the perfect book for each student--and once a student
is no loger emmerging as a reader, finding that book typically has NOTHING to do
with its book level or it's points.
Blessings,
Teresa
On Wed, Apr 21, 2010 at 5:54 PM, Sara Ralph <bibliophile26@yahoo.com> wrote:
I disagree...just because there is a bad apple in the cart, doesn't mean we need to
throw away the entire cart.
>
>Unfortunately, some students (and parents) are dishonest; I would bet money that
>if this student is cheating at AR, he/she is cheating at other things as well.
>
>We have prizes at the end of the year for points. If a student is caught
>"cheating," they are simply removed from the program and no longer participate.
>Instances are rare (it has been three years since the last one) and our reading
>instruction does not depend heavily on AR; in fact, our teachers' instruction in
>reading focuses more on questions that promote higher level thinking (rather than
>the basic comprehension questions found on AR quizzes (at least the reading
>practice ones). However, students (esp. beginning readers) feel good about
>themselves when they do well on AR (without any prize or incentive).
>
>Sara Ralph, librarian
>Asheboro, NC
>
>
>
>
>________________________________
>From: Barbara Braxton <barbara.288@BIGPOND.COM>
>To: LM_NET@LISTSERV.SYR.EDU
>Sent: Wed, April 21, 2010 5:20:45 PM
>Subject: Re: rigging AR
>
>
>Okay, so I am going to open a can of worms again but ...
>
>What is the problem with students rigging their results in whatever way
>UNLESS...
>
>AR points (and the like) are such an integral part of a school's assessment
>program that students and parents see these as the most important indicators
>of a student's reading ability.
>
>And if that is the case, why is this so? What does it say about the depth
>of a school's reading program and its assessment? What does it say about
>the quality of the child's learning? What does it say about the quality of
>the teaching? If a child is not yet reading independently, how can specific
>feedback that focuses on personalised strategies be offered?
>
>I know AR is not meant to be used in this way but it is, and if I were in
>charge of its administration in a school where students felt compelled to be
>devious in order to gain points, then I would be looking at the school's
>philosophy to identify why this is so. In this particular case, I don't
>think that it is solely a parent issue. If a school's assessment program
>(and the subsequent impacts on the student) is open to external
>manipulation by those with the money, inclination or opportunity then I
>believe it is the program that needs to be reviewed.
>Barbara
>
>
>Barbara Braxton
>Teacher Librarian
>COOMA NSW 2630
>E.barbara.288@bigpond.com
>Together, we learn from each other
>
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--
Teresa Schauer
District Librarian/Pettus ISD
Pettus, Texas
tschauer@pettusisd.esc2.net
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