1. Accelerated Reader Enterprise Getting Results
La Joya ISD
Accelerated Reader Enterprise
Getting Results
Domingo Treviño Middle School
Veronica R. Peña
Our TARGET, every student a life long READER.

2. Purpose
providing data that helps you monitor and personalize reading practice.
encouraging substantial amounts of practice, according to guidelines based on research findings.
making practice fun for students by facilitating successful encounters with text.

3. What is reading? Reading is a skill,
it requires not just instruction but practice.
Reading practice enables students to apply the skills and strategies that you teach.
It gives teachers the opportunities to check student learning and identify weaknesses.
it draws students into the world of “real” reading—a world in which people learn from and enjoy books.

4. 10 Benefits of Reading: Why You Should Read Every Day
Mental Stimulation. ...
Stress Reduction. ...
Knowledge. ...
Vocabulary Expansion. ...
Memory Improvement. ...
Stronger Analytical Thinking Skills. ...
Improved Focus and Concentration. ...
Better Writing Skills.

5. Why Practice Reading?

6. 1. Personalize Reading Practice—STAR Reading Assessment
Use a STAR assessment for baseline data
BOY STAR Reading Assessment- Aug-Sept

8. 2. Zone of Proximal Development (ZPD)

9. Zone of Proximal Development (ZPD)
ZPD represents the level of difficulty that is neither too hard nor too easy, and is the level at which optimal learning takes place.
Practice a skill at the right level will get the most from our efforts
Practicing with books that are too hard results in frustration.
Practicing with books that are too easy does little to improve skills and leads to boredom.
Accelerated Reader; ZPD matches students to appropriate books.

10. 3. Set Goals

11. Setting Goals—How Much practice?
Set individual goals for students at 85-90%
Set Individual book level goal
Page 20 Getting Results with Accelerated Reader.
Participants can find this chart on page 26 of the 35Z90 Plan.
Developed after extensive research based on the reading records of hundreds of thousands of students.
Designed to be used with students who are reading independently
Provides guidelines for the approximate number of AR points students should be able to earn depending on how much time they read and their GE level—click to show the example of GE 2.5 with 35 minutes per day of practice.
Reveal the points for GE 5.0 and 7.5. What do you notice about the number of points a novice reader is expected to get as opposed to the number of points a skilled reader is expected to get? What happens in classrooms that set a common point goal for all students?
How would we know what the right point goal is?
Explain how the chart is used. Note that you will want to work with students so that they understand the number of points they need to earn in order to show that they have been using practice time well. (Point goals give students something to work toward without limiting their choices. Describe why this is especially important for older students who read longer books.

12. Book Level represents the difficulty of the text.
It is determined by a readability formula called ATOS
ATOS analyzes the average length of the sentences in the book, the average length of the words, and the average grade level of the words.
ATOS reports the overall book level in terms of grade.
Personalize Learning
Differentiate Instruction
For example, a book level of 4.5 means that the text could likely be read by a student whose reading skills are at the level of grade 4th, 5th month but not necessarily means that the content is appropriate for a fourth grader. Indication by measure is called interest level.

13. When setting a goal for average book level, consider the student's reading level and Zone of Proximal Development (ZPD), which is a range of book levels that are neither too easy nor too challenging (and listed on the Goal Setting Chart and the Goal-Setting Chart for Lexile® Measures). We recommend setting the average book level as a minimum goal - at or near the lower end of the ZPD.

14. ZPD Allow students to start at the beginning of their ZPD
Allow to read throughout their range
Monitor student reading

15. Goals in Lexile Measure
Goals can be change to Lexile measure by your librarian
School Wide only
They can not be by individual teacher
Lexile Measures:
Personalize Learning
Differentiate Instruction

16. reading achievement growth
Compared to students without Accelerated Reader goals set, students with Accelerated Reader goals ….
Read more DIFFICULT
books
Setting Goals
Scored 5%
higher on reading comprehension quizzes
Read
39%
more minutes per day
Took
33%
more quizzes
Experienced HIGHER
reading achievement growth
Based on 3 years of data from 4,995,969 students reading 329,486,961 books

17. Set Meaningful Student Goals

18. 4. Set Student Reading Targets (Student Conferencing)
Motivate students and personalize their reading practice
setting personalized termly targets for their Average Percentage Correct
Generate targets so your students and their parents can keep track of your expectations

19. Reading Plan

20. Student Goals

21. 5. Schedule time Independent Reading time is a priority
20-35 minutes of schedule reading time per day to accelerate growth
Reading Practice
Vocabulary Practice
Literacy Skills Practice
Research tells us that students gain the most when they practice reading every day. As the chart below shows, gains leap when students
practice reading at least 15 to 24 minutes a day, and they increase up to about 65 minutes, at which point the rate of gain slows down.
Because students have to spend some time choosing books, taking quizzes, and so on, most schools find that they need to schedule
at least 20 to 35 minutes of in-school reading practice in order for students to achieve adequate engaged time.

22. 6. Monitor Students Students fill out their Reading Logs. The teacher
circulates,
checking in
with students
Students read
Independently
Status of the Class begins as reading practice time begins.
Students fill out their reading logs and leave them out for review.
The teacher circulates around the room meeting individually with students and checking their reading logs.
Each time the teacher meets with the student, she will initial the log.
In what ways is it helpful for the teacher to circulate around the room rather than have students coming to her? (students are able to spend more time reading, the teacher can monitor students better, less distracting)
You may be wondering, how do I have conversations with students about books I haven’t read?”
If you haven’t read the same book a student is reading, how can you find out about it? (skim chapter headings, ask about characters, illustrations, have students retell the story, ask them questions about their books)
What kinds of questions can you ask students about their books?
What do you predict will happen next?
Which character is your favorite?
What is the funniest, scariest or saddest thing that has happened so far?
What new things have you learned?
What do you like or dislike about how this author writes?
Has anything like that ever happened to you?

23. Status of the class video

24. Daily check students reading

25. Daily check students reading

26. 7. Reading Log
Discuss with the students their progress so far and decide on personalized, realistic goals. Have students record their goals on their reading logs.

27. Reading Logs
Reading logs should serve as both teaching tools and data for the classroom teacher. 
They should provide teachers with the information that they need in order to help guide students towards a stronger, richer, and more meaningful reading life.
Helps teachers monitor student progress-Reading Levels

28. Open-book quizzing
Teachers are discouraged from allowing open-book quizzing with Accelerated Reader. When a student relies on recall while quizzing, quiz scores indicate the student’s level of reading comprehension.
If a student relies on finding information in a book while quizzing, the quiz results no longer accurately indicate reading comprehension.
A student may continue to select books that are too difficult, yet pass the quiz by looking up answers in the book

29. Open-book quizzing
As a result, the teacher may not realize for some time that the student needs additional support to improve reading comprehension—until that student receives a low score on the STAR Reading assessment, a state test, or another standardized test of reading achievement.
There are a couple exceptions where open-book quizzing in AR may be allowed
During instruction of how to take Accelerated Reader quizzes, but for no more than two weeks
During instruction of how to read nonfiction and take corresponding Accelerated Reader quizzes, but for no more than two weeks
For emergent readers who read picture books
As an intervention method for a special education student

30. 8. Review Reports
After quizzing, ask your students to retrieve the TOPS report from the printer. What information from the TOPS report do you want students to look for?
(solicit answers from participants. Click for highlight.)
Main thing: check quiz score.
Students should record the percent correct score on their Reading Log before showing it to the teacher

31. Diagnose Problems, Set Goals & Motivate Students
Intervene promptly to ensure successful reading.
Set student reading goals.
Create a system of motivators.

32. Review Data
For example, the teacher uses the diagnostic report every week to monitor student progress on three key data points:
The amount of reading they are doing as measured by points.
The level of challenge in the materials they are choosing as measured by Book Level.
Their basic comprehension as measured by percent correct on quizzes.
Joe Brown has diagnostic codes that quickly alert the teacher to the fact that
He has been achieving very low levels of comprehension in what he reads independently
He is slightly above the median for points earned (the amount of practice time) for his class, but is not reading with the level of accuracy that ensures growth.

33. 9. Intervene Promptly Analyzing Individual Needs
Based on this, the teacher looks more closely as Joe’s individual profile for reading practice using the Student Record Report. This information allows her to make an hypothesis about why Joe may be struggling:
Observations
Joe is reading books at an average level of 3.8, toward the low end of his reading range. He is averaging 67.1 % on quizzes is at only 69.5% of his reading points goal. He has achieved his highest % correct on short, non-fiction books. These have ATOS levels of Conversely, he has struggled with longer fiction books, with lower ATOS levels.
Hypothesis
Joe struggles with long books and works of fiction. Joe seems to have trouble staying engaged and remembering the content, when he is reading long pieces of literature. This may be due to the length of the books or because he is not interested in fiction.
Strategy
Help Joe to use AR Bookfinder to identify three short books of fiction points that are within his reading range. Set a goal with him to score 85% or better when he takes the reading practice quiz.
Note that teachers are required to provide this sort of information when they fill out their RTI paperwork, and that AR is a great source to help them.

34. Interventions Adjust student goal-to ensure success
Note students’ reading levels and zones of proximal development (ZPD)
Guide students to select books with readability levels that fall within their individual ZPD ranges
Monitor progress daily
Monitor Student Reading Plan-

35. School-to-Home Report

36. Reports
Accelerated Reader Reports

37. 10. Create Motivators Celebrate Success individual student growth
Make Success visible
Acknowledge Achievement

38. Renaissance Royals

39. YES, there is help….. Your librarian is your facilitator
Instruction Tri-Fold for all reports you need to access

40. Enable Home Connect Parents/Students can view their reading success
Parents can monitor their kids

41. Resources Renaissance Learning
rces/star- act/?utm_source=rli&utm_medium= banner&utm_campaign=highschool

42. Questions & Assistance
Veronica R. Peña
Domingo Treviño Middle School Librarian
Maria M. Quintos
Renaissance Learning Coordinator

43. Recommended Videos Set Meaningful Student Goals
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Why Practice Reading?
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Status of the Class Video