1. ACADEMY OF READING Initial Training Access Training Documents at academyofreading.pbworks.com

2. Presenter: Michelle Parkerson Part I  What is Academy of Reading?  Foundational Roots of Reading  Automaticity  Your Role as an AOR Teacher Part II  Placement Test/Reports (Hands On)  Types of Skills in AOR (Hands On)  Motivation  Management System Overview Before Lunch Exit Slip and Lunch Part III  Independent Work (Hands On)  Plus/Delta

3. Who do we have here?

4. A Student’s Introduction to the Academy of Reading

5. What is the Academy of Reading? A Responsive Intervention Tool AutoSkill programs are designed to provide a targeted intervention to at-risk students at elevated levels of intensity based on progress monitoring and data analysis. AutoSkill programs are designed to provide a targeted intervention to at-risk students at elevated levels of intensity based on progress monitoring and data analysis.

6. Place a * next to items that resonate with you Place a * next to items that resonate with you Place a ? Next to items you have questions about Place a ? Next to items you have questions about WCPSS Recommendations

7. 4 Parts of Academy of READING Phonemic Awareness Phonemic Awareness Letter-Sound Match Letter-Sound Match Phonics/Decoding Phonics/Decoding Comprehension Comprehension Pyramid Matching Activity

8. The goal is to advance to these skills, which is where successful, fluent readers are! We need to get our students above ground to achieve reading proficiency.

9. Students need to be fluent in these foundation skills to develop strong, healthy roots… …that will enable a struggling or non-reader to become a fluent reader.

10. Common Core Connections

11. Automaticity: Automaticity: without immediate attention or conscious awareness Once foundational skills (roots) are automatic, students can move on to master higher-order tasks (above ground). Once foundational skills (roots) are automatic, students can move on to master higher-order tasks (above ground). Automaticity fluency SUCCESS! Task: Identify other real life connections for automaticity & success?

12. Training Our Brains to Automaticity: Compare & Contrast the 2 MRIs below Training Our Brains to Automaticity: Compare & Contrast the 2 MRIs below Scan of a novice learner during an early new learning sequence Heaviest loads in the front and rear control areas – cognitive effort applied to decode

13. Your Role as the A of R Teacher During Class Period: – Monitor student performance – Intervene quickly – Coach effectively – Provide encouragement and incentives for students who are working hard as well as for students who are progressing After Class/Before Next Class: Analyze your Class Data – Review student errors – Review strategies – Review skills – Prepare incentives, add to achievement wall, print certificates "You get the best effort from others not by lighting a fire beneath them, but by building a fire within." Bob Nelson

14. Placement Test Automatically gives students’ pre-test/post-test score Automatically gives students’ pre-test/post-test score Cloze passage with 10-25 questions for each level Cloze passage with 10-25 questions for each level Adaptive test Adaptive test Measures performance level Measures performance level Below Basic-Basic-Proficient-Advanced Results include an APPROXIMATE grade level Results include an APPROXIMATE grade level Individualized Training Program created immediately based on test results Individualized Training Program created immediately based on test results

15. Practice Placement Test

17. Cloze Paragraph Placement Test

18. Completing a Level

19. Did You Check Your Work?

20. Beginning Next Test Level

21. Starting Your Individualized Training Program

22. Individualized Training Program (ITP) AssessmentResults: Below Basic BasicProficientAdvanced ITP:ComprehensiveModerateAcceleratedAccelerated

23. The Student Experience Your turn to try the placement test Connect Head Set Access FIRST STUDENT LINK on Handout Log in as 9 th Grader at Broughton HS Username: student____(# assigned) Password: (# assigned ) Take test as if you were a student, use answer sheet to expedite

24. Management System Overview Part 1: Reviewing Placement Test Reports

25. School Test Results

26. Class Test Results

27. Individual Test Results

28. Student Teaching Cycle Assessment Post-Test Tutorial Practice Training Skill is introduced, well understood before moving to training Tutorial review can be re- introduced Student is assessed, automatically placed in training Highly efficient, focused on mastery - fluency and automaticity

29. Live Trainer Demonstration: Phonemic Awareness Skills

30. Puzzle of a Struggling Student

31. How to Read a Struggling Student’s Graph

32. Puzzle of a Progressing Student

33. Motivation for Perfect Accuracy!

34. 100% Accuracy on Puzzle One

35. Congratulations! You’ve mastered a skill!

36. Live Trainer Demonstration: Phonemic Awareness continued/ Sound Symbol Association Skills

37. Intervention Engine Phonemic Awareness and Sound-Symbol Association Skills 6 Trials Modify Mastery Criteria NO SUCCESS 8 Trials Teacher Time NO SUCCESS & FATIGUE EVENTTRAINING INTERVENTION Review Tutorial & Practice 4 Trials NO SUCCESS Teacher Notified

38. Teacher Time

39. Teacher Time: Student’s Computer

40. Phonemic Awareness Sound-Symbol Association Skill Wrap-Up 100% - 85% accuracy Speed not a factor 1x 3x 1x 3x

41. 92%-96% accuracy Consistent pace counts 3x in a row Phonics and Decoding: Visual and Auditory-Visual Match

42. How to Input Matching Answers 12 3

43. Live Trainer Demonstration: Visual Match Skills

44. Student Accuracy Graph Green Accuracy Target Zone

45. The Importance of Student Consistency

46. Accuracy Has Been Achieved- But Not Consistency

47. Skill Mastery Skill is now Automatized

48. Live Trainer Demonstration: Auditory-Visual Match Skills

49. Intervention Engine Visual Match/Auditory-Visual Match: Focus on Accuracy 10 Trials Teacher Time NO SUCCESS NEXT SKILL: TUTORIAL - PRACTICE - TRAIN - SUCCESS 15 Trials Pause Skill NO SUCCESS & FATIGUE EVENTTRAINING INTERVENTION Review Tutorial & Practice 5 Trials NO SUCCESS Teacher Notified

50. Intervention Engine Visual Match/Auditory-Visual Match: Focus on Automaticity 30 Trials Teacher Time NO SUCCESS 15 Trials Adjust Criteria NO SUCCESS NEXT SKILL: TUTORIAL - PRACTICE - TRAIN - SUCCESS 20 Trials Pause Skill NO SUCCESS & FATIGUE EVENTTRAINING INTERVENTION Teacher Time 10Trials NO SUCCESS Teacher Notified

51. Let’s Review What is the mastery criteria for puzzle skills? What is the mastery criteria for puzzle skills? – 85-100% accuracy, 1 to 3 puzzles What is the mastery criteria for matching skills? What is the mastery criteria for matching skills? – 92%-96% accuracy, consistent pace, 3 turns in a row What are the key components to success? What are the key components to success? – Accuracy & Consistency

52. Live Trainer Demonstration: Comprehension Skills

53. Comprehension Story Gallery

54. Intervention Engine Comprehension Training EVENTTRAINING INTERVENTION Teacher Time 3 Trials NO SUCCESS Teacher Notified

55. Motivation Approaches “As in every domain of learning, motivation is crucial. Although most children begin school with positive attitudes and expectations for success, at the end of the primary grades…some children become disaffected.” “As in every domain of learning, motivation is crucial. Although most children begin school with positive attitudes and expectations for success, at the end of the primary grades…some children become disaffected.” Focus on Research, AutoSkill International Inc.

56. Student Awards

57. Tracking Student Progress

58. Management System Overview: Part 2 Tracks performance Records errors Monitors response times Measures Time on Task Up to date student performance indicators Drives intervention engine

59. AutoSkill Management System Navigation

60. Training Monitor

61. Individual Student Reporting

62. Show Trial Details

63. Review Errors

64. Class Snapshot Report

65. Individual Student Snapshot Report

66. Weekly Progress Report

67. Comprehension Report

68. Your Turn to Practice! AutoSkill Management System

69. Create a Class

70. Create a New Student

71. How to: Create a Class, Create a Student, and Add Students to Your Class Log into Management System. Log into Management System. Click Create a Class (left column) Click Create a Class (left column) Choose class grade, name it ‘your last name and grade’ and Save your class Choose class grade, name it ‘your last name and grade’ and Save your class Click Registry List on the left to find your class and click on it Click Registry List on the left to find your class and click on it Click Add students to this class (bottom of page). Click Add students to this class (bottom of page). Click Create new student (bottom of page). Click Create new student (bottom of page). Type last name, first name, grade level, password (last name), and verify password Type last name, first name, grade level, password (last name), and verify password Click Save. Click Save. Click in the box beside the new student Click in the box beside the new student Click Add to Class (bottom of page) Click Add to Class (bottom of page)

72. After Lunch  Revisit/Clarify Topics from Morning Session  Regroup for Independent Work--Sit near others who are using AoR in a similar way: Elective Part of Another Course During Abbreviated Time (ie Team/Activity/Remediation/Advisory) Before/After School Other  Complete Independent Work Tasks with Support from Peers & Trainers

73. Before You Leave  Complete Independent Work Tasks  Get Answers to ALL of Your Questions  Record Next Steps on the “To Do List” on the Agenda  Provide Feedback for the Trainers on the Plus/Delta Sheet Thank You!