FAQ

#1. How is a student's reading level determined?

Students are given the Standardized Test for the Assessment of Reading (S.T.A.R.^®) upon entering MHSD to determine their independent reading level and Zone of Proximal Development (ZPD). This information is then used to set AR point goals, reading level goals, etc. The S.T.A.R.^®is only one tool used to determine appropriate starting reading levels.

#2. What is a ZPD? Zone of Proximal Development?

The phrase, Zone of Proximal Development, coined by Russian psychologist Lev Vygotsky, describes the level of instruction that most effectively fosters learning. In this developmental zone, the learner performs successfully most of the time. In order for optimal learning to occur, this zone of proximal development is not to be too simple or too difficult.

#3. At what grade level is AR started?

Students start using the AR program in the first grade. Students may test on books read to or read with another reader, or on books read independently. Exactly when this happens during the first grade depends upon individual teachers and parental assistance in classrooms.

First graders who are able to read at least 100 words are generally ready to read and test on AR books. When students are fairly independent readers, they can often test without adult assistance.

First grade students who have parents or other readers read AR books to or with them may test on these books. Students who had the books read to or with them many also have the test read to or with them. The ability to assist students with testing is dependent upon parental assistance in the classroom.

At the end of first grade, student AR reading test records are deleted. This enables these students to re-read and test on these same books independently during second grade.

#4. How does AR fit into the daily classroom schedule?

At the elementary school level, teachers provide from 30 to 60 minutes of daily reading practice in several time blocks. During AR time, students read, test on books, visit the library to select books and conference with their teacher.

At the middle, junior high and high school levels, students may be assigned to a reading class using AR as one way to improve reading fluency. AR may also be incorporated into other classes.

# 5. What does the classroom teacher do during AR?

The teacher’s role during daily AR reading and testing time is to do "Status of the Class." "Status of the Class" means the teacher monitors the students and intervenes as needed in order to point students on the road to success. The teacher checks students’ reading logs, which show book titles, reading levels, points for books, the dates that books were read and percent correct on quizzes. Then helpful comments are made to the students. For example, the instructor might note all 100’s on recent tests and ask the student to select books on the higher end of his/her ZPD. It might be that a student has low test scores and may need to read a book more than once or discuss the main ideas and details before testing. Last, the teacher will make adjustments to the student’s ZPD to ensure that the student is reading within a range that is not too easy and not too difficult, but just the right fit.

#6. Is AR Graded?

At the elementary level, the AR reading level and AR percent correct is noted on the quarterly report card.

At the middle, junior, and high school levels, each building determines how AR is to be graded. Contact that building for further information.

#7. What are the parent and student responsibilities with AR?

The parent is to make sure their student reads their AR book each night. AR is as important as math, science, and social studies. Parents should reinforce the importance of reading by listening to their student read and ask questions. It is also important for students to see their parents read.

The student needs to know their current ZPD and point goal. The student should select books within their ZPD. The student is responsible for their bringing AR book and reading log to class each day and is prepared to participate in class. They also need to read and test to reach their AR point goal.

#8. What sorts of AR incentives are provided?

One of our primary goals is to instill a love of reading. Struggling readers sometimes need to be motivated with incentives. Incentives can be individual, class, or schoolwide. Incentives can be as simple as stickers or "wear a hat day" or class parties to quarterly drawings for merchandise. Each school establishes their own incentive program.

#9. How are book reading levels and points determined? How are books marked?

Reading levels are based on a readability scale developed by Renaissance Learning. The points are also established by Renaissance Learning.

The reading levels and points are marked on each book. Elementary schools use colored dots for various levels while other schools place labels on the spines.

#10. How are students helped in locating the books in their level?

Librarians, teachers and peers provide suggestions to students shopping for books. Book lists by reading level and title are available for students. It is helpful if students have their reading logs when visiting the library.

Some buildings with an automated card catalog allow students to search for books according to book level, points, and subject. This automated card catalog with its "Bookbag" feature allows students to create an individualized "shopping list" of titles within their reading range.

#11. How and when do students visit the library to check out books?

All libraries have an open schedule for student use and checkout. Hours and circulation rules vary from building to building. Library passes are usually required to enter the library.

Since the implementation of AR, all school libraries have installed an automated circulation program to assist in the high volume of book checkout.

#12. Is there coordination with the public library in the local area?

The city library has marked their AR books to coordinate with school district AR test lists. The library updates its holdings by using the building test lists.

#13. Where does funding for AR come from? (Include computers, test disks, and book purchases)?

The majority of funding for the Accelerated Reader program came from a grant from the J. A. & Kathryn Albertson Foundation in 1997. To date, the grant total has been $314,261 to expand accessibility, provide books, and to increase student achievement in reading. Our district was also fortunate to receive a grant from the Idaho Council for Technology in Learning (ICTL) in the amount of $164,387. The district utilizes funds from the Federal Forest allocations, Federal Title VI-Innovative Education Program allocations and local district funds to enhance and maintain the Accelerated Reader Program.

#14. What effect has AR had within your district?

Accelerated Reader has had a profound effect within our district. Students are so involved in their reading that most begin reading their books as soon as they walk out of the library door. Library circulation has skyrocketed since the start of AR. Books that are less than one year old need to be replaced because they are worn out from use. KIDS ARE READING MORE!

#15. What AR training has been done in your district?

Teacher and principal AR training has been both on-site and off-site. Many educators from our district have had the one and/or two-day AR training at state or national seminars. This training has been funded through district funds and J. A. & Kathryn Albertson foundation grants. MHSD also has provided on-site professional AR training to most classroom teachers, librarians, and instructional assistants from 1997-1999. Teachers have also attended AR training seminars at various locations throughout Idaho since 1997.

Teachers and principals have made visits to nearby school districts that have successfully implemented AR.

New teachers to our district attend district AR training sessions every fall.

Continual teacher training and review of AR's best practices are essential to achieve successful reading progress.