Accelerated Reader

I started working at a middle school as the teacher-librarian (TL) in September. The TL is responsible for administering the online reading program, namely Accelerated Reader (AR). This presented me with somewhat of a challenge because I’d never worked with AR and there was no training. I had to resort to online manuals and on demand webinars. Additionally the school had moved to an up-graded program that was hosted by the vendor and not by the school. This required a number of technical changes that to date have not yet been sorted out. My biggest technical challenge is creating a short cut on the desktop that is NOT a favorite. I am trying to cut down on the number of steps students must take to access the program. At the moment they must logon with their district username and password; open Internet Explorer; type in the AR address; respond to security dialogue boxes; logon to AR using their AR username and password; and finally search for their quizzes. This is problematic for the majority of students: 50% tested below grade 5. I simply want them to click on a desktop icon and have access to the program.

Selling AR to Teachers

AR, originally published by Advantage Learning Systems (now the School Renaissance Institute), is not the only "computerized reading tool" on the market; however, it is the most widely advertised and used software available. The program begins with the Standardized Test for Assessment of Reading (STAR). Renaissance Place describes STAR as follows:

1. Student takes the test. Questions continually adjust to the student’s responses.You get results.
2. Detailed reports help you place new students, measure progress, and identify those who need individual help.

You make data-driven decisions. Match appropriate books and curricular materials to each student.

(There has been some criticism of the validity of the test which I will discuss at a later point.)

From what I can gather the program has never been fully implemented. Homeroom teachers, who are the designated lead teachers in the program, have little involvement. Some have never seen it in operation and none have accounts to access the program and monitor student progress. The librarian is the only one with this access, and even though there are only 215 students, it would be impossible for one person to monitor all students that closely. Teachers simply supervise the sustained silent reading period each morning. They are given the initial STAR report for each student and disseminate the student reading levels. Students then visit the library, choose books and complete the quiz when they have finished reading the book. There are no incentives in place although AR has several built into it: there are graduated reading levels and students receive a certificate when they achieve the next level. AR also recommends extrinsic rewards and in the program’s first year, there were footballs and movie tickets to name a few, but that no longer exists. Consequently, only those students who are self-motivated are participating.
At the moment my mandate is to get the program up and running. Lead teachers are expected to set goals for individual students; read to or with students who are challenged; review individual quiz results; initiate interventions by reporting lack of student progress to the appropriate staff members; and liaise with parents.
Teachers have a mixed reaction to the program. Some embrace it; others see it as another responsibility that they have little time for. My biggest challenge is to get teachers to buy in to the program and become more involved with it. To this end I have given presentations to small groups of teachers and worked individually with teachers who are uncertain about the program.