Why We Are Moving on from AR

This post was written with Brandon Blom (@brandonkblom, you can check out his blog here). Brandon and I are both elementary school principals in the Roseville City School District.  Before being principals, Brandon was a middle school math teacher, and I was an elementary school teacher and then a middle school ELA/History teacher. Both of us are passionate and avid readers.

What has Accelerated Reader (AR) been used for in the past at our schools?

AR has been used as an accountability system to set point goals for kids to achieve by taking quizzes that only include multiple choice questions to check for basic understanding. The points and quizzes are used to monitor if students are reading.

For one year, AR would cost Stoneridge, a school of 550 kids, $4,085.  For Sargeant, 450 kids, the cost would be $3,515.

What do we want for our students?

As principals and parents we want our children to develop and continue a love of reading.  We want them to enjoy reading.  We want students to engage in conversation about books and topics they’ve read.  We want students to be excited about what they’re reading and choose to read; not feel they have to read.

The Stoneridge Staff all dressed up for Storybook Character Dress Up Day.

What do some students and some teachers like about AR? AND What can we do instead?

What do some students and teacher like about AR? Earning points creates competition      →                  Taking quizzes holds kids accountable → for reading and makes it easy to know if they are reading

What can we do instead? Book Challenge   Book Conferences with the Teacher Padlet (See example below) Google Forms (See example below) Book Reviews and Commercials

Example of 3rd Grade Google Form

3rd Grade Padlet Wall

What do others say about AR?

There are many resources and articles linked below, but we also wanted to pull out a few excerpts from authors, teachers, and principals around the country.  

In The Book Whisperer by Donalyn Miller, she states, “Programs like Accelerated Reader or Scholastic Reading performance counts, in which books are assigned a point value and students must complete a multiple-choice test after reading them, are the worst distortion of reading I can think of….Furthermore, shifting the purpose for reading a book toward the memorization of plot details and away from an overall appreciation for the books changes how students read.”  

In a recent blog post, teacher and author Pernille Ripp stated, “We must be reading to read.  Not for rewards, not for points, not for accomplishment charts, or even to move through levels.  We must read to become better human beings.  We must read so that we can shape the world around us.”

Jennifer LaGarde, Lead School Library Media Coordinator said: I don't know about you, but... I did not become a reader because someone held me accountable for reading. I did not become a reader because someone offered me "points" or other incentives for the quantity of books or pages I read. I did not become a reader because someone limited my reading selections to only to those titles on a certain reading level or within a specific lexile band. And I did not become a reader because someone forced me to complete reading logs, write book reports or create (and then reuse) the occasional diorama.

Stephen Krashen, educational researcher, stated,  “Despite the popularity of AR, we must conclude that there is no real evidence supporting it, no real evidence that the additional tests and rewards add anything to the power of simply supplying access to high quality and interesting reading material and providing time for children to read them.”

Brandon reading to 1st grade students

As a school, what are you doing to develop the love of reading in both students and staff?

BB: Posters around school for teachers to write “What I am Currently Reading”

Free Book for every student

Storybook Character Dress Up Day

Principal Reads to Every Class at least 4 times a year

Reading Book Whisperer -  entire staff

Collective Commitments Around Reading

RP: Staff Displays their “Hot Read”  - book they’re currently reading or a favorite

Principal Reads to Every Class at least 4 times a year

Monthly Book Cart at Recess - students give a book/take a book
Surprise Guest Readers

Read-A-Thons

Door Decorating with Favorite Dr. Seuss Book

Rachael reading One to 3rd grade students 

What are your personal experiences with AR?

RP:  I’ll admit, as a teacher I used AR in my classroom.  I tweaked it to make it work for me, but there were some things that I liked. Over the past two years I’ve been reading about reading. I’ve taken the time to ask myself what I truly want for not only my own two children but all of the students at our school. I want them to enjoy reading and develop a passion for reading that stays with them throughout their life. This leads me to the question, does AR support that desire?

I think AR can appear to create a desire to read, but it's really just a desire to earn the points and reach the goal. What if the points are gone? Will the child still want to read? What happens if there is something they want to read without points?

On a personal note, my oldest son is an avid reader and has been since 2nd grade. He loves competition so he loves earning his points to prove that he can meet his goal. At the same time, this year I saw him abandon books that he wanted to read for two reasons: there was no AR quiz and books he received as a present (that he really wanted!) were only worth one point and he didn't want to waste his time. It was a sad moment for me when I saw that because of the guidelines around AR, he was giving up on books he really wanted to read.

Enjoying reading with a friend 

BB: I love competition.  It is part of the reason I love sports.  But if we are creating competition where students are losing when it comes to reading, it is wrong.  Have we had students miss their AR goal and feel like a total failure?  Yes we have.  And any system where students feel like they are not a reader because they missed a goal is wrong, especially when they might have read plenty.

My daughter loved reading The One and Only Ivan.  She had to tell me all about it everyday until she was finished.  She told me it was her favorite book she had ever read.  When she went to school to take the AR test she scored a 60%, she didn’t pass yet I know she could tell you everything about that book.  A little while later she was talking to a friend at our house about books they liked.  I didn’t hear her recommend The One and Only Ivan.  I asked her why and her response was that it was just ok.  I know she felt that way because she didn’t pass the AR test.

We had an author come and visit our school.  His book was mainly for 3rd, 4th and 5th graders.  The author did a great job talking about the writing process and then went into his newest book.  Students were so excited about the book because of the way he described it.  After he was done giving his presentation, he asked if there were any questions.  The very first question that came up, “How many AR points is your book worth”.  Depending on what answer he gave students would either still want to read it or for some the book wouldn’t be worth enough points and therefore not worth reading.  

Wrapping it All Up

We know we stated it earlier but our main goal is for our students to love to read.  We want students that are lifelong readers and you don’t do that by worrying about how many points a book is worth or having to answer low level multiple choice questions.  Students become lifelong readers when they have choice in what they get to read, when they have adults that model a love of reading, when they get to have authentic conversations about the books they read and when they read to read and not because of rewards.  When we look at cost, rewards, limiting book selection, having students take tests that no adult would ever do after they read a book, AR doesn’t make sense to us.  And for all those reasons, that is why we are moving on from AR.

Articles or resources to share:

A Closer Look at Reading Incentives Programs- Alfie Kohn

How to Accelerate a Reader- EdWeek Blog Post by Donalyn Miller

How We Can Help Our Book Abandoners- Blog Post by Pernille Ripp

The 18 Reasons Not to Use AR- Pennington Publishing

I've Got Research. Yes, I Do.  I've Got Research. How About You?- Blog post by Donalyn Miller

A Defense of AR- Blog Post by Rita Platt

If They Don't Read Much, How They Ever Gonna Get Good?- Richard L. Allington

Lessons Learned from My Half Marathon

This past weekend I ran a half marathon with some friends of mine. To be quite honest, I didn't completely want to do it. I had trained and felt physically ready, but mentally, no way! The weather forecasted rain, wind and cold...nothing I wanted to endure during a run. 13 miles was going to be a lot for me, and 13 wet miles sounded like zero fun. 

The Friday before race day came and I was surprised with a little encouragement on my office door. One of the 5th grade classrooms left me a message. 

No backing out now I thought. I can't let them down. They even asked me to send a picture when I finished! 

The morning of the run, I still wasn't feeling it. Met the group at 6:00 am -  dark, rainy, windy, and did I mention, the day our clocks sprung forward?! Still a part of me wanted to back out, but I didn't. I had a group with me and we were going to do it together. 

I finished the 1/2 marathon that day. I could say it was amazing, but I'd be lying. I could say it was horrible, but that would be a lie as well. But you know what?  I enjoyed it and I am glad I did it.  I enjoyed being with friends; running with them and seeing others run along the course too. I enjoyed the laughs and conversations.  I enjoyed crossing the finish line. 

As requested by the 5th graders, I took my medal to work the next day. I stopped by their room and told them about the run. I shared my story and the lessons I learned from it. 

* Accountability - It can provide motivation and push you to give something everything you got.  I wanted to back out before the race even began, but I knew I had the students and my running group to hold me accountable. They were expecting me to accomplish the goal I set for myself. 

* Support and Encouragement - I felt that there were times I struggled along the way but someone was there to pick me up.  Whether it was a friend running with me, friends cheering along the way, or remembering the encouraging words from students, friends and family at home, I felt the support.  They knew I could do it. They believed in me.

* Perseverance - There was a point near the end that I wanted to stop and walk. A mile left and I was sore, wet, and cold. The wind was crazy, but I kept going. 

Looking at these three things, not only did they help me reach my goal of completing the half marathon, but they are things that can help me accomplish goals I set for myself in all aspects of life.

Sharing goals with others can help them hold you accountable.  Having a network to support and encourage you can motivate and inspire you.  Persevering through difficult times will ultimately get you to where you want to be.

Thank you to those who support me, encourage me, and hold me accountable!

1, 2, 3, 4, 5 Make it Count Challenge

Although the challenge was handed to me a while ago, I'm finally sitting down to write. This challenge began in #principalsinaction Voxer group that I listen to daily (Well, I try! It's more like a couple of times a week).  The group consistently inspires me, challenges me,  and helps me grow. Thank you to my #savmp mentor @PrincipalGarden who encouraged me to take this challenge on and reflect. Thank you to all I have connected with this year and made year two better than year one! I've loved expanding my PLN this year and learning with all of you!

1. What has been ONE of your biggest struggles this school year? 

One? I sometimes feel like an entire week is a struggle so it's hard to just pick one thing. Since I have to, I'll choose staff meetings. I want my staff meetings to be professional development for my teachers; something they are learning or something they can replicate and bring back to their classrooms. I have the best intention to always make them this way but then I feel like things get in the way: information to discuss about upcoming events, district requirements, technology issues, state testing...you get the point. I always try to put whatever I can in my blog post to my staff, but some things end up at a meeting. 

2. Share TWO accomplishments that you are proud of this year. 

Before school began this year I made a personal goal to get connected with other administrators. Through Voxer and Twitter I have been able to do just that. I have multiple groups I connect with throughout the week that motivate, inspire, and support me. I've grown this year because of them! 

Another thing, thanks to #principalsinaction, is I've started positive calls home. As a teacher I made it a point to call and email home for good things all the time. It was something that was enjoyed by everyone and helped build relationships. As a principal I never really thought of doing it and even when I first heard of others doing it, I pushed it off because I thought I was too busy. My thoughts changed and I made time for the calls. They were such a highlight to my day, not to mention for the parents and students too! :) I'll definitely be continuing them. 

3. What are THREE things you wish to accomplish by the end of the school year? 

One thing I wish to accomplish by the end of the year is to remain balanced through the craziness of the spring. I have worked this year on balancing work and other parts of my life. Although it's a constant struggle, I'm doing better than last year. I remember the crazy, stressful time of spring last year and I want to remain balanced and not let it overcome me. With my Work.Life.Balance group as one of my supports, I think I can do it! 

Another thing I'd like to accomplish is to refocus our staff on the purpose and power of professional learning communities at our site. With the shift to common core, a couple years without new curriculum, and now newly adopted curriculum, our focus has shifted and time is spent trying to stay afloat. I want to focus on looking at student learning and instruction. 

My third thing I'd like to accomplish is to be present more in classrooms. Although I get in classrooms every week, the time seems to decrease as the meetings pile up. I want to be in classrooms to connect with kids and provide feedback and support to teachers. I'm often popping in and out of classrooms, but I want to make sure I'm providing effective feedback in order to support instruction and provide the best opportunities for students. I want to connect with kids on a daily basis. 

4. Give FOUR reasons why you remain in education in today's rough culture. 

#1 The kids - I love seeing their smiles, their accomplishments, their growth, and supporting them in their time of need. On a difficult day all I need to do is go into a classroom or out on the playground to join in on a game and my day is changed. 

#2 The teachers - they need someone who is willing to support them and their students as they work to provide the best opportunities for them. 

#3 I get to make a difference. Every day I get the opportunity to have a positive impact in the lives of so many people. 

#4 What else would I do? I can't imagine doing anything else. Every day is a new day and not one day is the same as another. I get to continue learning alongside other educators near and far. 

(My quote I love from @DrShannonbray, "I don't HAVE to be a principal, I GET to be a principal!")

5. Which FIVE people do you hope will take the challenge of answering these questions? 

I won't call anyone out specifically, but I'd love for the teachers at our site to take on the challenge. It doesn't even need to be in the form of a blog, just a Google Doc to share with others as a chance to reflect and inspire. 

Any principal from #principalsinaction that hasn't done it yet. Brandon?  Adam? :)

Roadblocks in Life

Currently I am reading The Mindful School Leader with one of my PLNs on Voxer.  After just finishing up a section, I was compelled to take time to write. A principal in the book shared her way of “purging” or getting out all of the thoughts and ideas in her head in order to make sure she was more mindful and balanced before the day began and before the day ended.  She journaled twice a day. I thought of how useful this could be in my life, especially at the end of the day before heading home to my family.  Journaling for me isn’t going to be my to do list, but rather my thoughts and feelings that I need to get out to relax and enjoy the time ahead of me. I decided my first “journaling” would be tonight in the form of a blog post.  

With high hopes and a positive outlook, I set out to try something new the other day. Something that I’ve never done before and I wasn’t quite sure what would come of it. In hindsight I probably didn’t think it all the way through, but at the same time, I was doing it because I believed it was best for kids.  So I didn’t mull over the possible negative aspects of it, I just did it.  

So what happened?  It blew up in my face.  I felt like I slammed into a dead end and and instead of making progress, I was pushed backwards.  I questioned myself. I wanted to give up.  The thought crossed my mind, “Why try if the results are like this?”

I thought about it, I leaned on my PLN for support, and over time I realized that it’s all part of the job. Actually, it’s more than the job, it’s part of life. We can set out with the best of intentions, but not everything is always going to turn out like we hoped.  There may be something in life you want, but it’s not going to come easy. Does it mean we stop trying?  Does it mean we give up? No way.  

I experienced a roadblock that day, not a dead end. Now I’m just looking for other ways to accomplish my objective.  

I know there will be more roadblocks along my path, but I need to remember this experience.  I need to take it for what it is and know that it doesn't mean I've reached the end.  I need to be able to reach out for support and work to overcome it.

We've all experienced a roadblock either professionally or personally...What roadblock have you encountered?  Did you give up or did you work your way around it?

My #oneword: Believe

A challenge was sent out in one of my Professional Learning Networks to decide on one word that would be our focus for the year.  My initial thought was one word, that's all I get? There are so many that I could choose that tie into my life how can I chose just one?  So I pushed it to the side and figured I wouldn’t do it. But I couldn’t get it out of my mind.  I would find myself thinking about it at the most random times.  What word would be the best: intentional, team, support, faith? I wanted it to be perfect.  I would start to write and then change my mind.  Then it came to me – BELIEVE.

Believe in Our Students: Every student comes into the school from different backgrounds and different skills.  I need to continue to believe they can all reach high expectations.  I need to believe that children want to do well.  Children want to grow and learn.  They are going to have days that aren’t as good as others.  They are going to struggle.  I still need to believe in each and every one of them ALL the time; modeling for others to see in my words and actions.

Believe in Myself: I don’t know anyone else, but often in life when things start to feel overwhelming, I start to question myself and my ability to get things accomplished. I start to wonder if I’m doing the right thing and making the best decisions.  Is this the right job for me? There may be doubt, fear, or hesitation.  I work to push those things out and work on clearing my mind and believing in myself.  Things don’t have to be perfect.  

Believe in Growth: Opportunities for growth are all around me whether it is something I am currently doing in our school, my personal life or something new I want to try. There is always a chance to get better.   Sometimes I am held back by the belief I can’t.  But I can!   It may not be easy.  It may take some time.  It may mean stepping out of a comfort zone and taking a risk.  But there is always room to grow and I need to believe that I can.  

Believe I Have the Chance to Make a Difference Every Day: I have the best jobs around.  I get to be with kids every day.  I get to be a part of their life and make a positive impact that can affect them not only in the moment but for the rest of their lives.

I can’t wait for all the things to come in 2016.  As I travel down the path I know it won’t always be smooth; there will be bumps and unexpected turns.   No matter what, I have to believe.

Why Do I Lead?

Why do I lead? That question has been lingering in my mind since it was posed to a group I am in a couple weeks ago.  I've been thinking about it, and to be honest, I have been disappointed with myself that I couldn't come up with a profound reason.  A reason that would inspire people and really help them understand why I do why I do.  I struggle with putting it all into words.  So I put it off and decided I was going to let it go and not respond.

Then it came to me...

It came to me as I was sitting in my office with a second grader.  He was talking to a police officer I had asked to meet him.  Not because he was in trouble, but because I was hoping to help form a relationship.  I was reaching out for something to help him connect and help him see a future since he wants to be a police officer when he grows up.  It was the first day of a positive mentorship (hopefully!).

I'll call him Sam.

Sam has been one of my tough ones, even as a first grader last year.  I am constantly working with him.  What do we know about Sam? He's struggling academically.  He's missing foundational understandings that are necessary for him to progress in reading and math.  He can act defiant.  He'll look right at you and do exactly what you asked him not to do.  He's had people give up on him. He's funny.  He craves attention.  He seeks approval from peers and adults.  He comes from a family that speaks another language.  He's made improvements.  He constantly pushes back on staff and I feel like he is waiting for us to give up on him.  He makes me smile.  He makes me cry, and sometimes he frustrates me.  Somedays he makes me feel like I can't make a difference.

But when it comes down to it, I lead because of him.

I believe that every child needs someone that loves them no matter what.  Every child deserves someone to see the best in them even when they can't see it themselves (or show it).

There may be good days and tough days, but I won't give up on him no matter what.
I lead not only for Sam, but all the other "Sams" out there.  As a leader I hope to inspire teachers to always see the good in students and never give up on them.  

Ted Talk - Rita Pierson - Every Kid Needs a Champion

"Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be." Rita Pierson

Start Somewhere

When trying something new there's always a risk. You wonder if it will turn out right or the students will get it.

Over the past two years teachers have been trying new things whether it is with new math strategies or close reading with text. One area we are focusing more on is speaking and listening.  Not just because of the new standards but because it is right for students.  Students need to engage and make sense of their learning.

When trying out new things, there's going to be times we're a little unsure and apprehensive but we have to be willing to take a chance and try. What's the worst that can happen?  It doesn't turn out how we expected? So what! The students will be ok and we get a chance to reflect, learn and grow...and try it again. 

As my district focuses on speaking and listening this year, it's leading us down a path where some haven't been before. We're shifting from seeing speaking as delivering a speech in front of the class to being able to engage in collaborative conversations with other students in the classroom to deepen learning and understanding. So many questions come to mind: what does this look like? How do I teach it? How do I assess it and give feedback? 

We may not have all the answers figured out just yet, but we don't have to wait for the answers to get started. We have to start somewhere. So where do you start?  Start with the standards. What do they say? What are students expected to do by the end of the year? Then work backwards. What do you have to teach and facilitate in the classroom? 

I am inspired by many teachers I've seen take the risk and start. They were a little unsure of how it would all turn out, but did it anyway. Whether it's starting with structured partner share or sentence starters for conversation, they're doing it. 

Recently I visited a first grade classroom and students were engaged in literature circles. I was amazed to see and hear the students sharing their ideas and going back to the text to support their ideas. Was there two way conversation going on? Not yet, but the teacher started somewhere. She taught the students the roles of lit circles and how to listen and focus on the speaker.  The teacher has the end in mind and knows where she wants the students to go from there. Was she a little nervous about how it would turn out? Absolutely! But that didn't stop her from starting.

What have you been wanting to start this year but have held back because of uncertainty? Stop waiting. Take the first step and start.