academy of reading initial training access training documents at academyofreading.pbworks.com
TRANSCRIPT
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ACADEMY OF READINGInitial Training
Access Training Documents at academyofreading.pbworks.com
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Presenter: Michelle Parkerson
Part IPart I What is Academy of Reading?What is Academy of Reading? Foundational Roots of ReadingFoundational Roots of Reading AutomaticityAutomaticity Your Role as an AOR TeacherYour Role as an AOR Teacher
Part IIPart II Placement Test/Reports (Hands On)Placement Test/Reports (Hands On) Types of Skills in AOR (Hands On)Types of Skills in AOR (Hands On) MotivationMotivation Management System OverviewManagement System Overview
Before Lunch Exit Slip and LunchBefore Lunch Exit Slip and Lunch
Part IIIPart III Independent Work (Hands On)Independent Work (Hands On) Plus/DeltaPlus/Delta
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Who do we have here?
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A Student’s Introduction to the Academy of Reading
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What is the What is the Academy of Reading?Academy of Reading?
AA Responsive Intervention ToolResponsive Intervention Tool
AutoSkill programs are designed to provide a AutoSkill programs are designed to provide a targeted interventiontargeted intervention to to at-risk studentsat-risk students at at elevated levels of intensity elevated levels of intensity based on based on progress progress monitoring and data analysismonitoring and data analysis..
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• Place aPlace a * * next to items that resonate next to items that resonate with youwith you
• Place a Place a ?? Next to items you have Next to items you have questions aboutquestions about
WCPSS RecommendationsWCPSS Recommendations
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4 Parts of 4 Parts of Academy of READINGAcademy of READING
• Phonemic AwarenessPhonemic Awareness
• Letter-Sound MatchLetter-Sound Match
• Phonics/DecodingPhonics/Decoding
• ComprehensionComprehension
Pyramid Matching Pyramid Matching ActivityActivity
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The goal is to advance to these skills, which is The goal is to advance to these skills, which is where successful, fluent readers are!where successful, fluent readers are!
We need to get our students above ground to achieve reading proficiency.
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Students need to be fluent in these foundation skills to Students need to be fluent in these foundation skills to develop strong, healthy roots…develop strong, healthy roots…
…that will enable a struggling or non-reader to become a fluent reader.
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Common Core Connections
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Automaticity: Automaticity: without immediate attention or conscious awareness
Once foundational skills (roots) are Once foundational skills (roots) are automatic, students can move on to automatic, students can move on to master higher-order tasks (above ground).master higher-order tasks (above ground).
Automaticity fluency SUCCESS!Automaticity fluency SUCCESS!
Task: Identify other real life connections for Task: Identify other real life connections for automaticity & success?automaticity & success?
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Training Our Brains to Automaticity: Training Our Brains to Automaticity: Compare & Contrast the 2 MRIs belowCompare & 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
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Your Role as the Your Role as the A of R TeacherA of R Teacher
During Class Period:During Class Period:– Monitor student performanceMonitor student performance– Intervene quickly Intervene quickly – Coach effectivelyCoach effectively– Provide encouragement and incentives for students who are Provide encouragement and incentives for students who are
working hard as well as for students who are progressingworking hard as well as for students who are progressing
After Class/Before Next Class: Analyze your Class DataAfter Class/Before Next Class: Analyze your Class Data– Review student errors Review student errors – Review strategiesReview strategies– Review skillsReview skills– Prepare incentives, add to achievement wall, print certificatesPrepare 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
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Placement TestPlacement Test
• Automatically gives studentsAutomatically gives students’’ pre-test/post-test pre-test/post-test score score
• Cloze passage with 10-25 questions for each levelCloze passage with 10-25 questions for each level
• Adaptive testAdaptive test
• Measures performance level Measures performance level Below Basic-Basic-Proficient-AdvancedBelow Basic-Basic-Proficient-Advanced
• Results include an APPROXIMATE grade levelResults include an APPROXIMATE grade level
• Individualized Training Program created immediately Individualized Training Program created immediately based on test resultsbased on test results
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Practice Placement TestPractice Placement Test
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Practice Placement TestPractice Placement Test
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Cloze Paragraph Placement Cloze Paragraph Placement TestTest
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Completing a LevelCompleting a Level
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Did You Check Did You Check Your Work?Your Work?
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Beginning Next Test LevelBeginning Next Test Level
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Starting Your Starting Your Individualized Training ProgramIndividualized Training Program
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Individualized Training ProgramIndividualized Training Program(ITP)(ITP)
Assessment Assessment Results:Results:
Below BasicBelow Basic
BasicBasic
ProficientProficient
AdvancedAdvanced
ITP:ITP:
ComprehensiveComprehensive
ModerateModerate
AcceleratedAccelerated
AcceleratedAccelerated
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The Student ExperienceYour turn to try the placement test
• Connect Head Set• Access FIRST STUDENT
LINK on Handout • Log in as 9th Grader at
Broughton HSUsername:
student____(# assigned)Password: (# assigned )
• Take test as if you were a student, use answer sheet to expedite
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Management System Overview Part Management System Overview Part 1:1:
Reviewing Reviewing Placement Test ReportsPlacement Test Reports
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School Test ResultsSchool Test Results
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Class Test ResultsClass Test Results
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Individual Test ResultsIndividual Test Results
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Student Teaching CycleStudent 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
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Live Trainer Demonstration:Live Trainer Demonstration:Phonemic Awareness SkillsPhonemic Awareness Skills
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Puzzle of a Puzzle of a Struggling StudentStruggling Student
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How to Read a Struggling How to Read a Struggling StudentStudent’’s Graphs Graph
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Puzzle of a Puzzle of a Progressing StudentProgressing Student
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Motivation for Motivation for Perfect Accuracy!Perfect Accuracy!
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100% Accuracy on 100% Accuracy on Puzzle OnePuzzle One
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Congratulations! Congratulations! YouYou’’ve mastered a skill!ve mastered a skill!
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Live Trainer Demonstration: Live Trainer Demonstration: Phonemic Awareness continued/Phonemic Awareness continued/Sound Symbol Association SkillsSound Symbol Association Skills
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Intervention Engine Phonemic Awareness and
Sound-Symbol Association Skills
6 Trials Modify Mastery Criteria
NO SUCCESS
8 Trials Teacher TimeNO SUCCESS & FATIGUE
EVENTTRAINING INTERVENTION
Review Tutorial & Practice4 Trials NO
SUCCESS
Teacher Notified
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Teacher TimeTeacher Time
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Teacher Time: Teacher Time: StudentStudent’’s Computers Computer
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Phonemic Awareness Phonemic Awareness Sound-Symbol Association Sound-Symbol Association
Skill Wrap-UpSkill Wrap-Up
100% - 85% accuracy100% - 85% accuracy
Speed not a factorSpeed not a factor
1x1x 3x 3x
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92%-96% accuracy92%-96% accuracy
Consistent pace countsConsistent pace counts
3x in a row3x in a row
Phonics and Decoding: Visual and Auditory-Visual
Match
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How to Input Matching How to Input Matching AnswersAnswers
1 2 3
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Live Trainer Demonstration:Live Trainer Demonstration:Visual Match SkillsVisual Match Skills
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Student Accuracy GraphStudent Accuracy Graph
Green Accuracy
Target Zone
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The Importance of The Importance of Student ConsistencyStudent Consistency
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Accuracy Has Been Achieved-Accuracy Has Been Achieved-But Not ConsistencyBut Not Consistency
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Skill MasterySkill Mastery
Skill is now Automatized
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Live Trainer Demonstration:
Auditory-Visual Match Skills
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Intervention Engine Visual Match/Auditory-Visual Match:
Focus on Accuracy
10 Trials Teacher TimeNO SUCCESS
NEXT SKILL: TUTORIAL - PRACTICE - TRAIN - SUCCESS
15 Trials Pause SkillNO SUCCESS & FATIGUE
EVENTTRAINING INTERVENTIONReview Tutorial
& Practice5 Trials NO
SUCCESSTeacher Notified
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Intervention EngineVisual Match/Auditory-Visual Match:
Focus on Automaticity
30 Trials Teacher TimeNO SUCCESS
15 Trials Adjust CriteriaNO SUCCESS
NEXT SKILL: TUTORIAL - PRACTICE - TRAIN - SUCCESS
20 Trials Pause SkillNO SUCCESS & FATIGUE
EVENTTRAINING INTERVENTION
Teacher Time10Trials NO SUCCESSTeacher Notified
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LetLet’’s Reviews Review
• What is the mastery criteria for What is the mastery criteria for puzzle skills?puzzle skills?– 85-100% accuracy, 1 to 3 puzzles85-100% accuracy, 1 to 3 puzzles
• What is the mastery criteria for What is the mastery criteria for matching skills?matching skills? – 92%-96% accuracy, consistent pace, 3 92%-96% accuracy, consistent pace, 3
turns in a rowturns in a row• What are the key components to What are the key components to
success?success?– Accuracy & ConsistencyAccuracy & Consistency
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Live Trainer Demonstration:
Comprehension Skills
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Comprehension Comprehension Story GalleryStory Gallery
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Intervention Engine Comprehension Training
EVENTTRAINING INTERVENTIONTeacher Time3 Trials NO
SUCCESS
Teacher Notified
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Motivation ApproachesMotivation Approaches
• ““As in every domain of learning, As in every domain of learning, motivation is crucial. Although motivation is crucial. Although most children begin school with most children begin school with positive attitudes and positive attitudes and expectations for success, at the expectations for success, at the end of the primary grades…some end of the primary grades…some children become disaffected.children become disaffected.””
Focus on Research, AutoSkill International Inc.Focus on Research, AutoSkill International Inc.
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Student AwardsStudent Awards
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TrackingTrackingStudent ProgressStudent Progress
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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
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AutoSkill Management System Navigation
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Training Monitor
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Individual Student Reporting
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Show Trial Details
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Review Errors
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Class Snapshot Report
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Individual Student Snapshot Report
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Weekly Progress Report
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Comprehension Report
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Your Turn to Practice!AutoSkill Management
System
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Create a Class
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Create a New Student
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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 Choose class grade, name it ‘‘your last name and your last name and
gradegrade’’ and Save your class and Save your class• Click Registry List on the left to find your class Click Registry List on the left to find your class
and click on itand 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 Type last name, first name, grade level, password
(last name), and verify password(last name), and verify password• Click Save.Click Save.• Click in the box beside the new studentClick in the box beside the new student• Click Add to Class (bottom of page)Click Add to Class (bottom of page)
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After LunchRevisit/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
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Before You LeaveComplete 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!