ACADEMY OF READINGInitial Training

Access Training Documents at academyofreading.pbworks.com

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

Who do we have here?

A Student’s Introduction to the Academy of Reading

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..

• 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

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

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.

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.

Common Core Connections

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?

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

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

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

Practice Placement TestPractice Placement Test

Practice Placement TestPractice Placement Test

Cloze Paragraph Placement Cloze Paragraph Placement TestTest

Completing a LevelCompleting a Level

Did You Check Did You Check Your Work?Your Work?

Beginning Next Test LevelBeginning Next Test Level

Starting Your Starting Your Individualized Training ProgramIndividualized Training Program

Individualized Training ProgramIndividualized Training Program(ITP)(ITP)

Assessment Assessment Results:Results:

Below BasicBelow Basic

BasicBasic

ProficientProficient

AdvancedAdvanced

ITP:ITP:

ComprehensiveComprehensive

ModerateModerate

AcceleratedAccelerated

AcceleratedAccelerated

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

Management System Overview Part Management System Overview Part 1:1:

Reviewing Reviewing Placement Test ReportsPlacement Test Reports

School Test ResultsSchool Test Results

Class Test ResultsClass Test Results

Individual Test ResultsIndividual Test Results

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

Live Trainer Demonstration:Live Trainer Demonstration:Phonemic Awareness SkillsPhonemic Awareness Skills

Puzzle of a Puzzle of a Struggling StudentStruggling Student

How to Read a Struggling How to Read a Struggling StudentStudent’’s Graphs Graph

Puzzle of a Puzzle of a Progressing StudentProgressing Student

Motivation for Motivation for Perfect Accuracy!Perfect Accuracy!

100% Accuracy on 100% Accuracy on Puzzle OnePuzzle One

Congratulations! Congratulations! YouYou’’ve mastered a skill!ve mastered a skill!

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

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

Teacher TimeTeacher Time

Teacher Time: Teacher Time: StudentStudent’’s Computers Computer

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

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

How to Input Matching How to Input Matching AnswersAnswers

1 2 3

Live Trainer Demonstration:Live Trainer Demonstration:Visual Match SkillsVisual Match Skills

Student Accuracy GraphStudent Accuracy Graph

Green Accuracy

Target Zone

The Importance of The Importance of Student ConsistencyStudent Consistency

Accuracy Has Been Achieved-Accuracy Has Been Achieved-But Not ConsistencyBut Not Consistency

Skill MasterySkill Mastery

Skill is now Automatized

Live Trainer Demonstration:

Auditory-Visual Match Skills

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

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

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

Live Trainer Demonstration:

Comprehension Skills

Comprehension Comprehension Story GalleryStory Gallery

Intervention Engine Comprehension Training

EVENTTRAINING INTERVENTIONTeacher Time3 Trials NO

SUCCESS

Teacher Notified

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.

Student AwardsStudent Awards

TrackingTrackingStudent ProgressStudent Progress

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

AutoSkill Management System Navigation

Training Monitor

Individual Student Reporting

Show Trial Details

Review Errors

Class Snapshot Report

Individual Student Snapshot Report

Weekly Progress Report

Comprehension Report

Your Turn to Practice!AutoSkill Management

System

Create a Class

Create a New Student

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)

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

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!