Accelerated Reader Software Manual

Accelerated Reader™ Software Manual

Renaissance Learning PO Box 8036 Wisconsin Rapids, WI 54495-8036 Telephone: (800) 338-4204 (715) 424-3636 Outside the US: 1.715.424.3636 Fax: (715) 424-4242 Email (general questions): [email protected] Email (technical questions): [email protected] Website: www.renaissance.com

Copyright Notice Copyright © 2015 by Renaissance Learning, Inc. All Rights Reserved. This publication is protected by US and international copyright laws. It is unlawful to duplicate or reproduce any copyrighted material without authorization from the copyright holder. This document may be reproduced only by staff members in schools that have a license for the Accelerated Reader Renaissance Place software. For more information, contact Renaissance Learning, Inc. at the address shown above. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Math, Accelerated Reader, Accelerated Reader 360, AccelScan, AccelTest, AR, AR 360, ATOS, Core Progress, English in a Flash, Learnalytics, MathFacts in a Flash, NEO, Progress Pulse, Renaissance Home Connect, Renaissance Learning, Renaissance Place, Renaissance-U, STAR, STAR 360, STAR Custom, STAR Early Literacy, STAR Math, STAR Reading, STAR Reading Spanish, Successful Reader, Subtext, and UClass, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. All other product and company names should be considered the property of their respective companies and organizations. Apple, iPad, iPhone, iPod touch, iTunes, Macintosh, and Safari are trademarks of Apple Inc., registered in the U.S. and other countries. App Store is a service mark of Apple Inc. Content purchased from the iTunes Store is for personal lawful use only. Don’t steal music. Microsoft, Windows, and Internet Explorer are registered trademarks of Microsoft Corporation in the United States and/or other countries. Adobe, Flash, and Reader are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries. Firefox is a registered trademark of the Mozilla Foundation (www.mozilla.org/). Avery and all other related brands and product names are trademarks of Avery Dennison Corporation. Xerox®, The Document Company®, the digital X and the Performance Guaranteed logo are trademarks of XEROX CORPORATION. METAMETRICS®, the METAMETRICS® logo and tagline, LEXILE®, LEXILE® FRAMEWORK, LEXILE® ANALYZER, the LEXILE® logo, QUANTILE®, QUANTILE® FRAMEWORK, and the QUANTILE® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © 2014 MetaMetrics, Inc. All rights reserved. As technology advances it becomes necessary for software companies to drop support for older operating systems and third-party software. It is the responsibility of customers to keep their computers, networks, operating systems, and thirdparty software up-to-date and functional. Although Renaissance Learning will not discontinue support for older products immediately, we will continue to evaluate system requirements and do our best to provide advance notice when it becomes necessary to raise our requirements.

3/2015 ARRP

Contents

Welcome to Accelerated Reader™ . . . . . . . . . . . . . . . . . . . . . . 1 How It Works in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Programs You Will Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Accelerated Reader Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Renaissance Place Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Other Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Supporting Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Tour of the Home Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Summary Dashboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Did You Know? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Alerts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Widgets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Tools to Help You with Accelerated Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Manuals and Other Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Help in the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Live Chat Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Need More Help? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Checking Software Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Logging In and Changing Your Password . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Setup Checklist for the Accelerated Reader Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Navigating the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Working in a Different School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Switching Roles and Schools from the Home Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Logging Out and Closing the Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Software Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Current Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Checking for the Supporting Software You Need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

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Getting Ready for a New School Year. . . . . . . . . . . . . . . . . . . 18 Renaissance Place Tasks for the New School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Technology/Computer Coordinator Tasks for the New School Year. . . . . . . . . . . . . . . . .19 Accelerated Reader Tasks for the New School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Reading Practice Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Selecting Marking Periods for Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Getting Started with Reading Practice Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Setting Reading Practice Goals with STAR Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Setting Reading Practice Goals without STAR Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Deleting Reading Practice Goals for a Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Reading Practice Certifications Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Reader Certification Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Setting a Certification Goal for a Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Approving Independent Reader Status. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Viewing Reading Practice Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Editing a Student’s Certifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Adding an Achieved Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Deleting a Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Viewing Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Editing Preferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Editing the Student Quizzing Preferences (School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 TOPS Report Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Monitor Password Required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Literacy Skills Retakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Vocabulary Practice Include Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 TWI Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Literacy Skills Passing Percent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Show Missed Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Allow Multi-Language Quizzing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Show Total Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Book Voting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Monitor Override . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Monitor Password . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Editing the Date and Time Restrictions Preferences (School) . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Date Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Time Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

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Weekend Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Monitor Override . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Editing the Classroom Restrictions Preferences (School). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Allow Quiz Deleting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Allow Quiz Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Editing the Student Experience Preferences (School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Importing MARC Records of Books in Your Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Editing the Student Quizzing Preferences (Classroom). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 TOPS Report Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Monitor Password Required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Vocabulary Practice Include Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Literacy Skills Retakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Automatic Student Log Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Other Reading Quizzes Passing Percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Vocabulary Practice Review Percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Vocabulary Practice Review Only Quiz Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Vocabulary Practice Student Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Editing the Other Reading Series Preference (Classroom) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Editing the Quiz Setup Preference (Classroom) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Editing the TOPS Language Preference (Classroom/Individual Student Settings) . . . . . . . . .62 Editing the TWI Settings Preference (Classroom/Individual Student Settings) . . . . . . . . . . . .63 Editing the Recorded Voice Preference (Classroom/Individual Student Settings) . . . . . . . . .64 Editing the Quizzing Allowed Preference (Classroom/Individual Student Settings). . . . . . . .65

Quizzes Record Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Reading Practice Quizzes Record Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Viewing Reading Practice Quiz Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Adding a Reading Practice Quiz Record for a Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Editing a Student’s Reading Practice Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Deleting a Student’s Reading Practice Quiz Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Quiz Record Deletion Best Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 How to Delete a Student’s Reading Practice Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . .76 Reprinting a Student’s Reading Practice TOPS Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Vocabulary Practice Quizzes Record Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Vocabulary Word Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 Viewing Vocabulary Practice Quiz Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Deleting a Student’s Vocabulary Practice Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Reprinting a Student’s Vocabulary Practice TOPS Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Literacy Skills Quizzes Record Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Viewing Literacy Skills Quiz Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Editing a Student’s Literacy Skills Quiz Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

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Deleting a Student’s Literacy Skills Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Reprinting a Literacy Skills TOPS Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

Other Reading Quizzes Record Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Viewing Other Reading Quiz Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Editing a Student’s Other Reading Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Deleting a Student’s Other Reading Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 Quiz Record Deletion Best Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 How to Delete a Student’s Other Reading Quiz Record . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 Reprinting a Student’s Other Reading TOPS Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97

Teams Sets and Teams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Adding Team Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Adding Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Enrolling Students on (and Unenrolling Students from) Teams . . . . . . . . . . . . . . . . . . 101 Adding or Removing Students from a Specific Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103 Changing Enrollment (Transferring Students between Teams) in a Team Set . . . . . . . . . . .104 Dividing Students Automatically among Teams in a Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

Viewing Team Sets, Teams, and Team Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Editing Team Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Editing Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Deleting Team Sets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Deleting Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Printing Team Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Points Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Viewing Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Adding a Points Record for a Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Adding a Points Record for a Single Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Editing a Points Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Deleting a Points Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Searching for Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Reading Practice Quizzes—Managing Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . 119 Viewing Reading Practice Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 Editing Reading Practice Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Taking a Sample Reading Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Deleting a Reading Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 Teacher-Made Reading Practice Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

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Before Adding a Teacher-Made Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Adding a Teacher-Made Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Adding the Questions and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 Viewing Teacher-Made Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Editing a Teacher-Made Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Editing Teacher-Made Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128 Changing Teacher-Made Quiz Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Taking a Sample Teacher-Made Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Deleting a Teacher-Made Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

Vocabulary Practice Quizzes—Managing Quiz Information. . . . . . . . . . . . . . . . . . . . . . . 130 Viewing Vocabulary Practice Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Editing Vocabulary Practice Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 Taking a Sample Vocabulary Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Printing the Vocabulary List Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Deleting a Vocabulary Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134

Literacy Skills Quizzes—Managing Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 The 24 Literacy Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Viewing a Literacy Skills Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 Editing Literacy Skills Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Taking a Sample Literacy Skills Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 Viewing a Literacy Skills Teacher’s Guide for a Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 Deleting a Literacy Skills Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141

Other Reading Quizzes—Managing Quiz Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Viewing Other Reading Series and Other Reading Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Editing Other Reading Quiz Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 Taking a Sample Other Reading Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145 Deleting an Other Reading Series or Other Reading Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146

Managing Book Level Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Set Current Book Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Update Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 Changing the ATOS Book Level Settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 Rename ATOS 100 Book Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Tips for Making Names Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151

Creating an AR BookGuide Export . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 MARC Record Import . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Managing Quiz Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Viewing Quiz Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153 Editing Quiz Availability: Making Quizzes Active or Inactive . . . . . . . . . . . . . . . . . . . . . . . . . . .155 Setting Up Quiz Availability Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156

Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 How to Use Accelerated Reader Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 What You Need to Do Before Quizzing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158

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Differences Between Taking Quizzes in AR Renaissance Place, on NEO 2s, and on Mobile Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159

How Students Log In and Select Accelerated Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Where to Find Student User Names and Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161 When Students Forget Their User Names. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

Using Accelerated Reader for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Navigating AR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162 How Students Search for Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164 How Students Take a Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165 How Students Find Ideas for Books to Read in Accelerated Reader. . . . . . . . . . . . . . . . . . . . .167 How Students View Vocabulary for Books with Vocabulary Practice Quizzes . . . . . . . . . . . .168 How Students View Progress on Quizzes Taken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170 Progress View for Students in Grades 4 and Above (without AR Primary) . . . . . . . . . . .170 Progress View for Students in Grades K through 3 (if AR Primary Experience is Selected) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173 How Students View Their Bookshelf and Scores on Quizzes Taken . . . . . . . . . . . . . . . . . . . . .176

How to Stop a Quiz or Resume an Unfinished Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Blocking Students from Quizzing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Logging Out and Closing the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Student Capacity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Using NEO 2 with Accelerated Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Before Students Quiz on a NEO 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180 Connecting to a Renaissance Receiver. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180 Naming the Renaissance Receiver and Setting the Renaissance Place Address in the Renaissance Wireless Server Utility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181 How Students Take an AR Quiz on a NEO 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

Using Mobile Devices with Accelerated Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Before Students Quiz on a Mobile Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186 Download the AR student app and Connect to Renaissance Place . . . . . . . . . . . . . . . . .186 Share Settings with One or More Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187 Navigating the AR Student App. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188 How Students Search for Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189 How Students View a Bookshelf of Books Read and Quizzes Taken . . . . . . . . . . . . . . . . . . . .190 How Students View Progress on Quizzes Taken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192 Frequently Asked Questions: AR on Mobile Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 What mobile devices will support quizzing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Where can I get the AR student app? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Can anyone download the app and start quizzing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Where can I find the Demo mode?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 What is the Demo mode?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Where can I find the system requirements? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Are there plans to create apps for other mobile devices? . . . . . . . . . . . . . . . . . . . . . . . . .194 What if a student tries to cheat while taking a quiz?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194 Can a teacher log in and perform management tasks in AR on mobile devices? . . . . .194

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Can students take quizzes from home on their own personal iPad, iPhone, or iPod touch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194 What can students do in the app while away from the school? . . . . . . . . . . . . . . . . . . . .194 Can students find Vocabulary Practice Quizzes that match another quiz already taken? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195 Where can a student view the quiz details? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195 Can I reprint a TOPS Report for a quiz taken on a mobile device?. . . . . . . . . . . . . . . . . .195 Can a student print the TOPS Report from the mobile device? . . . . . . . . . . . . . . . . . . . .195 Is there a report that lists the method students are using to take their AR quizzes?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196

Using Renaissance Home Connect with Accelerated Reader . . . . . . . . . . . . . . . . . . . . . 196 Printing the Informational Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196 How Students View Progress on Reading Practice Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . .197 How Students View Progress on Vocabulary Practice Quizzes . . . . . . . . . . . . . . . . . . . . . . . . .200

Using the Instructional Reading Section of Accelerated Reader 360. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 How to Use Accelerated Reader Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Logging In to Accelerated Reader RP as a Parent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204 Viewing Your Child’s Goals and Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205 Printing the Student Record or Words Learned Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207 Printing a Vocabulary List Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208 Printing the Quiz List Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209 Logging Out Of and Closing the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211

Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Renaissance Place and Accelerated Reader Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Consolidated Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212 Accelerated Reader Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212

Using Accelerated Reader Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Check for Adobe Reader before you Generate Reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213 Printing Accelerated Reader Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213

About Reporting Parameter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Printing Labels—Book and Vocabulary List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Report Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 College and Career Readiness (Reading Practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Diagnostic—Other Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Diagnostic—Reading Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Diagnostic—Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Favorite Books (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

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Goal History (Reading Practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Labels—Book (Quiz Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Labels—Vocabulary List (Quiz Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Literacy Skills Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Literacy Skills Class Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Literacy Skills Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Marking Period Progress (Reading Practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Point Club Summary (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Pronunciation Key (Vocabulary Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Quiz List Reports (Quiz Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Quiz Takers—Other Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Quiz Takers—Reading Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Quiz Usage (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Reader Certification Certificates (Reading Practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Reader Certification Levels (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Schoolwide Summary (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Student Points (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Student Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Team Standing Chart (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Team Status (Reading Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 TOPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 TWI (Reading Practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Vocabulary List (Vocabulary Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Word Count (Reading Practice and Other Reading) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Words Learned (Vocabulary Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 Words to Study (Vocabulary Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Engaged Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Diagnostic Codes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Overview of Diagnostic Codes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230 How Diagnostic Codes Are Calculated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230 When to Run the Diagnostic Report—Reading Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231 Definitions and Causes of Diagnostic Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231

Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 User Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Accelerated Reader Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Manage Book Level Settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Manage Quiz Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Take Sample Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 A student can’t take a quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236 When a student tries to quiz, the quiz does not start (pop-up blocker issue). . . . . . . . . . . . .236 Internet Explorer 7 and above “hangs” when students click Take a quiz.. . . . . . . . . . . . . . . .236

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Contents

How to prevent students from quizzing at home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 Renaissance Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 Accelerated Reader Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 On a Macintosh OS X computer, students trying to quiz are prompted to install the Renaissance Place Print Plug-In even though it is already installed. . . . . . . . . . . . . . . . . . . . .238 When students work in AR, the quiz is not full-screen in the browser.. . . . . . . . . . . . . . . . . . .238 Internet Explorer 6 or 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238 Internet Explorer 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238 TOPS Reports are not printing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239 The My Progress section of the TOPS Report doesn’t show the correct marking period, and the Current Marking Period shown in Renaissance Home Connect is not correct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239 When using Adobe Reader X (10) on Windows XP, TOPS reports do not print. . . . . . . . . . . . .240 Student gets error “Lost Connection to Renaissance Receiver” when trying to log in to AR from a NEO 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240 What do I need to do in order to take Spanish quizzes on NEO 2? . . . . . . . . . . . . . . . . . . . . . .241 When logging into the Accelerated Reader SmartApplet on NEO 2, I can enter my user name and password, but after the screen displays “Checking settings” I receive the message “Lost connection to [Network Name].” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242 Unable to view student goals in the Reading Practice Goals Record Book and students have overlapping goals in the Reading Practice Goals Record Book. . . . . . . . . . . .242

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

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Welcome to Accelerated Reader™ Accelerated Reader (AR) is the nation’s leading reading management program. Since 1986, AR has helped hundreds of thousands of teachers inspire teacher-led “reading revolutions” in their classrooms. AR Renaissance Place (RP) provides educators timely, accurate information on student academic performance. You can use this information to quickly adjust instruction to help all of your students reach their greatest potential. Accelerated Reader helps teachers reach all types of readers with Reading Practice, Vocabulary Practice, Literacy Skills, and Other Reading Quizzes. Recorded Voice Quizzes are also available for emergent readers. AR quizzes cover all levels of reading ability in both English and Spanish.

How It Works in Your Classroom A typical Accelerated Reader session operates something like this: 1. You assign Reading Practice goals and certification levels for the students in the Accelerated Reader record books and goals area. 2. Students either choose a book to read or read books you have assigned to them. TOPS Report. When students complete a quiz, the TOPS Report tells them their scores, how many questions they answered correctly, and how many points they earned if they passed the quiz. It also lists the students’ quiz results for the school year to date.

Accelerated Reader™ Software Manual

3. Students use Accelerated Reader at the computer, on a mobile device, or on a NEO 2 (if available) to search for and take the quiz for the books they have read. 4. Accelerated Reader scores each student’s quiz and prints a TOPS Report. 5. You and the student discuss the TOPS Report.

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Welcome to Accelerated Reader™ Programs You Will Use

Programs You Will Use Accelerated Reader RP includes two programs: the Accelerated Reader software and the Renaissance Place Management system.

Accelerated Reader Software The Accelerated Reader software—accessible from the Renaissance Place Home page—helps you manage the program in your classrooms and keep track of students’ progress. Use Accelerated Reader to

Accelerated Reader™ Software Manual

See Page

Get software tips, manuals, and other documents to help you use Accelerated Reader in your classroom

10

Set Reading Practice goals

21

Set Reading Practice certifications

31

Set preferences

41

Manage the quiz record books

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Manage quizzes

118

Manage book level settings

147

Manage quiz availability

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Quiz students on books they have read

158

Print reports

212

Manage points

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Create teams

99

2

Welcome to Accelerated Reader™ Programs You Will Use

Renaissance Place Management System The Renaissance Place Management System functions—found under the products A and under Dashboards and Reporting B on the Home page—let you view and manage district, school, student, teacher, parent, course, and class information in the Renaissance Place database, which is shared by all Renaissance Place software used in your district or school.

B

A

The tasks you can perform in the management program depend on your user group. For example, administrators have more management tasks to perform than teachers. Sample tasks may include:

Accelerated Reader™ Software Manual

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Adding, editing, or deleting courses and classes

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Assigning teachers and students to classes

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Selecting a different school year to work in

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Viewing student information

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Clearing a lock if a student’s login is denied

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Downloading software needed to run Renaissance Place programs

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Printing reports with data from multiple Renaissance Place programs

3

Welcome to Accelerated Reader™ Programs You Will Use

Other Programs Supporting Software Adobe Flash Player Adobe Flash Player must be installed on any computer used by students to take Accelerated Reader Recorded Voice Quizzes. Accelerated Reader checks for the Adobe Flash Player whenever a student tries to take a quiz with Recorded Voice. If the computer doesn’t have the player installed, the student will see a message “Recorded Voice not supported. Install the current Adobe Flash Player to enable audio.” The student can still take the quiz without audio by clicking Start Quiz. For more information, see page 13. PDF Reader To view or print reports, a PDF Reader such as Adobe Reader must be installed on the computer being used (certain Macintosh computers can use Preview instead). For more information, see page 213.

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Welcome to Accelerated Reader™ Tour of the Home Page

Tour of the Home Page For more information on the Home page and the program functions that can be accessed from it, see the Renaissance Place Software Manual.

The Dashboards and Reporting options give you a way to quickly get an overview of how your school(s) are performing.

If you belong to more than one user group, or are assigned to more than one school, use this drop-down list to change your role (or to log out).

For help, select the ?, then:  Select Help to open a help page related to the software page you’re viewing.  Select Manuals to access all the products’ software manuals.

Select the live support icon to chat with a member of our support staff.

Select the home icon to return to the Home page.

Each program used by your school is listed on the Home page. Select a program to see links that allow you to go to specific program features. For in-depth explanations of its program features, see each program’s help or software manual.

Did you know? articles provide information about program functions and resources to help you use the software more effectively. Alerts let you know when there is new information about your software or if it needs administrative attention (for example, a subscription renewal).

Accelerated Reader™ Software Manual

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Welcome to Accelerated Reader™ Summary Dashboard

Summary Dashboard The Summary Dashboard gives administrators, staff, and teachers a way to quickly get an overall view of how their school(s) are performing in several different areas. Accelerated Reader data is included in the Summary Dashboard. To open the Dashboard, go to the Home page and click Summary Dashboard A.

A

For Accelerated Reader, the Summary Dashboard shows: 

the percentage of your Accelerated Reader students who have averaged at least 85% on quizzes

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the percentage who have taken at least one quiz in the past 30 days

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the Engaged Time (see page 230)

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the total books read and words read so far during this school year

See the example on the next page. For more information about one of these, click one of the white buttons. For more information about using the Summary Dashboard, click Help in the upper-right corner of the Dashboard or refer to the Renaissance Place Software Manual.

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Welcome to Accelerated Reader™ Did You Know?

Did You Know? On the bottom of the Home page, the Did you know? area displays information about program features to help you use C the software more effectively. B A The software will automatically cycle from one topic to the next each time the Home page is refreshed. You can click the left or right arrows A to move through the topics at your own pace, or you can click View All B to go to a new page where all the current topics (and some of the previously featured items) can be seen. For each topic, you can click Learn more C to get more in-depth information about that feature.

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Welcome to Accelerated Reader™ Alerts

Alerts When you log in to Renaissance Place, you will see an Alerts area on the bottom of the Home page. You may see one or more alerts, depending on your role: There are three types of alerts: 

General product information : Inform you of new product features or other changes to your software. For example, if the server hosting Renaissance Place for you will be undergoing maintenance, you would be notified in an alert.

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Action necessary : You must take specific action in the software. For example, if a parent has requested access to Renaissance Place, you will see an alert here so you can view the request and choose to accept or deny it.

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Immediate attention : You must take immediate action. For example, if the terms of the Renaissance Place License Agreement change, you will need to agree to the new terms before you can use the software.

Alerts will have whatever links are necessary for you to take action, view more information, or dismiss the alert. License agreement alerts and subscription alerts require special attention: 

License agreement alerts: District administrators and school administrators will be presented with a notice that they must view and accept the terms of the Renaissance Place License Agreement. They will be provided with a link to view the license; on the license page, they can choose to accept or not accept the agreement. If an administrator-level user does not accept the agreement within 30 days after the alert first appears, the alert will appear on the Home pages for district staff, school staff, and teachers. At least one user per site must agree to the license agreement.

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Accelerated Reader™ Software Manual

Subscription alerts: When 90 days remain before your subscription runs out, an alert appears to remind you. This alert can be dismissed, but it will reappear again when the subscription is down to 60 days, then 30, then 15. During this time frame, if your subscription is renewed, Renaissance Learning will enter the new subscription code, and this alert will not reappear until 90 days prior to the end date of the new code (next year).

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Welcome to Accelerated Reader™ Widgets

Widgets A widget is a few lines of HTML code that you can add to a website to display students’ Renaissance Place data. Widgets are a fun, visual way to display up-to-date information. Use widgets to share students’ Accelerated Reader Quiz activity with staff, students, parents, and the community. Five themes allow you to customize the appearance of the widget. Widgets can be created to display Nationwide, District, or School data. You can also view widgets on an iPhone® or iPod touch® by downloading the K12 Activity app from the App StoreSM . District administrators: You can click Widgets A on the Home page. You will go to the Widgets website where you can create widgets in the gallery.

A For more information about using Widgets, click the About tab and review the Help or Frequently Asked Questions on the Widgets website.

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Welcome to Accelerated Reader™ Tools to Help You with Accelerated Reader

Tools to Help You with Accelerated Reader You’ll find many tools in the software to help you learn how to use Accelerated Reader: 

Manuals and other documents (see below)

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Help in the software (see page 11)

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Live Chat Support (see page 12)

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Training (see page 12)

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Resources (see page 12)

Manuals and Other Documents To access the software manuals and other useful documents, click Manuals in the upper-right corner of any page. (On the Home page, click ?, then Manuals.) Clicking that link lists the documents available for the Renaissance Learning programs on your server. For Accelerated Reader, you’ll find these documents helpful: Document

Includes

Accelerated Reader Software Manual

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General information about the program Step-by-step instructions for working with the program

Accelerated Reader Tips for Getting Started

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Helpful hints to get you started using the program

How to Read a Reading Implementation Report

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Information to help you interpret data on the Renaissance Place Implementation Status and Progress Reports

Renaissance Place Software Manual

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Procedures for managing all school and district information Instructions for consolidating data and generating custom reports

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Welcome to Accelerated Reader™ Tools to Help You with Accelerated Reader

Help in the Software To access the help, click Help in the upper-right corner of any page. The help opens in a separate window, as shown below. D

E

C

B A

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The Help link A is on every page in the program. Click it to get more information about the page currently displayed in the program.

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This logo B lets you know you’re in the Accelerated Reader help. If you go to another program’s help, the logo for that program will appear.

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To close the help, click the close button C.

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To search, use the search field at the top of the help page. Enter words to look for in the help, and click the search icon D to see the results. When you do this, the program searches all the help for all the installed Renaissance Place programs. Since the search covers all available help, this is the best way to find what you need.

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To navigate the help, use the icons E at the top of the help page: To view previously selected help, click the back arrow Click the book icon

and choose Contents, Index, or Other Help.

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Contents: Displays the table of contents for the current product help.

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Index: Displays an alphabetical list of topics for the current product help.

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Other Help: Takes you to a page where the Renaissance Place products installed on this server are listed, including Accelerated Reader and Renaissance Place. When you click on one of the products, the Contents for that product’s online help will open.

To print the current help topic, click the print icon

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11

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Welcome to Accelerated Reader™ Need More Help?

Live Chat Support Click the chat icon on the Home page or Live Chat Support on other pages (shown to the right) to chat with a member of the support staff. By default, you can access chat from any Renaissance Place page; however, district administrators can set a preference to make it accessible from the Home page only or to turn it off entirely. See the Renaissance Place Software Manual for details.

Training On the Renaissance Learning Customer Center (www.renaissance.com/Customer-Center), you can find recorded web seminars and on-demand sessions to help you learn more about Renaissance Place software. Renaissance Learning also offers on-site and remote technical consulting and training to help you better manage the technical aspects of your implementation, or assess your technical environment with our Educational Technology Assessment service. For more information, including pricing, call (800) 338-4204. For practical guidance on techniques and best practices to help you maximize implementation of Accelerated Reader, go to the Resource page for Accelerated Reader and select Getting Results with Accelerated Reader.

Resources The Accelerated Reader software contains other resources to help you use Accelerated Reader in your classroom. On the Home page, click Accelerated Reader, then Resources to find forms, plans, charts, tips, routines, research, and other helpful documents. (If you have the Accelerated Reader 360 Suite, click Independent Reading, then Resources.)

Need More Help?

Accelerated Reader™ Software Manual

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Knowledge Base: For technical support information, search the Renaissance Learning Knowledge Base on the web at: support.renaissance.com/techkb/

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Email: Send general questions to: [email protected]. Send technical questions to: [email protected].

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Phone: For assistance, call (800) 338-4204. Outside the US, call 1.715.424.3636.

12

Getting Started Checking Software Requirements Many Renaissance Place programs, including Accelerated Reader, require supporting software programs (such as Adobe Reader to print reports). The supporting software must be installed on each individual computer used to work with Renaissance Place programs. For more information, see “Software Requirements” on page 17.

Logging In and Changing Your Password Use these instructions to log in to Renaissance Place, change your password— either by choice or when the software requires it—and access the Accelerated Reader program. 1. In your web browser, go to the URL for Renaissance Place. 2. Click I’m a Teacher/Administrator. 3. Enter your user name and password.

If you have forgotten your user name or password, click Forgot Your User Name or Password? on the right side of the login page. You can use your email address or security questions to verify your identity and retrieve your user name or reset your password. You can only use this feature if you have previously entered your email address on the Renaissance Place Login Settings page and verified that address.For more information, see the Renaissance Place Software Manual.

4. Click Log In. If you’re not required to change your password, your Home page opens (see page 5). If you are asked to change your password, one of two things has happened. Either your system administrator wants you to change it for security reasons or you haven’t changed it in a year and the software requires it.

Accelerated Reader™ Software Manual

13

Getting Started Setup Checklist for the Accelerated Reader Software

Setup Checklist for the Accelerated Reader Software The tasks listed below must be performed before you start using Accelerated Reader in your classroom. You may or may not be the one required to complete any of these tasks. Usually Performed By District Task

Admin.

Staff

School Admin.

Staff

Teacher

Where to Find Instructions

Add school marking periods

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Add days off—used in calculations in some reports

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Add school administrators and district staff

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Add teachers, school staff, and students; add parents, if desired

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Add courses and classes, assign teachers— designate a lead teacher for each Accelerated Reader class—and enroll students in classes

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Set the Other Reading Preference so students can take Other Reading Quizzes

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Page 60

Change preference settings to control what your students will see and do in the program (optional)

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Page 41

Set Reading Practice goals for average percent correct, daily reading time, points, and average book level (optional)

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Page 21

Set Reading Practice certification goals (optional)

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Page 32

Make sure teacher and student computers have the necessary software installed

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Page 17

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Renaissance Place Software Manual

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Getting Started Navigating the Software

Navigating the Software The navigation bar at the top of each page shows you where you are in the software, as shown here.

If you need to go back to a previous page, use the links in the navigation bar rather than the web browser’s Back button, which can sometimes give you unexpected results. For example, if you’re on the Record Books and Goals page and you want to go to the Home page, click Home in the navigation bar.

Working in a Different School Year The school year that you are working in now is shown to the right of your name in the upper-right section of any Renaissance Place program page (except for the Home page). You may want to work in a different school year if you are adding information for the next school year or reviewing results from a previous school year. 1. On the Home page, click School Years. 2. Click Work in a Different School Year on the School Years page. 3. Click the school year that you want to work in. You will return to your Home page; the new active school year will be shown at the top of the page. If you choose to work in a past or future school year, the school year that you are working in will be shown in gold A next to the Renaissance Learning logo. A

On other pages, you will see a gold bar B toward the top of the page with a message reminding you of the school year you are working in.

B

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Getting Started Switching Roles and Schools from the Home Page

Switching Roles and Schools from the Home Page Some people in your district or school may be assigned more than one role, or they may be assigned to more than one school. For example, the librarian in the high school might also teach a class in one of the middle schools. You may also see the Change Role option if you have been given extra capabilities, even if you don’t have more than one role in your school or district. If you have been granted more capabilities and you don’t see the links you need, check for the Change Role option and choose the role that applies to the task. For more about capabilities, see page 232.

Renaissance Place keeps track of these multiple roles and school assignments. You can switch between roles or schools after you log in or any time while you are using the software. People normally change their user types or location in order to perform tasks in the program that are restricted to specific user groups. If you are trying to perform a task and finding you don’t have access, try switching your user type in the drop-down list. On the Home page, select your user name, then select Change Role. Then, choose the role you want to work as and click Done.

Logging Out and Closing the Software Automatic logout after 80 minutes. If you don’t use any Renaissance Place product for about 80 minutes, you’ll automatically be logged out and you’ll have to log in again when you return to the software.

Accelerated Reader™ Software Manual

When you’ve finished working in Accelerated Reader, log out to keep your data secure. 1. On the Home page, select your user name on any page, then click Log Out. On other pages, select Log Out in the top-right corner of the page. 2. Close the software by closing your web browser.

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Software Requirements Current Requirements For the most up-to-date software, hardware, operating system, and browser requirements for Renaissance Place, visit www.renaissance.com/Customer-Center#systemrequirements.

Checking for the Supporting Software You Need If any programs need to be installed or updated, make sure you are logged into the computer with the rights or permissions required to install software for all users. If you do not know whether you have those rights at the computer, or if you don't have those rights, contact your school's technology/computer coordinator.

Many Renaissance Place programs require supporting software programs, such as Adobe Reader to print reports. The supporting software must be installed on each individual computer used to work with Renaissance Place programs.If some of the software that you need to use Renaissance Place is not installed, or is outdated, you or your students may see messages about the missing software. There are two ways to go to the Downloads page: 

Before logging in, click Check Software Requirements on the Renaissance Place welcome page A.

A A



After logging in, on the Home page, click Product Administration. Then, on the Product Administration page, below Setup and Maintenance, click Download Supporting Software.

Click Downloads on the left to see which Renaissance Place and third-party downloads are available or required. For more information about the System, Downloads, and Support tabs, refer to the Renaissance Place Software Manual. Accelerated Reader™ Software Manual

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Getting Ready for a New School Year

If you want to use your Renaissance Place programs during summer school, you should wait to perform these steps. For tips, see Knowledge Base article 7901571 at support.renaissance.com/tech kb/techkb/7901571e.asp.

Before you start each new school year, you need to check, add, edit, and delete information as needed so that your teachers are ready to use Accelerated Reader with their new classes. Perform these tasks after the previous school year has ended but before the start of the next school year. Note: If you have the Renaissance Data Integrator (RDI) service, your Renaissance Place database is automatically linked to your student information system (SIS) data. Do not follow the steps in this section; instead, contact your Technical Services Consultant to set up RDI for the new school year.

Renaissance Place Tasks for the New School Year Before you get Accelerated Reader ready for the new school year, administrators or other non-teaching staff need to perform these tasks in Renaissance Place. For details, see the Renaissance Place Software Manual.  Add the new school year (must be done by district administrators or district staff).  Add the marking periods for each school (used for goals and reports) or copy the marking periods from the previous school year.  Add the days off for each school (used for report calculations) or copy the days off from the previous school year.  Set reporting periods for Renaissance Place consolidated reports.  If a properly formatted file is available from a student information system, import student, personnel, class, and/or course information. You may also be able to import updates to student enrollments and personnel assignments.  Check to see which personnel are in the software and add, edit, or delete personnel as needed.  Check to see which students are in the software and add or delete students as needed. You can also transfer students from one school to another, edit student information, and edit student characteristics.  Review the course list for each school and add, edit, or delete courses as needed.

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Getting Ready for a New School Year Technology/Computer Coordinator Tasks for the New School Year

 Copy classes from the previous school year, or add classes to the new school year. (Classes do not carry over from one school year to the next, so you need to add them each year.)  You must also assign personnel to each class, choose the products the class will use, and enroll students in each class.

Technology/Computer Coordinator Tasks for the New School Year Task



Where to Find Instructions

Check for required supporting software on new and updated computers, and recheck other computers to make sure they have the latest versions of the software.

See “Software Requirements” on page 17.

Note: You must be logged in to each computer with the rights required to install software for all users.

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

Make sure each computer that will be used with Accelerated Math has a shortcut or favorite set up for the current Renaissance Place address.

See the help for your operating system and/or browser.



If you will be using NEO 2s with Accelerated Reader, make sure:  The Renaissance Receivers are connected to the computers where they will be used.  You have assigned a unique name to each Renaissance Receiver.

See the NEO 2 Quick Guide or “Using NEO 2 with Accelerated Reader” on page 180.



If you will be using mobile devices with Accelerated Reader, make sure:  The AR app is downloaded on each device.  You have established settings by connecting to Renaissance Place on one device, then share those settings with all the other devices.

See “Using Mobile Devices with Accelerated Reader” on page 186.

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Getting Ready for a New School Year Accelerated Reader Tasks for the New School Year

Accelerated Reader Tasks for the New School Year Do the Renaissance Place setup tasks for the school year before these tasks so that your classes are available for Accelerated Reader; see page 18.

Be prepared to help students with user names and passwords by viewing and/or printing a list in Renaissance Place (see page 161). On the Home page, click Users, click View Students, and then search for the class. Click the Passwords tab to see the list of passwords for that class.

Task

Where to Find Instructions



If you use the Date and Time Restrictions preference to restrict student quizzing before and after specified dates, check this preference for each school and set your new school year dates.

See page 49.



Check the settings of the other school preferences and make changes if necessary. These settings carry over from year to year (except for Monitor Override).

See page 42.



Check classroom preference settings. Since classes do not automatically carry over from year to year, these settings don’t carry over either unless you have copied classes from the previous school year, so you need to check and set preferences for this year’s classes. (If students will take Other Reading Quizzes, be sure to set the Other Reading Series preference.)

See page 42.

Note: Individual Student Settings do carry over from one school year to the next, regardless of the student’s school or class enrollment. However, it is a good idea to check these with each new school year in case some settings are no longer appropriate.



Select the marking periods for the whole school year for Reading Practice goals and set the goals for students in your new classes if necessary.

See page 22.

Note: For Reading Practice goals to carry over from one marking period to another, you must have those marking periods selected before each one starts. Select all marking periods for the entire school year at the beginning of the year. If you are using Renaissance Home Connect (for Enterprise subscriptions), this is also a good time to make sure Renaissance Home Connect is activated for your schools and to print Informational Letters for the parents of your Accelerated Reader students.

Accelerated Reader™ Software Manual



Set Reading Practice goals for existing classes and for students in your new classes if necessary.



Set Reading Practice certification goals if necessary.



Set up Successful Reader student groups if necessary. These settings automatically carry over from year to year, but you may need to make changes.

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See page 26 (with STAR Reading) or page 28 (without STAR Reading). See page 32. See the Successful Reader User’s Guide. To find this Guide, on the Home page, select Accelerated Reader (or Independent Reading), then Successful Reader. On the left side of the page under Resources, click User’s Guide.

Goals Reading Practice Goals You can set four separate Reading Practice goals for your students, some of which are affected by your students’ STAR Reading tests results (if you have STAR Reading installed):

Before you can set Reading Practice goals, you must set up marking periods for your school in Renaissance Place and then assign them to your class using the AR Reading Practice Goals Record Book. See the Renaissance Place Software Manual for instructions on creating marking periods for one school or multiple schools.

Accelerated Reader™ Software Manual



average percent correct on quizzes



daily reading time



total points earned



average book level on passed quizzes

The program doesn’t require you to set goals for your students; however, we recommend that you set all four goals in each marking period assigned to the class. Note: When students and parents log in to the program, they can view the goals you’ve set and the student’s progress toward them; see page 170 for students and page 205 for parents. After you set Reading Practice goals, you can monitor your students’ progress. Reading Practice goals are different from the Reading Practice certification goals you can set for your students—those goals are set in the Reading Practice Certifications Record Book; see page 32.

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Goals Reading Practice Goals

Selecting Marking Periods for Goal Setting Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

Before you can set Reading Practice goals for students, you must first select the marking periods for the class. Note: For Reading Practice goals to carry over from one marking period to another, you must have those marking periods selected before the first day of that marking period begins. We recommend that at the beginning of the school year you select all the marking periods for that whole school year rather than selecting marking periods as the school year progresses. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Goals under Class Record Books on the Record Books an Goals page. 4. Click Select Marking Periods on the Edit Reading Practice Goals page A. (If marking periods haven’t been selected for the class, the page notifies you that you must do this before you can set goals.)

A

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Goals Reading Practice Goals

You cannot choose school marking periods with overlapping dates. See the Renaissance Place Software Manual for instructions about setting up marking periods.

5. Under Available School Marking Periods, click Select next to each marking period for which you want to set student goals B. As you do this, the marking periods will be added to the list at the top of the page.

C Marking periods for your school that you see on this page are set up in Renaissance Place. See the Renaissance Place Software Manual for instructions on creating marking periods for one school or multiple schools.

B

6. Click Remove next to any marking period you want to remove from the class C. 7. Click Save when you are finished.

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Goals Reading Practice Goals

Getting Started with Reading Practice Goals Who Can Do This?

 District Administrator

 District Staff  School Administrator

Before you begin adding Reading Practice Goals, become familiar with the Edit Reading Practice Goals page. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals.

 School Staff

If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals.

 Teachers Learn more about capabilities on page 232.

2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Goals on the Record Books and Goals page.

B If this class doesn’t have at least one marking period assigned to it, the page notifies you that you must assign marking periods before you can set goals. See page 22 for instructions.

I

H

E

D To see a column heading term defined, hover your mouse over the words with a gray dotted underline (such as Suggested ZPD). The definition will disappear once you move the mouse away from the term.

Accelerated Reader™ Software Manual

A

F

G

C



The class you are viewing is shown here A. To change it, select a different class from the drop-down list.



The current marking period is shown here B. Click Select Marking Periods to change it.



Click a student’s name C to view or delete some of the individual goals set for that student for all the selected marking periods.



If you have STAR Reading, this column D lists the student’s GE score from the first STAR Reading test taken. If the student has taken more than one

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Goals Reading Practice Goals

STAR Reading test, the name will be bold and you will see a drop-down list of the test dates you can choose from. If you do not have STAR Reading, you will not see this column. 

If you have STAR Reading, this column E lists the suggested ZPD based on the GE score of the first STAR Reading test taken (default) or another test that may have been chosen from the drop-down list (if available).



If you have STAR Reading (Service or Enterprise), the student has taken a STAR Reading test, and you have set a Daily Reading Time goal, the Points goal will be filled in for you F. If it isn’t, type the number of points the student should earn by passing quizzes during the marking period.



Here G you can type the Average ATOS Book Level goal the student should achieve on passed quizzes during the marking period. If you have Alternate book levels assigned (ATOS 100 or Lexile® Measures), there will be an additional column for you to set that goal instead.



Click Goal Setting Best Practices H for information to help you set goals.



Click AR Goal Calculator I to open a new page where you can use a calculator that recommends a ZPD and points goal based on the student’s GE.

If you do not have STAR Reading, you will not see this column.

4. Click Cancel to return to the Record Books and Goals page or Save if you made changes that you want saved. 5. After you click Save, a dialog box appears asking if you are sure you want to save your changes. Click OK or Cancel.

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Goals Reading Practice Goals

Setting Reading Practice Goals with STAR Reading You can set four Reading Practice goals for students using your student STAR Reading test scores: Who Can Do This?

 District Administrator



average percent correct on quizzes

 District Staff



daily reading time

 School Administrator



points earned



average book level on passed quizzes

 School Staff  Teachers Learn more about capabilities on page 232.

These goals are different from the certification goals which are set in the Reading Practice Certifications Record Book; see page 32. Before you can set goals, you must assign marking periods to the class; see page 22 for instructions. If you have STAR Reading installed, data from your students’ STAR Reading tests will carry over into AR goal setting, making it easier to set these goals. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Goals on the Record Books and Goals page. Note: If you can’t see the Edit Reading Practice Goals page after clicking Reading Practice Goals and instead see the View Reading Practice Goals page, you do not have rights to edit student goals because the Manage Classroom Activities capability has been changed (teachers have this enabled by default).

If this class doesn’t have at least one marking period assigned to it, the page notifies you that you must assign marking periods before you can set goals. See page 22 for instructions.

Accelerated Reader™ Software Manual

4. Make sure the correct class A and marking period B are shown on the Edit Reading Practice Goals page. If necessary, choose the correct information from the drop-down lists.

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Goals Reading Practice Goals

5. Set or edit goals on the Edit Reading Practice Goals page as described below: Use the Goal-Setting Chart or the Goal-Setting Chart for Lexile® Measures as a guideline when setting the points and average book level goals. Find them under Resources - Forms and Charts; see page 12.

A B C D

I

G E

F

H

C To set the Average % Correct goal for the whole class at once, select the percentage you want the class to achieve on quizzes during the marking period from the drop-down list. You can select values from 85% to 90%. Then click Update all students.

D To set the minutes of Daily Reading Time for the whole class at once, select the number of minutes from the drop-down list. You can choose 15, 20, 25, 30, 35, 45 or 60 minutes. Then click Update all students.

E If necessary, based on your knowledge of the student and the student’s Reading Practice data, you may choose a different STAR Reading test date from the drop-down list (if available). Click Goal Setting Best Practices on this page for more information to help you make this decision.

F For each student (if necessary), type the number of points the student should earn by passing quizzes during the marking period. If the student has taken a STAR Reading test and you have set a Daily Reading Time goal, this number will be filled in for you, although you can change it.

G Type the Average ATOS Book Level the student should achieve on passed quizzes during the marking period. 

For ATOS you can enter numbers from 0.1 to 20.0.



For ATOS 100 (or user-defined name) you can enter values from 0.0 to 100.0.



For Lexile® Measures you can enter values from BR to 1800.

H To change any of the goals for a student, do so in the row for that student. 6. Click Save I when you are finished and before you change the marking period from the drop-down list, or all your changes will be lost. 7. Click OK to save your changes. You will be taken back to the Record Books and Goals page. Accelerated Reader™ Software Manual

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Goals Reading Practice Goals

Setting Reading Practice Goals without STAR Reading You can set four Reading Practice goals for students: Who Can Do This?



average percent correct on quizzes



daily reading time

 School Administrator



points earned

 School Staff



average book level on passed quizzes

 Teachers

These goals are different from the certification goals which are set in the Reading Practice Certifications Record Book; see page 32.

 District Administrator

 District Staff

Learn more about capabilities on page 232.

Before you can set goals, you must assign marking periods to the class; see page 22 for instructions. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Goals on the Record Books and Goals page. Note: If you can’t see the Edit Reading Practice Goals page after clicking Reading Practice Goals and instead see the View Reading Practice Goals page, you do not have rights to edit student goals because the Manage Classroom Activities capability has been changed (teachers have this enabled by default).

If this class doesn’t have at least one marking period assigned to it, the page notifies you that you must assign marking periods before you can set goals. See page 22 for instructions.

Accelerated Reader™ Software Manual

4. Make sure the correct class A and marking period B are shown on the Edit Reading Practice Goals page. If necessary, choose the correct information from the drop-down lists.

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Goals Reading Practice Goals

5. Set goals on the Edit Reading Practice Goals page as described below: Use the Goal-Setting Chart or the Goal-Setting Chart for Lexile® Measures as a guideline when setting the points and average book level goals. Find them under Resources - Forms and Charts; see page 12.

A B C D

H E

F

G

C To set the Average % Correct goal for the whole class at once, select the percentage you want the class to achieve on quizzes during the marking period from the drop-down list. You can select values from 85% to 90%. (Note: Choosing None deletes the goal.) Then click Update all students.

D To set the minutes of Daily Reading Time for the whole class at once, select the number of minutes from the drop-down list. You can choose 15, 20, 25, 30, 35, 45 or 60 minutes. Then click Update all students.

E For each student, type the number of points the student should earn by passing quizzes during the marking period.

F Type the Average ATOS Book Level the student should achieve on passed quizzes during the marking period. 

For ATOS you can enter numbers from 0.1 to 20.0.



For ATOS 100 (or user-defined name) you can enter values from 0.0 to 100.0.



For Lexile® Measures you can enter values from BR to 1800.

G To change any of the goals for a student, do so in the row for that student. 6. Click Save H when you are finished and before you change the marking period from the drop-down list, or all your changes will be lost. 7. Click OK to save your changes. You will be taken back to the Record Books and Goals page.

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Goals Reading Practice Goals

Deleting Reading Practice Goals for a Student Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

These steps describe how to delete three goals for one student in any marking period and are the same whether or not you have STAR Reading installed. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Goals. 4. Click the name of the student whose goals you want to delete. 5. Click Delete in the row for the marking period A for which you want to delete goals. Note: Three goals in that marking period will be deleted (Daily Reading Time, Points, and ATOS Book Level). You cannot delete the Average % Correct Goal. If you want to delete only one or two goals for a student, edit those goals on the Edit Reading Practice Goals page.

A

6. Click OK to delete the three goals for this student. The changes will carry over to the Edit Reading Practice Goals page. 7. Click Back to return to the Edit Reading Practice Goals page. Note: You do not have to click Save for these changes to take effect since they were saved when you clicked OK.

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Goals Reading Practice Certifications Goals

Reading Practice Certifications Goals Reader certifications are milestones that recognize students’ reading achievements. You use the Reading Practice Certifications Record Book to set certification goals for your students and then monitor your students’ progress toward achieving those reader certification levels. Note: If you enable the TWI Monitoring Preference (see page 46), the program automatically tracks your students’ progress toward the certification goals you set and awards the certifications that they achieve. Reading Practice certification goals are different from the Reading Practice Goals you can set for your students—those goals are set in the Reading Practice Goals Record Book; see page 21.

Reader Certification Levels There are seven reader certifications your students can earn that the program can automatically track, plus one additional certification that the program does not automatically track. When students take Reading Practice Quizzes on books, they must achieve the minimum scores set in the Certifications Preferences in order for the quizzes to count toward certifications (see page 47).

Accelerated Reader™ Software Manual



Ready Reader: The student must accumulate five points on books Read To, Read With, and/or Read Independently. We recommend a student recertify no more than five times at the Ready Reader level.



Independent Reader: The student must independently read at least three books with a 1.2 or higher ATOS book level and accumulate ten points. Only books Read Independently count toward the three-book goal; however, books that are Read To, Read With, or Read Independently for this level all count toward point accumulation. When a student achieves this certification, teacher approval is needed. Students cannot recertify at this level; Independent Reader status is achieved only once.



Rising Reader: The student must independently read three books with a 1.6 or higher ATOS book level and accumulate ten points. Only books Read Independently count toward the three-book goal and point accumulation. We recommend that a student recertify no more than five times at the Rising Reader level.



Super Reader: The student must independently read three books with a 2.0 or higher ATOS book level that are each worth at least one point. Only books Read Independently count toward certification. We recommend that a student recertify no more than five times at the Super Reader level.



Advanced Reader: The student must independently read three books with a 3.0 or higher ATOS book level that are each worth at least two points. Only books Read Independently count toward certification. We recommend that a student recertify no more than five times at the Advanced Reader level.

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Goals Reading Practice Certifications Goals



Star Reader: The student must independently read three books with a 4.0 or higher ATOS book level that are each worth at least four points. Only books Read Independently count toward certification. We recommend that a student recertify no more than five times at the Star Reader level.



Classic Reader: The student must independently read three books with a 6.0 or higher ATOS book level that are each worth at least seven points. Only books Read Independently count toward certification. We recommend that a student recertify no more than five times at the Classic Reader level.



Honors Reader (not tracked in AR): The student must independently read books from a special list of challenging literature (created by your teachers and librarians), and accumulate 100 points from the quizzes. The students log into the program and take the quizzes; however, the teacher must manually track everything else for this certification level. Useful reports for monitoring an Honors Reader are the TOPS Report (see page 228) and the Student Record Report (see page 227).



Exemplar Reader (not tracked in AR): The student must independently read at least four books that appear on the exemplar lists in Appendix B of the Common Core State Standards—or texts of similar complexity that you identify—and accumulate a certain number of points by passing Reading Practice Quizzes. This benchmark encourages students to read books written at a level of complexity defined by the Common Core State Standards as the goal for their grade band. For more information, on the Home page under Accelerated Reader, click Resources, then Resources to Advance Your Implementation, then Exemplar Reader Certification.

Setting a Certification Goal for a Student Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

Goals vs. Certifications. The Reading Practice Certification goals are different from the Reading Practice goals you can set for your student (see page 21).

Accelerated Reader™ Software Manual

When you set certification goals for your students and enable the TWI Monitoring Preference (see page 46), Accelerated Reader automatically monitors student progress toward the goals and awards certifications when students meet the requirements. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Certifications on the Record Books and Goals page.

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Goals Reading Practice Certifications Goals

4. The Status column on the View Reading Practice Certifications Record Book page shows you whether the certification is in progress, has been achieved, or needs approval, and whether a new goal is needed. See below to set a certification goal for each student.

A

C

D B

A The Status column shows the students’ certification status. See the legend on the left side of the page.

B Click Set Goal in the Actions/New Goals column to set a goal for a student who has not achieved any certifications.

C Students who have achieved certifications will have multiple links in the Actions/New Goals column. To set a goal for one of

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these students, click the certification you would like the student to work toward or click More to choose a different goal. (If you click one of the certifications shown in this column, the new goal is set immediately and you don’t need to go on to step 5.)

D Click Show Certification Criteria to view an explanation of the Reader Certification levels (or see page 31).

Goals Reading Practice Certifications Goals

5. If you clicked Set Goal or More, complete the Set Student Reading Practice Certification Goal page as described below:

E F G E Choose the certification that this student should work toward from the Current Certification Goal drop-down list.

F Click one of the available date options to set the date this student started working toward this certification. You can set the start date immediately after the student’s last-achieved certification, at the start of a marking period, or on another date that you specify. If you chose to set a goal by marking period, choose the marking period from the drop-down list. If you chose to set a goal by a custom date, type the desired start date, or click the calendar button to choose the date.

6. Click Save when you are finished G. 7. Repeat steps 4–6 for each student who needs a certification goal set.

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Goals Reading Practice Certifications Goals

Approving Independent Reader Status Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

When a student achieves Independent Reader status (see page 31 for the definition), the teacher must approve it by following these steps: 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Certifications on the Record Books and Goals page. 4. Click Approve in the Actions/New Goals column on the View Reading Practice Certification Record Book page, where an indicates that you must approve the student’s Independent Reader status A. Once you click Approve, the program will display links for you to set a new goal for that student.

A

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Goals Reading Practice Certifications Goals

Viewing Reading Practice Certifications Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

These steps describe how to view students’ certification goals and achieved certifications. 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Reading Practice Certifications on the Record Books and Goals page to view the Reading Practice Certifications Record Book.

A

B

C

D

E

A The current certification goal or the last certification achieved for each student is listed here (depending on what the status column shows).

B The date the student started work on the certification is listed here. C The date the student achieved the certification is listed here (if it has been achieved and there is no new goal).

D The Status column shows you whether the certification is in progress, has been achieved, or needs approval, and if a new goal is needed. See the legend on the left side of the page.

E Click Show Certification Criteria to view an explanation of the Reader Certification levels (or see page 31).

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Goals Reading Practice Certifications Goals

4. Click a student’s name to see his or her certifications. The View Student Reading Practice Certification Records page will open.

H F

G

F The current certification goal for this student is listed here. G The certifications this student has achieved are listed here. H Choose another student from the Student drop-down list to view his or her record.

Editing a Student’s Certifications Who Can Do This?

 District Administrator

 District Staff  School Administrator

1. View the Reading Practice Certifications Record Book for a student by clicking a student name. See page 36. 2. Click Edit by the current goal A or achieved certification B you want to edit on the View Student Reading Practice Certification Records page.

 School Staff  Teachers Learn more about capabilities on page 232.

TWI Monitoring Preference. When you set certification goals (see page 32) for your students and enable the TWI Monitoring Preference (see page 46), Accelerated Reader automatically monitors students’ progress toward the goals and awards certifications when students meet the requirements.

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B 3. Make the necessary changes to either the Edit Student Reading Practice Certification Goal page or the Edit Student Reading Practice Achieved Certification page or both.

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Goals Reading Practice Certifications Goals

Edit Student Reading Practice Certification Goal page:

C D E C Choose the goal you want this student to work toward from the Current Certification Goal drop-down list.

D Type a different Date Started or click the calendar button to choose a date.

E Click Save. The Edit Student Reading Practice Achieved Certification page:

F G H F Type a different Date Started or click the calendar button to choose a date.

G Type a different Date Achieved or click the calendar button to choose a date.

H Click Save. 4. Choose another student from the Student drop-down list on the View Student Reading Practice Certification Records page. Then repeat steps 2 and 3.

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Goals Reading Practice Certifications Goals

Adding an Achieved Certification Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

You do not need to add achieved certification records manually, as described below, if you set certification goals (see page 32) and enabled TWI monitoring (see page 46). However, you may need to add certifications manually if 1) a student transferred from another school and has a printed record of certifications or 2) if the TWI Monitoring Preference is disabled. 1. View the Reading Practice Certifications Record Book for a student by clicking a student name on the View Student Reading Practice Certification Records page. See page 36. 2. Click Add Achieved Certification under Actions A on the View Student Reading Practice Certification Records page.

A

3. Complete the Add Student Reading Practice Achieved Certification page as described below:

B C D E B Choose the reader certification level the student has achieved from the Achieved Certification drop-down list.

C Type the Date Started or click the calendar button to choose a date.

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D Type the Date Achieved or click the calendar button to choose a date.

E Click Save.

Goals Reading Practice Certifications Goals

Deleting a Certification Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

You can delete a student’s goal or a certification the student has already achieved. If you delete a certification goal, you should set a new goal for the student to work toward; see page 32. If you delete an achieved certification, the program will no longer recognize the student achieved that certification. 1. View the Reading Practice Certifications Record Book for a student by clicking a student name on the View Reading Practice Certification Record Book page. See page 36. 2. Click Delete in the row for the current certification goal A or the achieved certification B you want to delete on the View Student Reading Practice Certification Records page.

A

B Too many pages? If the list is longer than the limit set in the Viewing Preference, click Next >> or > and > or > or > or > or > or .

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Quizzes Record Books Vocabulary Practice Quizzes Record Book

6. When the report is ready, the report will open in a browser window or a separate window. If it opens in a browser window as shown below, to save or print it, use the Adobe Reader buttons E. If you try to use the browser’s print function instead, only the top of the page will print. (In Adobe Reader X and XI, the Adobe Reader buttons may be hidden until you move the mouse over the document or press F8.)

E

7. Close the browser window when you are finished viewing the report.

Vocabulary Practice Quizzes Record Book Vocabulary Practice Quizzes help you maximize students’ word acquisition through reading practice. Vocabulary Practice Quizzes contain 5, 10, or 15 questions covering the vocabulary words found in the books they have read. Students do not pass or fail Vocabulary Practice Quizzes; they simply learn words. When they learn a word, it’s placed on their Words Learned List. You can see this list when you generate the Words Learned Report; see page 229. Words not learned can be viewed on the Words to Study Report; see page 229. Besides the regular Vocabulary Practice Quizzes, there’s another kind called a ~Second-Try and Review Words~ Quiz. This type of quiz includes only second-try new words, first-try review words, and second-try review words. It doesn’t include any first-try new words for a particular title. See below for a description of each type of word. The Vocabulary Practice Quizzes Record Book helps you monitor and manage your students’ Vocabulary Practice Quiz records.

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Quizzes Record Books Vocabulary Practice Quizzes Record Book

Vocabulary Word Types There are four types of words a student may see on a Vocabulary Practice Quiz:

If a student answers vocabulary words incorrectly on a quiz, you can print the Words to Study Report for that student to help him or her learn those vocabulary words. See page 229.

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First-try new words. These are the words from the Vocabulary Practice Quiz the student chose to take. If the student gets one of these words correct, it’s placed on the Words Learned List. If the student gets one of these words wrong, the next Vocabulary Practice Quiz taken provides a second chance to get the word correct. The word will be added to the Words to Study list.



Second-try new words. These are words the student missed on the previous Vocabulary Practice Quiz. The student is given this second chance to get the words correct. If the student gets a second-try new word correct, the word is placed on the Words Learned List. If the student gets a second-try new word incorrect, the word is not seen again unless it’s part of the vocabulary word list for another Vocabulary Practice Quiz the student takes. Incorrect words can be viewed on the student’s Words to Study Report.



First-try review words. If the teacher used the Vocabulary Practice Review Percent Preference to specify that review words are to be part of quizzes (see page 58), the student will begin to see review words as a part of each new Vocabulary Practice Quiz after taking quizzes for two weeks. The review words are taken from the student’s Words Learned List. If the student gets a first-try review word correct, the word stays on the Words Learned List. If the student gets a first-try word review incorrect, it’s taken off of the Words Learned List and added to the Words to Study list, but the student will be given a second chance to get it correct on the next Vocabulary Practice Quiz.



Second-try review words. If the student missed a review word on the first try, there is a second chance to get the word correct. If the student gets a second-try review word correct, the word is put back on the Words Learned List. If the student gets a second-try review word incorrect, it stays off of the Words Learned List, remains on the Words to Study list, and the student won’t see the word again unless it’s part of the vocabulary word list for another Vocabulary Practice Quiz.

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Quizzes Record Books Vocabulary Practice Quizzes Record Book

Viewing Vocabulary Practice Quiz Records Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

You can view the latest Vocabulary Practice Quiz records for all the students in a class, or all of one student’s Vocabulary Practice Quiz records for quizzes taken up to the end of the active school year. The words for a single Vocabulary Practice title can show up on several different Vocabulary Practice Quizzes (as first-try new words, second-try new words, first-try review words, and second-try review words—see page 79 for definitions), depending on when the student learns the word. Follow these steps to view Vocabulary Practice Quiz records for a class and an individual student: 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Vocabulary Practice Quizzes on the Record Books and Goals page to view the Vocabulary Practice quiz records for the class. 4. Click the name of the student on the View Vocabulary Practice Quizzes page to view the Vocabulary Quiz records up to the end of the active school year C.

A

B

C

A Use the Class drop-down list to choose a different class.

B The Latest Quiz Results column shows you the date the quiz was taken, the title of the last quiz taken

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by each student, and what percentage the student scored on that quiz.

C Click a student’s name to view all the quiz records for that student.

Quizzes Record Books Vocabulary Practice Quizzes Record Book

5. There are two ways that you can view the quiz records on the View Student Vocabulary Practice Records page: by quiz or by title.

F

Too many pages? If the list is longer than the limit set in the Viewing Preference, click Next >> or > or > or > or > or > or > or > or > or > or > or > or > or > or .

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Quizzes Record Books Other Reading Quizzes Record Book

Can’t see the Report? You must have Adobe Reader installed on this computer to view reports. Some Macintosh computers will show reports in Preview instead.

5. When the report is ready, it will open in a browser window or a separate window. If it opens in a browser window as shown below, to save or print it, use the Adobe Reader buttons F. If you try to use the browser’s print function instead, only the top of the page will print. (In Adobe Reader X and XI, the Adobe Reader buttons may be hidden until you move the mouse over the document or press F8.)

F

6. Close the browser report window when finished.

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Teams Sets and Teams You can set up teams of students in Accelerated Reader. Teams can help you see how groups of students are progressing toward their Reading Practice goals (goals for average percent correct on quizzes, points earned, and average book level on passed quizzes). Using the Team Standing Chart and the Team Status Report, you can then compare the progress of teams toward the goals you have set. Teams are grouped within team sets to keep the teams for different classes or teachers separate. After you add a team set and its teams, you can have the software automatically divide your students among teams, or you can manually assign students to the appropriate teams. With default capabilities, district administrators can set up and change team sets and teams for any school. School administrators can set up and change team sets and teams for their schools. Teachers can add team sets, and they can change the team sets and teams that they own.

Adding Team Sets Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

A team set is a group of teams. Students can be divided among the teams in a set. By creating a set, you’re keeping your teams separate from those for other classes or teachers. After you create a team set, you must: 

add the teams (see page 100)



assign students to the teams (see page 101)



set goals for students (see page 26 and page 28). Team progress is measured by individual students’ Reading Practice goals in order to obtain data for the team reports (see page 109).

1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Teams under Other Activities on the Record Books and Goals page. 4. Click Add Team Set on the View Team Sets page.

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Teams Sets and Teams Adding Teams

5. Complete the Add Team Sets page as described below.

A Owners’ abilities. Only the district administrator or team set owner can add, edit, or delete teams from the set and change the team rosters. Anyone can print reports for any team or team set, however.

B C

D

A Type a name for your new team set. B Choose the owner from the Owner drop-down list. C Click Add. 6. Repeat step 5 for each team set you need to add. 7. Click Done when you are finished D.

Adding Teams Who Can Do This?

 District Administrator

 District Staff  School Administrator

 School Staff  Teachers Learn more about capabilities on page 232.

Teams can help you see how groups of students are progressing toward their Reading Practice goals (for average percent correct on quizzes, points earned, and average book level on passed quizzes). Using the Team Standing Chart and the Team Status Report, you can then compare the progress of teams toward the goals you’ve set. Note: Before you add teams you must create a team set (see page 99) for them. Follow these steps to add teams to a team set: 1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals. 2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Teams under Other Activities on the Record Books and Goals page. 4. Click the team set you want to work with on the View Team Sets page A.

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Teams Sets and Teams Enrolling Students on (and Unenrolling Students from) Teams

5. Click Add Team on the View Teams page. 6. Type the name of the new team B and click Add. 7. Repeat step 6 to add more teams. 8. Click Done when you are finished C.

B

C

Enrolling Students on (and Unenrolling Students from) Teams

 School Staff

Teams can help you see how groups of students are progressing toward their Reading Practice goals (for average percent correct on quizzes, points earned, and average book level on passed quizzes). Using the Team Standing Chart and the Team Status Report, you can then compare the progress of teams toward the goals you’ve set.

 Teachers

Follow these steps to change team rosters:

Who Can Do This?

 District Administrator

 District Staff  School Administrator

Learn more about capabilities on page 232.

1. On the Home page, if you see Accelerated Reader, click it, then click Record Books and Goals. If you have the Accelerated Reader 360 Suite, select Independent Reading, then Record Books and Goals.

Before you assign students to teams, you must create a team set (see page 99) and add teams to the set (see page 100).

2. If necessary, select your school or class or both from the drop-down lists. Click My Classes instead of a school if you want to see only the classes you’re assigned to as a teacher. 3. Click Teams under Other Activities on the Record Books and Goals page. 4. Click the team set you want to work with on the View Team Sets page.

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Teams Sets and Teams Enrolling Students on (and Unenrolling Students from) Teams

5. What you do on the View Teams page depends on the method you want to use to work with the teams’ enrollment:

A C

B

A Click Add/Remove Students to add students to or remove them from a specific team. See page 103.

B Click Change Enrollment to transfer students between teams in a team set. See page 104.

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C Click Auto Team Select to have the program automatically divide students among teams in a set. See page 105.

Teams Sets and Teams Enrolling Students on (and Unenrolling Students from) Teams

Adding or Removing Students from a Specific Team 1. Click Add/Remove Students after the desired team on the View Teams page. See page 101. 2. Complete the Add/Remove Students page as described below.

A

E D

F

C

B

A Search for the students you want to add to the team by using one or more of the criteria available. Click Search.

B Check the box by each student you want added. Check the Student box at the top of the column to select all the students listed on the page. Click < Add.

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C If necessary, click Next >> or > or > or > or or