Accelerated Reader (AR®) helps students focus attention on careful reading of books, which improves students' critical-thinking skills and builds the intrinsic love of reading. AR provides you with reliable, objective information. Three different types of assessment giving you valuable data on students' reading practice, literacy skills development, and performance on classroom assignments. Teachers who use AR report higher attendance, fewer discipline problems, and improved attitudes toward school. AR helps you keep each student challenged. Using AR, you can continually match kids to appropriate books within their zone of proximal development (ZPD). That means you can ensure every student is challenged without being frustrated.
Kindergarten through fifth grade are involved in this program.
Willingboro Public Schools adopted AM Program because of the excellent research which supported its successes elsewhere as well as the ease with which it can be managed. Since it has been so well received, we will be expanding the program to all levels as funds become available.
Math Renaissance works with the existing curricula and textbooks to help personalize instruction and manage the extensive practice every student needs. With MathRenaissance, you can quickly assess student math skills, generate daily assignments at each student’s level, and score assignments automatically. You get results in the form of timely, information-packed reports that help guide your instruction.
Third and fourth grade are involved in this program.
The reconfigured 2003-2004 PATS program is entering its next year of operation. PATS is a accelerated program where advanced students would be taught critical and creative thinking skills in their own elementary building. The decision to restructure this opportunity for the Willingboro students was multifaceted. One issue that change was busing to a single building and its rising financial costs. In addition, there were time- on -task issues. For example, the program did not start until all the children arrived at the PATS school. The loss of time to the PATS program not to mention to the children’s ongoing curriculum in his/her classroom were dual issues. Additionally, there was little flexibility for handling the children’s other responsibilities in their home classroom. As it is structured now, if a child has a test, or a special event in his/her class, he/she can complete that assignment before reporting to the PATS Program. Children are not forced to choose between or compromise their regular academics.