1. education
2. school

May 2015 • VOLUME 9, NUMBER 4
EXTRAORDINARY
EDUCATORS
Celebrating America’s Outstanding Teachers
High school
replicates
success seen in
lower grades
Kevin Lyons
Math Coach and Teacher
Luther L. Wright High School
Ironwood, Michigan
Michigan high school draws
inspiration from lower-grades’ success
As a big proponent of interventions, Principal Michelle
Kanipes of Luther L. Wright Middle School – High School in
Ironwood, Michigan, doesn’t like to see special personnel
and programs for those interventions
stop after elementary school.
“Just because a student enters
middle school does not mean they
are automatically now at grade level,”
Kanipes said. “The interventions and
continual progress monitoring need
to continue.”
interested in trying what was working for Norrie, which
included using Accelerated Math, Accelerated Reader, STAR
Math, and STAR Reading.
“We saw their results and how they
were using AM as an intervention
tool for students below grade level,”
said Kevin Lyons, L.L. Wright’s math
coach and math teacher who has
helped lead the implementation of
Renaissance Learning programs at
the school. “We decided to try STAR
Math and AM in grades seven to nine
to see if they would provide effective
intervention and core class support,
as well as feedback in the form of
data.”
This was particularly important to
L.L. Wright, labeled as a Focus School
by the state for being among those
with the largest achievement gap
between its top 30 percent of students
Principal Michelle Kanipes and math coach and
and its bottom 30 percent, based
teacher Kevin Lyons now review school-wide data
An eye-opening start
on average scaled score on the state
regularly and systematically.
Prior to this implementation, L.L.
test. Interestingly, Norrie Elementary,
Wright did not have a unified way
which feeds into L. L. Wright, had shed
to
look
at
data
systematically,
relying mainly on state
its own former Focus School designation and jumped to
test
scores
and
a
combination
of formative, interim, and
the 72nd percentile in 2012–13, up from the 23rd percentile
summative
assessments.
So,
when
STAR Math assessments
in the previous year. Kanipes and her team were very
2 EXTRAORDINARYEDUCATORS
were first administered to all seventh-to-ninth-grade
students, it was “eye-opening” to discover that many
students were functioning below grade level—as many as
three to four years below, in some cases.
Accelerated Math practices, exercises, and online tests
to regular classroom instruction and review problems.
Lyons said students started with completing two or three
Accelerated Math practices per week and later shifted to
demonstrating mastery of objectives on Accelerated Math
practices and tests, the number of which is based on how
they scored on STAR Math in relation to their grade level.
Percentile Rank
That was an immediate kick-start to Accelerated Math
buy-in from teachers, and after seeing significant early
success with the program, it was expanded for daily use by
every student in grades seven through twelve. Although
“The idea that all students have to be doing the same thing
students initially questioned doing what they perceived
at the same time is not always true anymore,” Lyons said.
as “two math classes”—their regular math instruction plus
“STAR Math gives us a good feel for the different ability
Accelerated Math practices and objectives mastery—they
levels, and AM helps us differentiate our instruction and
are quickly realizing that this is a step toward better math
tailor activities to specific needs. AM also helps students
performance, and so are their parents. Lyons shares a
get good at math by practicing a lot of math, and this is
parent handout that bullets how Accelerated Math benefits
true no matter what level you are at.”
students whether
they are below, at or
That practice
near, or above grade
element means that
Math Growth Across the Grades
level.
students are never
70
“done” with their
work, another new
60
Honing a
expectation in L.L.
50
system of
Wright’s evolving
culture. Students
40
supports
now always have
Aware that its new
30
Accelerated Math to
data resources are a
work on or reading
20
step toward better
to complete, as
math instruction,
Accelerated Reader
10
the school has been
and STAR Reading
0
building data literacy
have also been
Class of 2020
Class of 2019
Class of 2018
Class of 2017
with review and
implemented to
Average Starting PR
Average PR after One Year
Average PR after 18+ Months
discussion at gradeassess student
and department-level
instructional reading
A staggered implementation of STAR Math and Accelerated Math across
meetings, crosslevels (IRLs) and
grades 6–10 at Luther L. Wright started in early 2013. Each cohort experienced
curricular activities,
improve core English
impressive growth in STAR Math percentile ranks after one year and sustained or
and professional
instruction in grades
even higher growth early in the following year.
development
seven and eight.
and professional
learning community
“The fact that we now
connections. Data is also shared with the school’s Student
notice very little idle time in the classroom is a very big
Success Team program, designed by volunteer staff to
deal in and of itself,” Lyons said. “I even had many students
reduce student school tardiness and absenteeism and to
who worked on AM online practices over the holiday break
encourage student engagement.
this year, and, recently, students have called me at home
on evenings and weekends to have me generate online
“Our STAR Math and Reading results are compared to
practices for them. We are slowly, but surely, changing the
Michigan Educational Assessment Program data and
culture here in Ironwood.”
classroom assessment data,” Kanipes said. “Staff have
cross-referenced the bottom 30 percent of each of these
Extending success beyond math
data pieces and have ongoing, fruitful discussions about
how we can use this data to improve classroom instruction
Megan Maki, who teaches English and writing at the
or introduce proper interventions.”
seventh, eighth, and tenth-grade levels, is seeing
noticeable change, too—with students carrying more
library books in the hallways and asking for longer reading
L.L. Wright’s evolving culture
time than the 10 minutes she allots during English 8 on
As a result, there are now many days where every student
Wednesdays and Fridays (with 20 minutes and a library
is doing something different in the classroom—from
visit on Mondays).
Continued on page 10
www.renaissance.com
3
One resourceful math teacher
quickly tackles low proficiency rates
Percent
Ever since Erica Hogan got a glimpse of students working
“Through this process, Miss Hogan was able to successfully
at their own pace through Accelerated Math as a student
intervene for students in need of additional support and
teacher years ago, she had longed to
provide enrichment to those who
use the program in her own thirdhad mastered the necessary gradeHogan’s Results in One Year
grade classroom. She got her chance
level skills,” Epperson said.
last fall when her school, Bartley
100
Elementary in Fulton, Missouri—
Results and confidence
already a user of Accelerated Reader
80
and STAR Reading—implemented
in the first year
AM and STAR Math to provide
In 2014, 86 percent of Hogan’s
60
individualized math practice and
students scored proficient or
concept reinforcement.
40
advanced on the MAP test, compared
to just 42 percent the year before.
Hogan took that opportunity and ran
20
At a third-grade level, 78 percent
with it, says Bartley Principal Connie
were proficient or advanced, fifty
2013
2014
Epperson. Intent on overcoming
0
percentile points higher than the
disappointment in her grade level’s
State Test Proficiency
previous year.
math achievement on the Missouri
Assessment Program (MAP) in 2013,
Hogan saw proficiency rates on the state test more
“For the first time ever, I felt
than double for her students after just one year of
Hogan challenged herself to make a
confident that I knew where every
using Accelerated Math and STAR Math.
difference in the level of instruction
student was and could easily project
she provided, using AM to identify
what each would get on the MAP test
areas of struggle and offer small-group
because of AM and STAR Math performance,” Hogan said.
instruction to build their understanding.
“I’d had open, one-on-one conversations all year with kids
on their percentage accuracy and overall percentage in
4 EXTRAORDINARYEDUCATORS
AM, as well as where they were scoring compared to state
standards. They know the reports as well as I do.”
More engaged time, more growth
Hogan’s experiences with AM inspired her active research
data analysis for her recent educational specialist degree
in curriculum leadership. She explored the correlation
between average engaged minutes with Accelerated Math
per week by class and class average percentile ranks as
measured by the STAR Math assessment.
“According to my findings, a class average of about 20
minutes a day with AM should put about 90 percent of
the class above the 50th percentile rank,” said Hogan,
whose own students had the highest average of student
engagement time with AM at 21 minutes daily. “It clearly
showed that adding this program and using it with fidelity
really can help.”
Epperson agrees, adding, “I truly believe math
improvements can primarily be attributed to our
introduction and use of Accelerated Math. No other
substantial changes can be attributed to our success from
last year.”
A data community culture
As a professional learning community (PLC) that relies
heavily on data to drive instruction, Bartley also looks
to STAR Reading and STAR Math to help gauge students’
proficiency levels and form intervention groups. In
biweekly grade-level data team meetings they identify
specific standards needing extra lessons. Epperson said
the varied and extensive reports through STAR are a bonus,
as they allow for a quick glance at student performance as
well as deeper interpretation of student results.
The PLC culture includes monthly professional
development days, where Hogan presented her research
findings on AM and tips based on her success to a school
that is still quite new to the program. One of those tips
was to pair up classes, which Hogan did with kindergarten
teachers last year. There was an initial concern that their
young students wouldn’t be able to use computers for AM.
“My students taught their students while I showed teachers
how to assign objectives and generate exercises and tests,”
Hogan said. “I’ve always had success with peer-to-peer
collaboration in my classroom.”
Teachers asking for help, helping
each other
Hogan says she is no AM expert, especially given that the
current online version is so different from the paper/pencil
version she used as a student teacher, but she loves to
“jump in” and isn’t afraid to ask for help—both from the
students who are learning with her, and from Renaissance
Learning’s Live Chat support. “I tell everyone here to use
Live Chat because it was my best friend starting out,”
Hogan said. “They were always so quick and helpful.”
But Hogan is also happy to be an ever-available resource.
She helps her colleagues understand and find the most
valuable reports and brainstorm ideas, such as how to
rotate students so everyone gets more time with AM. This
is especially important for classes that don’t yet have
the 1:1 technology available in grades three through
five—something that Hogan feels has been critical to her
students’ success. She also recommends teachers keep a
computer on hand during small-group AM work in order to
simultaneously move other students in the room forward
with new assignments and objectives.
Brainstorming and collaboration are central to Bartley’s
mission of “We are one,” and Hogan said this strong team
culture has really taken root to drive the school’s success.
“It’s like a speaker said at a recent conference: ‘Culture
trumps strategy,’” Hogan said. “We’re there! No matter
what challenges and opportunities come, we can take it on
and learn from each other.” 
#ATeacherLikeYou
Meet Darla Miller, an inspiring third-grade teacher
in Mississippi.
“I’ve read before that people
who can’t do, teach. It’s the
opposite. People who can do
and care enough, teach.
You teach because you care
enough to pass on something
to another generation.”
-Darla Miller
In March we debuted A Teacher Like You, a video—
and much more—to celebrate and remind us of
the emotional connection we all share around
learning. By putting a spotlight on positive and
powerful stories about the future of education,
we’re bringing educators together in one national
community that supports learning—exploring why
today is the greatest day to be a teacher.
Check out the video and share it with a teacher
who inspires you at ateacherlikeyou.com. And
stay posted on more to come by following on
Instagram: instagram.com/ateacherlikeyou and
#ateacherlikeyou.
www.renaissance.com
5
Rita Platt
A librarian—and
more—on her
teaching journey
and a few
‘radical’ ideas
Rita Platt has had some extreme teaching experiences.
She’s taught in isolated, off-road Eskimo villages on the
Bering Sea coast, inner-city schools in Las Vegas, and
small-town schools from Iowa to Wisconsin. Her students
have ranged from pre-kindergarten through graduate
levels, and she
has served as a
classroom teacher,
curriculum coach,
reading specialist,
and a professional
development
provider. Rita
is currently a
teaching librarian
at Saint Croix Falls
Elementary School
in Wisconsin. She
also teaches and
writes graduate
courses for the Professional Development Institute,
consults for school districts in reading and ESL teaching,
and writes for a variety of educational journals and
websites.
Spring and the approaching end of the school year can
be an exhausting time for teachers. It’s an ideal time to
draw inspiration from one of the many dedicated and
accomplished teachers we at Renaissance Learning
encounter daily in our work.
“Collaboration is key to meeting
students’ needs, moving forward as
professionals, and keeping sane!”
Reflecting on her years as an educator, she says without
hesitation, “My career has been amazing—I have loved
every minute of it. Education is my profession and my
hobby, and there is nothing I love better than surrounding
myself with teaching and learning.”
6 EXTRAORDINARYEDUCATORS
How have your wide
ranging experiences in
education shaped you
as a teacher and as a
person?
The breadth and depth
of my work in education
have helped me to love
Rita Platt
the profession and to feel
Teaching Librarian
confident as an advocate
Saint Croix Falls Elementary
for public education. As a
result of my experiences
I have a broad sense of
the issues and the interest
of the teachers and students I work with. I am extremely
grateful for each experience and strive to use them to help
me be a kinder and more helpful person.
You really got our attention when you wrote a bold and
rational defense of AR for WeTeachWeLearn.org. When
did you start writing for WTWL?
I have written for WTWL since 2012 when the founder,
teacher Chris Wondra, reached out and asked me to join
the team. I love sharing ideas that work as well as having
philosophical discussions about teaching and learning.
WTWL allows me to do both.
What does your online voice mean to you as a teacher
and professional?
One of the things I like to talk about in terms of the
Common Core State Standards is that they have the
potential to unite teachers and de-isolate them. We can
now have conversations and collaborative sessions around
lessons and units across space and time. I feel the same
way about internet-based publishing endeavors such as
WTWL—they allow teachers to connect. There is no way to
overstate how important this has been to me as a teacher
and a professional.
You’ve written about the importance of teachers using
their professional judgment. What are the factors that
have made this challenging for you in the past, and
how did you overcome them?
Rita’s approach to
reading
success
Saint Croix Falls Elementary is consistently ranked
as a top-achieving school despite being full Title
1, meaning that over 40 percent of its students are
from households suffering with issues of poverty.
The last three school report cards have ranked the
school as “exceeding expectations” in reading.
Rita credits their success, in part, to these three
aspects of their work with Renaissance programs.
In our profession there is a lot of outside noise. Politicians,
consultants, leaders, parents, students, and fellow
teachers—all are sharing their thoughts, interpretations,
and opinions. The arguments over educational reform
have always been loud. But, recently, the landscape has
become so politically and emotionally charged that it is
increasingly challenging to have a rational and honest
conversation, much less use policy as a leverage point
to effect meaningful change. That means that teachers
are often left without a voice and treated as if they are
somewhat less than intelligent professionals. I am lucky
to currently work in a district that values the voices,
knowledge, and experience of teachers.
Data literacy. “Our work with AR and STAR has
not only allowed us to use up-to-the-minute
results to guide instruction but has also helped
us become comfortable with analyzing data from
many other sources.”
How have people responded to you putting your ideas
and opinions out there?
Low-stakes progress monitoring. “Our students
understand the importance of doing their best on
tests. AR and STAR tests are quick
and low-stakes, but they help
students realize that doing their
best on all measures is important.
This is a life lesson to be sure.”
The response has been 100 percent positive. I am kind
and respectful in my work, and I think that helps when you
have what some view as radical ideas. Teachers like the
messages I send, in large part because they are focused on
practicality and treating each other as professionals.
Motivated readers. “Our
students are amazing readers!
All teachers work with AR to help
students read copious texts of
every genre. Having surveyed the
students, I know that most enjoy
AR and like to reach beyond typical goals.”
What is your take on the current climate of K12
education?
Despite the political challenges I’ve mentioned, in
general the day-to-day climate is still good. Students are
wonderful, teachers are still supportive of each other, and
families love their own community schools even when the
news reports otherwise. In Wisconsin, we have suffered a
bevy of devastating new laws that undermine teachers and
public education. But, by and large, teachers are positive
people by nature, and I believe that we will overcome.
One huge problem is the climate of toxic testing. I love
quick, computer-adaptive, local, low-stakes assessments
like STAR. But, the new, expensive, and time-intensive tests
are not helpful. Here is an interview I gave on the matter
(http://bit.ly/1bhTxKF).
Today there are so many extra demands on teachers
and other educators. How important is collaboration
now, and how do you find the time for it?
Collaboration is key to meeting students’ needs, moving
forward as professionals, and keeping sane! To find the
time, we have to use all of the tools available. I do a fair
share of collaborating through Web 2.0 technology such
as Google Docs, but my role as a librarian makes it very
Continued on page 8
www.renaissance.com
7
Rita Platt Q&A, continued from page 7
easy to collaborate face-to-face as well. I work with every
teacher on at least one team-taught writing project each
quarter. I don’t think I could be as effective without this
time to really get to know the teachers and to show them
that I am willing to go the extra mile to serve them and
their students. Any educator who works in a role outside of
the regular classroom as a teacher and/or leader must be
flexible, kind, and willing to start from a heart of service.
What role does technology play in your success?
We are a technology-rich school and the way we use STAR
and AR shows that. Students can take AR quizzes whenever
they want. They have computers and iPads in their
classrooms and are welcome at the library lab any time.
In my own life, I take online classes and MOOCS (massive
open online courses). I engage with the professional
community through blogs and Twitter. I collaborate and
get to know the community through Facebook. All are
integral to my professional success.
Frankly, the benefits of using technology so greatly
outweigh the challenges that it is almost not worth talking
about challenges. Additionally, in keeping with the idea
that FAIL means First Attempt In Learning, challenges are
good things. It means you’re seeing growth.
Students engaged, you shared!
Read the Most Coast to Coast has never been more fun
or inspiring than it was on Friday, February 27. Your
tweets to #RTM2015 connected us all in celebration.
Here are the highlights.
What is the best mistake you’ve ever made as an
educator?
I am positive to the hilt, and this makes it hard for me to
look at anything I’ve done as a mistake. People often tease
me about riding a unicorn while wearing rose-colored
glasses! That said, I never meant to be a librarian—that just
happened to be the job available when I moved here—but
I love it so much! The potential for system-wide impact is
tremendous as a librarian. I get to see almost every student
at least once a week and many every day! I can help set
the tone of the building. I get to collaborate with every
teacher daily and have the space and time to have a close
collaborative relationship with my wonderful principal as
well. I may have never intended to be a librarian, but it
turned out to be the perfect role for me!
What accomplishment are you most proud of?
I have earned National Board Certification and have
helped 12 fellow teachers become certified as well. I am
proud of that. But, even more, I am proud of the work I’ve
facilitated at St. Croix Falls Elementary School in regard to
ameliorating the reading program and using AR and STAR
to the fullest.
1 DRAMATIC
PRODUCTION
31
2,500
4,173,153
COSTUMES
4
BOOKS READ
Reading Bud,
Not Buddy
in AR 360
ANYWHERE
BUT AT A DESK
8 EXTRAORDINARYEDUCATORS
BLANKETS
133
MOBILE
DEVICES
15
“CELEBRITY”
GUEST READERS
FLASHLIGHTS
STUDENTS READING
48
34
PROUD
“SHOUT-OUTS”
3
DANCERS
105
CLASSROOMS
“ABSORBED”
IN READING
How have AR and STAR supported success at St. Croix
Falls Elementary?
The first time I used AR and STAR was at St. Croix Falls
Elementary where I was hired as a teaching librarian in
2009. In the five years I have been using these programs
I have found both to be invaluable for our work with
students in helping them learn to and love to read.
We are consistently ranked as a top-achieving school
despite the fact that we are full Title 1. The last three school
report cards have ranked us as “exceeding expectations” in
reading. I credit that, in part, to our work with Renaissance
programs.
What makes you an effective teacher?
In a nutshell it is five things:
• I wholeheartedly believe that human beings can and
want to learn.
• I know how to motivate and coach learners to meet
their goals and to enjoy school.
• I have made it my business to learn as much as I could
about best practices in running a classroom and
helping students make good choices.
• I read, learn, and ask for help. I know teaching is not a
do-it-yourself endeavor. I am willing to try new things
and, like I said, not afraid of failure.
• I love children. They delight me.
Who inspires you the most as an educator?
Richard Allington is my personal education hero. He talks a
lot about students needing a “steady diet of easy texts” to
become expert readers. His work on what he calls the Six Ts
of effective elementary literacy instruction has informed so
much of my own thinking and programmatic decisions. He
is smart, honest, and tells it like it is. I respect and admire
that.
My husband, John Wolfe, is another educator I am inspired
by. John works tirelessly to develop materials and methods
to help the teachers of ESL he serves as a district-level
administrator. I am inspired by his out-of-the-box thinking
and willingness to relentlessly read the research in his field
to try to make a difference.
It seems you could have excelled in a number of
different careers. Why did you choose teaching?
I have always loved everything associated with learning.
There was never any other possibility for me. I love being
immersed daily in personal growth, being surrounded by
aha moments, being inspired to try new things, and feeling
on the edge of breakthroughs in thought. I love watching
the pride associated with working hard and “getting it.”
That’s what teaching is. To teach is to revel in human
potential for more than eight hours a day! If I had it to do
over again, I would do it exactly the same way. 
The end of the school year is a great time to explore
your Accelerated Reader 360 opt in and start
planning for next year’s success with nonfiction and
close reading skills. We’ve pulled together some
quick and digestible resources to help you take your
first steps with AR 360.
Getting Started Flyer
This brief illustrated document
offers teachers, librarians, and
principals ways to get started
with AR 360 in three easy steps.
It includes ideas, software tips,
and resource links. Check it out at
http://bit.ly/AR360Flyer.
Webinar Series: Unlocking the Power of
Accelerated Reader 360
In March we hosted a series of 30-minute webinars
to help educators become familiar with key AR
360 features and give them an opportunity to ask
questions. If you missed any of these great sessions,
you’re in luck. More information and recordings can
be found at http://bit.ly/AR360Wbnr.
• Getting College and Career
Ready with AR 360
• Engaging with Reluctant
Readers with AR 360
• What Is Close Reading and
How Do I Get My Students
Doing it?
• Reading Across the Curriculum at Your
Fingertips
Blogs on WeAreTeachers.com
You may be familiar with the great work
WeAreTeachers does to support teachers in the
classroom and beyond. The site is rich with ideas,
inspiration, and information teachers can really
use. If you missed the Close Reading Nonfiction
Blog Series we sponsored, check it out at
http://bit.ly/AR360Blogs.
www.renaissance.com
9
Luther L. Wright High School, continued from page 3
“I’ve emphasized to students that the only way they can
increase their STAR reading score is to read—scores will
not magically increase,” said Maki, who tells them what
the literature says about the power of reading 20 minutes
per day to boost IRL and makes a priority of goal setting to
increase STAR scores. “They are focused on getting those
20 minutes in, and I’ve gotten notes from other teachers
that after a test, students are reading while they wait for
others to finish.”
Last year, Maki saw significant
growth in STAR Reading scaled
scores for individual students by
year-end. This year, the average IRL
for her first-hour English 8 students
rose from 8.6 in September to 9.8 in
January. She shares progress with
students immediately between
STAR tests and celebrates their
successes.
“We are slowly but surely
changing the culture here
in Ironwood.”
Building on the
investment with
support from the top
Kevin Lyons
Math Coach and Teacher
Luther L. Wright High School
Book selection is also critical to boost these students’
motivation and to remove the perception of reading as just
an assignment to test on, Maki said, and L.L. Wright buys
books that students request on wish lists. Kanipes says
the school—along with the Board of Education—has been
100-percent behind the monetary investment in AR, AM,
and STAR programs, further bolstered by the gains they are
seeing via the data.
There are plans to make Accelerated Reader a consistent
part of every school day, like Accelerated Math, and to roll
out the program to grades nine and ten and support
interventions with STAR Reading even through higher
“I have many upper-level
juniors who are doing as
much Accelerated Math right now as they possibly can
because they know it will help them on the ACT test, and
that is very important to them,” Lyons said.
L.L. Wright is further using Accelerated Math libraries
with pre-calculus, AP calculus, and physics students to
reinforce their knowledge and help trigger what they may
have forgotten, which they will need again in college. The
school’s chemistry teacher is also working with Lyons to
incorporate Accelerated Math into her curriculum. The
program is even being considered for a summer math
program to minimize or eliminate the “summer slide”
that has been shown to cause loss of up to two months
of math skills. 
We’ve seen it coming for a while, and the time is finally here:
All future Extraordinary Educators success stories will be digital only.
Print readers, to join our over 65,000 digital subscribers and draw
inspiration from like-minded educators, send an email—even a blank one—
to [email protected]. We have plans for ever-more timely
and relevant articles and more tips and resources too.
Join us as we move forward
in this brave digital world!
10 EXTRAORDINARYEDUCATORS
grades. Accelerated Reader
and Accelerated Math are
not at L.L. Wright solely for
remediation, but also for
continued challenge and
college preparation.
In my classroom
Learners not labels: Overcoming
obstacles and celebrating success
Dr. Michelle Kilgore
Special Education Teacher
North Dodge Elementary School
Eastman, Georgia
When it comes to helping students
achieve, the heart of a good
teacher considers present levels
of performance as well as relevant
strategies to engage students
throughout the course of a single school term. Meanwhile,
the dedicated special education teacher looks beyond
where the students are and looks forward to celebrating
who those students will become. In either scenario, among
the core ideals set forth in the classroom is that we expect
achievement. Although performance levels for students
with special needs may present significantly below grade
placements, high but reasonable expectations are essential
to maximizing success for these students.
That said, it is often difficult to determine how “high”
yet “reasonable” expectations should be defined and
implemented within classrooms of great diversity.
Renaissance, however, makes the challenge much
easier by allowing for differentiated and individualized
planning that does not (in any manner) divide students
with disabilities from the general population. It has been
my experience that devising an individualized plan with
students serves very beneficial and affords students
ownership over their own achievements. Instruction,
time, support, and frequent monitoring are also essential
elements required to foster student growth and build
lifelong capacities to love learning.
Evidence of culminating successes
within my reading resource
classroom includes observable
improvements in self-esteem,
significant decreases in number
and intensity of disciplinary
infractions, increase of students
with special needs meeting and/
or exceeding reading standards
on state-mandated assessments (90 percent in spring
2014), 100 percent successful return of students with
disabilities to mainstreamed science/social studies classes
with minimal supports (2014–present), evidence of student
growth (grades 3–5) as measured by the STAR Growth
Summary Report, which in May 2014 showed an average
+87 in Scaled Score (SS), + 2.4 in Grade Equivalent (GE);
and +8 in Percentile Rank (PR). I attribute much of this
success to STAR Reading and Accelerated Reader.
In my classroom, the STAR Reading assessment provides
a baseline to determine a student’s academic program,
while Accelerated Reader provides the all-important
practice at the right level of difficulty. Data from both
programs allow for the monitoring and flexibility necessary
to adjust planning to meet the individualized needs of all
students, which is particularly critical to delivering reading
instruction to 28 students, each with varying specialized
eligibilities (grades 3–5) within a resource setting.
To overcome challenges, I apply meticulous routines to
classroom practice. Here’s my system in a snapshot:
• Develop schedules that allow for adequate reading
practice, enrichment, and remediation.
• Embed exposure to literature, components of text,
and application of relevant reading strategies into
daily activity.
• Employ frequent progress monitoring (STAR
Reading, Accelerated Reader, and observations) to
maximize student potential without instructional
delay.
• Consistently examine data to guide goal setting for
each student’s Individualized Educational Plan (IEP).
• Allot one-on-one time for each student through a
team approach (paraprofessional, parent volunteer,
buddy reader, community volunteer, or myself).
I feel that this combination of
classroom structure, proper
implementation of Renaissance
programming, and my unyielding
passion for enhancing the
learning environment to benefit
students has empowered my
students to overcome challenges
and allowed them to celebrate success. It has also helped
them believe in themselves, which will continue to drive
their success into the future. 
“They succeed, because
they think they can.”
www.renaissance.com 11
EXTRAORDINARYEDUCATORS
Celebrating America’s Outstanding Teachers
Renaissance Learning™
2911 Peach Street
Wisconsin Rapids, WI 54494
TOLL FREE: (800) 338-4204
Toll-free Fax: (877) 280-7642
Web: www.renaissance.com
Email: [email protected]
All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Math, AR, Accelerated
Reader, Accelerated Reader 360, AR 360, MathFacts in a Flash, STAR, STAR Reading, STAR Math, STAR Early Literacy, Renaissance Home Connect,
Renaissance Learning, Renaissance Responders, and Subtext, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law,
or pending registration in the United States and other countries.
iPad® is a trademark of Apple Inc., registered in the U.S. and other countries.
Extraordinary Educators Newsletter is published by Renaissance Learning.
Copyright © 2015 Renaissance Learning, Inc.
L2923.0415.RN.63M
R58205
May 2015 • VOLUME 9, NUMBER 4
EXTRAORDINARY
EDUCATORS
High school
replicates
success seen in
lower grades
Celebrating America’s Outstanding Teachers
Kevin Lyons
Math Coach and Teacher
Luther L. Wright High School
Ironwood, Michigan