Introduction to Project MORE:Mentoring in Ohio for Reading Excellence

Teresa WoodinCoordinator of Special Services

Fall, 2010

Agenda

Introduction to Project MORE

Introduction Video and Facts about the Program

How does it work at our elementary?

Adventures of Piloting a New Program

Question and Answer Period

Overview

MORE: Mentoring in Ohio for Reading Excellence

A supplementary, 1:1 reading mentoring project designed for students with disabilities and volunteers

Adheres to the National Reading Panel’s criteria and the Five Big Ideas

It has EARS. Effective, Affordable, Replicable, & Sustainable—No Whipping into a Frenzy & then Leaving.

Researched with statistically significant reading results (High Tier Publication & Follow-Ups)

Watch Video

Ten Reasons for Choosing Project MORE

1. At last, children with disabilities learn to read• Intensive, Systematic• Guided, Scaffolded, Assessed

• Project MORE is an evidence-based reading intervention• It Encourages high expectations for all students• It Provides 1:1 instruction at individual student’s reading

level • Offers at least 30 minute sessions four times per week

for 128 sessions during the school year• Significantly improves reading levels of diverse

elementary learners• It Reinforces home/school connection• Requires minimal local school funds: cost effective• Strengthens community awareness and relations• Works for individual classrooms, summer intervention

programs, or building-wide applications.

“Over the past six years, evaluation results have shown

that students with specific learning disabilities (SLD) have made month for month reading

gains for each month of structured reading intervention.”

__________________

Rich Wilson, Ph.D.Co-Director CES, BGSU

Success at Leipsic

100% Passage 3rd Grade Reading Achievement

142 Mentors - 3,548 Hours

Title 1 Reading Specialist - 90 Students (40+ Children with Disabilities)

100% of 4th & 6th Grade Students with Disabilities Passed Reading Proficiency

“Academic Watch” to “Excellent” in Two Years and in 2009-10 “Excellent with Distinction”

“The program is a lot of work, but it is the best investment I

have ever made for my students. The gains my

students with disabilities have made with one-on-one tutoring

have been amazing!”

_____________________

Lori FischerIntervention Specialist

Kalida Elementary

Project MORE BGSU Reading Fluency Gains over 6-month period

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Grade and Disability or Title Status

pretest 44 27 43 63 16 33 4 31 66

posttest 72 63 70 83 45 59 27 71 90

overall 2sld 3sld 4sld 2cd 3cd 1title 2title 3title

How Does it Work at our Elementary?

• Students are assessed and linked to instructional reading material based upon the CURRENT reading level of the child• Mentors are recruited and trained.• Students and mentors meet 1:1 four days per week. A student may have as many as four different mentors in the course of a week.

Each mentoring session should last about 30 minutes

The mentor/s complete “scripted” activities with the child

Reading-Tutors.com

Putnam County Author Former Teacher, School Psychologist

Accessible, Sustainable, Reliable Curriculum

Based Upon the Five Big Ideas and NRP Research Phonemic Awareness Phonics Vocabulary Fluency Comprehension

Sample Book –Level Beginning of 2nd Grade

Sample Book--Continued

Project MORE Fluency Requirements Research shows repeated reading of familiar passages, along with timing and plotting reading rate on a graph to show students their progress, leads to improved fluency.

1. Each time a student is given a new leveled reader F and above (reading level 1.5 and above) the mentor will time, for 1 minute, the student doing a “cold” reading of the leveled reader fluency passage.

2. The student will bar graph the correct words per minute of the cold read.

3. The student will practice the fluency passage, doing repeated readings to increase the student’s fluency.

4. The student will do a hot read(s) and graph the correct words per minute.

5. The student will repeat steps 1-4 with each new leveled reader.

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eProject M O RE R eading Fluency

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T he Fo o d W eE at– Le ve l G

P lac es P e op leL iv e– Le ve l G

A nim a ls A n im a lsL ev e l H

S m a lle r &S m a lle rL ev e l H

I’d L ike to B eL ev e l H

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Adventures of a Pilot Program!

“America Reads” Tutors

Challenges of Meeting All the Requested Tutor Slots

Communication between all parties involved

The overwhelming of preparing all the materials—thanks to Sandy Greenberg and Marilyn Kopp for hours of dedication to accomplish this task.

We WELCOME any feedback (concerns or suggestions) as we work to improve the program

The ULTIMATE GOAL—to help children progress and become proficient readers at their grade level

Question and Answer Period

Michael, could make this page like the one page that you do that has words all over it in no particular shape that represents questions and answers?????

Thank you so much for your help!

Thank You???? Any ideas?????