project more
Post on 24-Feb-2016
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Project MOREProject Mentoring in Ohio for
Reading Excellence
What is Project MORE?
• Scientifically research-based reading intervention program
• Designed for students with disabilities
• Volunteer mentors
Reading Tutors Resources• Focuses on skills identified by the
National Reading Panel • Provides repeated practice of
developmentally appropriate materials• Provides instruction: Alphabet
Awareness, Phonological Awareness, Phonics, High Frequency Words, Fluency, and Comprehension
• Reading materials are leveled
Lesson Design• One-on-one • Teacher selects level and prepares
notebook• Mentors follow lesson plans• Lesson plans include: activities for
before, during, and after reading• Research based • Includes guidelines for time• Suggestions for follow-up and
extension• Criteria for success
Lesson Design
• Cold-Warm-Hot Read–Students are timed for 1 minute
• Cold - first reading• Warm - student practices with
the mentor• Hot - more practice and reading
aloud just prior to timing –Students chart progress
Fluency Chart
020406080
100120140160180
Buildin
g
Buildin
gBird
sHipp
osHipp
os
Familie
sGoo
seGoo
se
Animals
Let's M
ake
Let's M
ake Fire
Geese
Geese Building Birds Hippos Families Glooskap Animals Make Fire Geese
Start at Level I - Current Level K
Year 1 Results• 16 students on IEPs with a reading
goal in grades 2 through 4– 3 to 4 times per week
• Additional 15 students in grades 2 through 5– 1 to 4 times per week
• Approximately 65 high school students participated
Year 1 ResultsGRADE NUMBER OF
STUDENTSOAT 2009 RESULTS
2 1 NA3 8 13% Limited
25% Basic25% Proficient38 % Accelerated 0% Advanced
Year 1 ResultsGRADE NUMBER OF
STUDENTSOAT 2009 RESULTS
4 11 0% Limited 0% Basic36% Proficient55% Accelerated 9% Advanced
Year 1 ResultsGRADE NUMBER OF
STUDENTSOAT 2009 RESULTS
5 10 10% Limited40% Basic40% Proficient10% Accelerated 0% Advanced
Year 1 ResultsGRADE NUMBER OF
STUDENTSDIBELS ORF
2 1 38 words / min.gain
3 8 2 - 140 words / min.gain
4 11 10 - 63 words / min.gain
5 10 5 - 42 words / min.gain
Year 1 Results
• 4th grade most consistent schedule• 5th grade seen 2 times or less per
week
Year 1 Results• Teachers Report
– Improved grades–Gains in reading levels–Positive change in attitude toward
reading– Improved confidence–Willingness to practice reading
Year 1 Results• Elementary students report
– I like reading more often.– I like doing the hot read because we get stickers for
reading words correctly. Then we get candy for filling up our chart.
– Practicing reading helps you become a better reader.– I like the quick check. If I get the questions all right I
feel good because I know the story very well.– I like to be around my high school reader because they
are nice and helpful. They like reading with us.
Year 1 Results• High school mentors report
– I like to read myself and like helping the little kids learn to read.
– They like us coming to help them.– Knowing they are getting something
out of it.– I like seeing their progress.– It is rewarding for me to watch them
learn.– It makes me feel good to help them.
Year 1 Results• Parents report
–Positive high school role models–Helped motivate elementary students– Improved reading - “My son read his
birthday cards out loud to the family during his party.”
– Improved reading– Improved attitude
Current Implementation• All teachers reading teachers K - 5 have a
subscription• All special education teachers have a
subscription• Kindergarten teachers are sending
packets home with students• First grade teachers are notifying parents
and sending packets
Current Implementation• Teachers using resources for
intervention and differentiation• High school using Cold-Warm-
Hot reading
Current Implementation• Second grade - 9 IEP students• Third grade - 11 IEP students• Fourth grade - 6 students• Fifth grade - 6 students• Approximately 41 active high school
volunteers
Recommendations
• Service Learning high school credit– 3 or 4 times per week for 1/2 credit– 5 times per week for 1 credit
Recommendations
• Meeting with board of education• Prepared information for board• Identified high school teacher of
record• Course of Studies description• Letters for permission to participate
High School Implementation Student Attitudes:• At first, students were not excited at all
about reading these fluency passages. I implemented an incentive system and continually praised them for their increases in fluency, which gradually raised their confidence.
High School Implementation Student Attitudes:• Their attitudes changed from not wanting to read the
passages during intervention to wanting to be the first one out of their group to read during their class period. I attribute this attitude change to their increased self-confidence and just a small portion to the incentive system implemented (given a piece of candy if they had less decoding errors from the previous day or more words read during the one minute time frame).
High School Implementation Self Confidence:• In a matter of the first few weeks I have seen
students’ self-confidence rise tremendously. Seeing from where they began reading and how they progress from week to week, it has been instant feedback for them. They are more comfortable reading in front of me and while other students are in their intervention period with them.
High School Implementation Self Confidence:• Even though others are engaged in their own work
during this period, some students were self-conscious at the beginning of reading slower while others were in the classroom. Now, students are asking me at the beginning of the period, “Are we doing minute reads today?”
High School Implementation Impact on comprehension: • This reading fluency system has helped student
comprehension throughout all of their classes. Not only have their comprehension scores risen in English class with regards to stories they are reading, but other core classes as well, such as history. I think this is because they are reading faster, but more importantly, they are more confident in what they are reading.
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