using project more as a high school service learning course ginger hunt, carrie bolander, michelle...

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Using Project MORE as a High School Service Learning Course

Ginger Hunt, Carrie Bolander, Michelle Dunberger, Eagle Academy

Agenda

• Eagle’s Project MORE story• Pros and cons of using

middle/high school mentors• Administrative considerations• Syllabus and grades• Successes at Eagle• Challenges at Eagle

Project MORE at Eagle Academy

• Charter school in East Toledo, established 2001; school-wide Title 1

• Two campuses, 450 students in grades K-10• 120 K-5 students identified as “not on track”

in reading this year• Project MORE is our primary Tier 3 program

Project MORE at Eagle Academy

• First year: 2010-2011• One campus, K-8• 12 mentees in K-4• 24 mentors in grades 6-8• Two staff members, two half-hour slots, 6

mentor/mentee pairs per slot• Middle school students mentored 2x per week • Most mentors were IEP students

Project MORE at Eagle Academy

• Second year: 2011-2012• Two campuses, K-5 and 6-9 • Transportation needed• 15 students in K-4 • 30 mentors from grades 6-9• One staff member, one 50 min slot at end of the

day. Middle school students mentored 2x per week.• Some mentors with IEPs; additional students

volunteered.

Project MORE at Eagle Academy

• Third year: 2012-2013• Service Learning Course • 30 students in K-5• 30 mentors from grades 8-10• Six staff members on Title 1 Team• Mentors work every day; course is an “elective”,

so students do not miss any other classes.• Some mentors with IEPs; additional students

selected based on leadership qualities.

Middle/High School Mentors: Pros

• Students learn leadership skills and develop responsibility.

• Students can be positive role models for younger students.

• Mentors with IEP’s get additional reading practice and become more confident readers themselves.

Middle/High School Mentors: Cons

• A different set of behaviors to deal with!

• Need coaching and supervision. They are students, not adults!

• Occasionally need to remove a student from mentoring and train a replacement.

Administrative Considerations

• Coordination with a Middle/High School; cooperative principals and teachers

• Transportation• Teacher of Record• May need board approval

Administrative Considerations

• Scheduling• Space

Administrative Considerations

• Enrollment: elective vs. selected• Development of syllabus and how

students will be graded• Materials management and training

Syllabus and Grades• What are your objectives

for the course?• What are your expectations

for your mentors?• What assignments will they

complete?• How will grades be earned

and communicated between schools?

Eagle Successes

• Kindergarten:– 12 students– 3 reached benchmark before end of year

Eagle Successes

MK S J D T L0

5

10

15

20

25

30

35

Kindergarten Letter Naming

SeptMay

Eagle Successes

• Grades 1 and 2– 14 students– Two met benchmark before end of year

Eagle Successes

J L0

10

20

30

40

50

60

First Grade RCBM

SeptMay

Eagle Successes

DC AG T EM JH C JC DH AS EW N0

10

20

30

40

50

60

2nd Grade RCBM

SeptMay

Eagle Successes

• Grades 3-5– 9 students– 1 met benchmark before end of year

Eagle Successes

J C E0

2

4

6

8

10

12

14

16

18

3rd Grade RCBM

SeptMay

Eagle Successes

A J M D0

10

20

30

40

50

60

70

80

90

100

4th/5th Grade RCBM

SeptMay

Eagle Challenges

• Measuring mentors’ reading growth.• Ensuring that the mentee’s reading level does

not exceed the mentor’s reading level!• Scheduling.• Dealing with inappropriate behavior and related

mentor turnover.• Helping elementary staff understand and

support secondary students’ developmental needs and characteristics.

Questions?

Contact Information

Ginger Hunt, Title 1 Teacherginger.hunt@leonagroup.com

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