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