1. 1 Project MORE 2007-2008 Report for Your School Insert Picture here by Going to Insert then Picture then choose a picture that you have placed on your Hard Drive

2. 2 History of Project MORE Project MORE has been funded for nine years by the Ohio General Assembly and the Ohio Department of Education. Project MORE partners with over 120 schools in Ohio offering a variety of models to serve children with disabilities and Title 1 students using structured reading mentoring programs. The history of this special education enhancement line item dates to Governor Taft’s OhioReads Initiative in 1999. When key legislators became aware that children with special needs were not likely to be served with OhioReads funds, they enacted this special line item to provide funds and to determine the value of structured reading mentoring programs for children with disabilities. A Special Education Initiative unfolded in 12 schools in Northwest Ohio during Spring 2000. This initiative became a structured reading mentoring pilot research project for children with special needs. This was a collaborative effort between Educational Service Centers’ Superintendents and a statewide parent advocacy organization, Ohio Coalition for the Education of Children with Disabilities.

3. 3 The Reading-tutors Program The Reading-tutors program provides instructional resources that have been developed in accordance with research-based best practices for use in one-on-one mentoring sessions. Specifically, Reading-tutors allow mentors to use developmentally appropriate resources for instruction and provide opportunities for repeated reading– an effective strategy recognized by research. The Reading-tutors program provides lessons and materials, as well assessments, covering alphabet, phonological awareness, phonics, high-frequency words, fluency and comprehension. The assessment tools are patterned after DIBELS and other commonly used reading inventory assessments. The 460+ mentor packets in the Reading-tutors program are organized into six categories covering key areas of literacy development cited by the National Reading Panel. They include: Alphabet recognition, Phonological awareness, Phonics, High-frequency word recognition, Fluency, and Reading Comprehension. Each Reading-tutors packet lesson describes the activities the volunteer mentor uses to build literacy in the various key literacy categories. The activities and resources are designed to align with and support typical classroom instruction. For more information on Reading-Tutors you can access the website at: www.reading-tutors.com

4. 4 Research-Based Mentoring Components The following components of Project MORE have been validated by empirical research:  Comprehensive design focusing on oral language skills, phonemic sound-symbol relationship, structural analysis, morphemic awareness, vocabulary building, and reading fluency  Development of knowledge and skills to build on previous knowledge  Diagnostic assessment to determine the needs of individual students  Prescriptive remediation to provide appropriate instruction and instructional materials  Strong professional management and oversight of one-to-one instruction by a trained certified teacher  High Time on-task  Structured academic mentoring

5. 5 Project MORE at Your School History of Project MORE at Your School  We began our partnership with Project MORE in School Year you started your program.  Your Program Coordinator has been the Project Coordinator # years.  In the past # years, we have served over # Your School Name students with Project MORE.  # or % of the students we served were on an IEP over the past # years. Insert Picture here by Going to Insert then Picture then choose a picture that you have placed on your Hard Drive

6. 6 Our Project MORE Students 2007-2008 Project MORE at Your School  We have served # Your School students this year.  # (#%) are on active IEPs  # (# %) are students with Specific Learning Disabilities, # (# %) are students with Cognitive Disabilities, # (# %) are students with Emotional Disturbance, # (# %) are students with Mutliple Disabilites, # (# %) have Speech and Language Impairment, # (# %) are students with Other Health Impairment, and # (# %) has Orthopedic Impairment.  # (# %) are # graders, # (# %) are # graders, # (# %) are # graders  # (# %) Boys, # (# %) Girls  # (# %) are Caucasian, # (# %) are African-American, # (# %) are Hispanic, # (# %) are Asian-American, # (# %) are Native American, and # (# %) are Bi-racial Insert Picture here by Going to Insert then Picture then choose a picture that you have placed on your Hard Drive

7. 7 Our Project MORE Mentors  We created a partnership with any agency, University, school, you have partnered with to get mentors.  We also utilized other sources or recruitment ways that you received mentors as mentors.  We have over # mentors that have provided reading tutoring for approximately # minutes for # days a week.  These mentors have provided over # volunteer hours in structured reading mentoring for students with disabilities. Insert Picture here by Going to Insert then Picture then choose a picture that you have placed on your Hard Drive

8. 8 Reading Assessment DIBELS Oral Reading Fluency (DORF) is a standardized, individually administered test of accuracy and fluency with connected text. The passages are calibrated for the goal level of reading for each grade level. Student performance is measured by having students read a passage aloud for one minute. Words omitted, substituted, and hesitations of more than three seconds are scored as errors. Words self-corrected within three seconds are scored as accurate. The number of correct words per minute from the passage is the oral reading fluency rate. This reading assessment was utilized at each benchmark period (Fall, Winter, Spring) as well as to progress monitor students reading gains on a weekly basis.

9. 9 DIBELS Oral Reading Fluency Results for Project MORE students You can click on the graph to change the data and the categories

10. 10 Achievement and AYP Results for Project MORE students Number and Percentage of Project MORE Students who Passed 3rd Grade Reading Achievement Test Number and Percentage of Project MORE Students who met AYP Students w/ Disab Status Students w/ Disab Status Students w/ Disab Status Students w/ Disab Status Students w/ Disab Status Students w/ Disab Status Students w/ Disab Status #/# (#%) #/# (#%) #/# (#%) #/# (#%) #/# (#%) #/# (#%) #/# (#%)

11. 11 Project MORE Quote-of-the- Month at ______Elementary Students:”Quote” Mentors:”Quote” Parents: ”Quote” Teachers:”Quote”