Project M.O.R.E.

1
(No Transcript)
2

• Mentoring in Ohio
• for Reading Excellence

Peggy Butler, MA, CCC-SLP
3
(No Transcript)
4
Overview

• a volunteer 11 reading mentoring project
  designed for students with disabilities
• adheres to the National Reading Panels criteria
• affordable and replicable
• demonstrates statistically significant reading
  results

5
(No Transcript)
6
Statisically speaking

• Independent Evaluation conducted from 2001-to
  present by Center for Evaluation Services at
  Bowling Green State University
• Consistent Causal Comparative Results at the
  Statistically Significant Level (.05) over six
  years.
• Evaluation Results to be published in Education
  and Training in Developmental Disabilities
  (December, 2007) to qualify as Scientifically-Base
  d Research.

7
(No Transcript)
8
Overall Project MORE Results and New Directions

• Over the 6 year period, the evaluation has
  established Project MORE students have
  significant reading gains that many times are
  month-for-month.
• Overall, Project MORE students outperformed the
  control students in the numerous comparisons on
  both informal and standardized assessments. Over
  the course of five years, there were no analyses
  in which the control group outperformed Project
  MORE students at a statistically significant
  level.

• Project MORE Evaluation to be published in
  Education and Training in Developmental
  Disabilities (December, 2007)
• CES will complete a full-year Regression
  Discontinuity Evaluation
• Piloting an Implementation Integrity Checklist
  for Reading-tutors program in 2007-2008
• 2006-2007 Project MORE Evaluation Results
  available November 2007.

9
(No Transcript)
10
Our Students

• 15 Lakeview Elementary
• 3rd, and 4th grade
• Cross-categorical
• Levels A-K

11
(No Transcript)
12
Coventrys reading tutors

• Volunteer reading mentors
• University of Akron Service Learning
• Coventry High School Community Service class
• Community based volunteers

13
Why should Coventry have a P.M. ?

• Response to Intervention (RTI) models
• Ideal Tier II, III interventions
• Uses data-based tools for SLD identification, MFE
  and IEP processes
• Cost effective lots of bang for the buck
• Community/School interaction
• Helps teachers
• Q A