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Slide 1
Making Project MORE Work for Students with Low Incidence
Disabilities
Slide 2
We are Carroll County Board of DD We serve 31 school age
students and 48 Preschool Students More than 50% of our students
qualify for free or reduced lunch
What Our Students Are Working On 4 of them are working on the
Alphabet 1 of them is working on Comprehension 4 of them are
working on Phonics Age of our Students involved in Project MORE are
Ages 9 through 17
Slide 5
We have students with multiple disabilities in our program such
as: Down Syndrome Autism Cognitive Disabilities Cerebral Palsy
Other health impaired: Seizures Fragile X Shaken Baby Syndrome
Slide 6
Some of our students have difficulty with: Social Interaction
Communication Sensory Integration Comprehension Cognitive- Literal
thinking, attention and memory problems, learning disabilities
Slide 7
Project MORE is Great for our Students because: It is set up
for students of all reading levels Easy to read lessons The
students receive one on one attention The students are proud of
their progress
Slide 8
Slide 9
2011-2012 School year we had 6 students involved in Project
MORE 2012-2013 School year we have 9 students in Project MORE In
the 2013-2014 school year we hope to have 12 students involved in
Project MORE
Slide 10
Accommodations offer alternative ways for students to acquire
information or share what they have learned with you.
Accommodations do not lower the difficulty level nor expectations
for the student's achievement, although there may be changes in
teaching materials used, or even in the instructional environment.
Educators often make accommodations for individual students
informally as they teach and we need to in-service our mentors that
straying from the script is not a bad thing. MORE can mean other
things such as learning social skills, proper boundaries, attention
to task and new knowledge about other subjects. Dont be afraid to
change based on your students needs!
Slide 11
Individualized Intervention: Is defined as specific services,
activities or products developed and implemented to change or
improve individuals Risk Attitudes Behavior Awareness
Slide 12
Academic Intervention Is important supplemental instruction
provided to students who struggle in certain areas. Using ideas
that make learning fun is key to turning around academic attitude
and aptitude. Behavior Intervention Students with behavioral issues
that are not appropriately dealt with are not getting their
specific needs met. Therefore, the longer a behavioral problem
exists, the more the student may become disengaged from the
learning process as a whole. Furthermore, students with behavioral
issues can have a negative influence on the learning environment
for an entire classroom, thereby negatively affecting the academic
performance of their classmates.
Slide 13
Slide 14
Mentors High School Students We have contacted our local High
school guidance Counselor to recommend student's Staff Some
students will work better for certain staff Project MORE is a great
way to get our administration in the school to get to know our
students Community Based Our program pays for finger printing for
our community volunteers We do have a high turn over rate year to
year due to graduation and employment of our volunteers.
Slide 15
Mentor Video
Slide 16
Number One thing to remember Not all students learn the
same!
Slide 17
We monitor our students progress with www.easycbm.com
Slide 18
Picking a mentor for your students
Slide 19
Factors To consider: Factors to Consider: * Some Students dont
do well with change. Try to get the same mentor to work with the
same student daily or limit it to only 2 mentors with that child. *
Students with behavior problems sometimes will not work well with
people they do not know. With these students it may be better to
let them work with classroom staff they are already use too.
Slide 20
* Also look at the time mentors are available to come. Some
students may work better first thing in the morning, after lunch or
even toward the end of the day. Put them with a mentor who is
available during a good time for the student. * Look at the
personality of the students. If you have a shy student it may be
better to put them with someone with a big personality to help
bring them out of their shell.
Slide 21
Each student is different. Some students may take more or less
time to finish a lesson
Slide 22
Slide 23
* In a normal Project MORE lesson it allows 4 days. At our
school we allow 5 days per lesson and if needed we allow more. Some
students may only take 2 days and some students may take 10 days.
As project coordinator I go through each lesson and highlight Day 1
in blue highlighter and then Day 2 in yellow and so on. Some of the
lessons may take them 2 days to get through part 1, and so on, so I
think about each child when setting up the lessons.
Slide 24
Lesson Plan High Lighted Weekly Plan Highlighted to follow
along with lesson plan
Slide 25
Every morning before school starts I quickly go through to see
what each student accomplished the day before. If the student was
unable to get all the activities done, I put a posted note on the
outside of their binder saying what needs done that day. It is very
important to let your mentors know that if the student is unable to
get all the activities done in the amount of time, thats ok! Just
write in the lesson plans what did not get done, so I know to let
the mentor know the next day.
Slide 26
Each student has a different attention span than their fellow
students. I tell my mentors to try to get the students to work for
30 minutes. If they cant, its ok. Some may only be able to do 20
minutes. We dont want to force them to work the whole 30 min if
they are unable to. This may cause behaviors which we do not want
to happen. If your student isn't able to work for longer than 10 to
15 minutes break it up into 2 sessions one in the morning and one
in the afternoon.
Slide 27
Mentors daily grab the binder of the child they will be working
with that day. On the outside is a posted note of what needs to be
worked on that day. Before each session the mentor takes time to
review the binder so they are confident in what they are doing
before they go get their student.
Slide 28
Location: Each student is different in where is best to do
Project MORE based on behavior, attention and support needed. Some
work best in their classroom where their teacher is available to
help keep them on task. In our office there are 3 rooms available
for students to to use with the door open, so if mentors need help
they can ask for it at anytime. When it gets to be nice out, our
mentors also sometimes get to sit at the picnic tables outside.
This is a nice treat for the students, and they enjoy this very
much.
Slide 29
*Make sure your teachers tell you if your student is having an
off day. Sometimes your students may need a break. If they are not
having a good day maybe wait till later on in the day to do Project
MORE or just cancel theirs that day.
Slide 30
On fun days we tend to cancel Project MORE because the student
will not be concentrating on their reading because they are just
going to be wondering what everyone else is doing. Or it may cause
a behavior because they are mad they have to read while everyone
else is doing the activity. Sometimes on Fun Days instead on
canceling the mentors, I let them participate in the activity with
the students.
Slide 31
It is a mystery why adults expect perfection from children. Few
grownups can get through a whole day without making one mistake
------- Marcelene Cox
Slide 32
Intervention Methods: Some Strategies.
Slide 33
What motivates each student? Staff Member Cheryl says that
Project MORE has helped her student Alex to recognize words and
pictures. She says that he has a hard time reading the books in one
sitting, so they try to read a few pages a day. Cheryl works in a
classroom with Alex. She waits for down time to work with Alex so
he is not missing out on other classroom activities. Alex works
very well through each lesson because he looks forward to the game
at the end. So every day they play the game, it is great motivation
for him. Also if Alex does Project MORE 4 days, like he is
scheduled to, he receives a pencil every Friday. This is also great
motivation for him since he loves pencils!
Slide 34
Our superintendent, Matt Campbell, likes to turn the picture
cards into a game to help motivate Tessa He has Tessa flip the card
over to see what letter it starts with Then he flips a card over
and does the same thing Whoever flips over the most amount of cards
with the alphabet letter of the day wins.
Slide 35
Our Elementary Classroom teacher, Mrs. Bosler, likes to work
her lesson plans around what the students are learning in Project
MORE. Each week, for the letter the Student is working on, the
teacher also gets writing sheets to work on in the classroom. After
each student finishes a lesson they get a copy of the book to keep
at home, and also in the classroom so Mrs. Bosler can review
periodically with the student.