1. Training Mentors and Organizing Project M.O.R.E. Celina East Elementary Tracey Dammeyer Laura Brandt

2. Celina East Elementary Project M.O.R.E. began in Celina in the spring of 2011. RTI Framework was being used. We had a very small start with just a few students.

3. Celina East Elementary We have had great success with Project M.O.R.E. at Celina. Our experiences with organizing and using the program is reflected in this presentation. The recommendations in this presentation are what have worked for us so far.

4. Smoothing Out the Wrinkles Keeping the Mentors Organized Keeping Yourself Organized Project M.O.R.E. running smoothly and successfully

5. Training your Mentors Have a training session or several sessions Gets the mentors together to socialize. Gives you a chance to explain the program and procedures. Allows you to make changes to the previous year’s procedures and add new components to the program. Alleviates the nerves of some of the new mentors. Eliminates the need for a 3-minute training before they jump right in with a student.

6. Training your Mentors – Getting Together Depending on your situation, you may wish to have several trainings. If you can meet at your school, you can show where everything is firsthand.

7. Training Your Mentors - Explaining the Program Give an overview of the program, not just the procedures. Mentors need to know why they are doing the procedures, not just how to do them. Don’t just tell them, show them!

8. Training Your Mentors - Explaining the Program (continued).44 Grade Level Gain 1.29 Grade Level Gain I show my data to mentors so that they can see that this program DOES make a difference.

9. Training Your Mentors - Explaining the Program (continued) Show mentors the video on the Project MORE website. Create your own video of testimonials from teachers, students, or current mentors. Example Video

10. Training Your Mentors - Explaining the Procedures Before getting to the specifics, start with the broad. Imagine a mentor’s experience at your school from arriving at the school to leaving. Try to NOT think like a teacher or a parent. If you are doing the training away from your site, show pictures.

11. Training Your Mentors - Explaining the Procedures (continued) Student Materials News – check this board often! “Needs Attention” crate Treats – check this area often! Project M.O.R.E. Center

12. Training Your Mentors - Explaining the Procedures (continued)

13. Move to the specifics. Don’t just tell them, show them! Demonstrate or use videos to explain the fluency portion of the lesson.videos http://www.celinaschools.org/ProjectMORE.aspx

14. Training Your Mentors - Explaining the Procedures (continued) Have sample folders and materials available and demonstrate what to do. Make sure they know why they are doing specific portions of the lesson and what data you will be collecting from their sessions.

15. Training Your Mentors - Explaining the Procedures (continued) “Needs Attention” crate Project M.O.R.E. Center

16. Training Your Mentors - Explaining the Procedures (continued) And after you get done explaining, showing, and demonstrating every little thing…

17. Training Your Mentors - Explaining the Procedures (continued) Display reminders and notes everywhere. Start a newsletter or distribution list to send updates, reminders, needs, and to share success stories. Keep everything you do with Project M.O.R.E. as consistent as possible throughout the year.

18. Training Your Mentors - Explaining the Procedures (continued) And just when you think you’ve couldn’t have been more clear with your directions…

19. Training Your Mentors - Explaining the Procedures (continued) Avoid breakdowns! Keep changes to a minimum. The best time to implement a change in procedures is with the start of a new school year. If possible, make changes based on individual student needs, and only make the changes for those students.

20. Smoothing Out the Wrinkles Keeping the Mentors Organized Keeping Yourself Organized Project M.O.R.E. running smoothly and successfully

21. Organization Tips You need to be organized and consistent if you expect the mentors to be as well. There are 3 main areas we’ve implemented systems for organization. Student materials Data collection/tracking Absent students/mentors

22. Student Materials We keep two copies of every story (from reading- tutors) in files. Stories are kept in file “jackets” so that the small materials don’t fall out.

23. Student Materials (Continued) Game cards are in envelopes and paper-clipped to mentor instructions. Multiple copies of the consumable pages are kept, and two books are in the files at all times.

24. Student Materials (Continued) Student Folders Every student has two folders. We are always at least planned for one story cycle ahead of the date. This allows for extra time if a coordinator needs to be absent.

25. Student Materials (Continued) Train your best mentors to help you maintain files. Have a “needs copied” file and make sure people know where it is. Make sure everyone knows how to assemble a book and where you keep them.

26. Student Materials (Continued)

27. Data Collection/Tracking Lists Day-to-day planning for stories Spreadsheets Student levels over time, start dates, number of sessions, etc. Student Files Record stories completed Record scores on stories Keep notes from mentors

28. Absent Students/Mentors Create a contact list for mentors. Have students scheduled for more than one at a time (ex. all of room 206 students go at 11:15). Get a list of numbers for texting. Sendhub.com

29. Absent Students/Mentors (Continued) Get a system for subs. Start a Google Calendar.

30. Smoothing Out the Wrinkles Keeping the Mentors Organized Keeping Yourself Organized Project M.O.R.E. running smoothly and successfully

31. Training Mentors and Organizing Project M.O.R.E.