Project MORE Evaluation Results 2001-2006 Independent Evaluation conducted from 2001-to present by Center for Evaluation Services at Bowling Green State

Project MORE Evaluation Results

2001-2006• 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-Based Research.

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.

Project MORE Results (2001-2002)

1st Grade Title 1 Comparison

MORE students made more reading progress gains than control students for Wordlist level and Reading Errors

2nd Grade Title 1 Comparison

MORE students made more reading progress gains than control students for Wordlist level

3rd Grade Title 1 Comparison

MORE students made more reading progress gains than control students for Wordlist level, Scaled Score, Instructional Reading Level, Grade Equivalent, and Normal Curve Equivalent

3rd Grade SLD Comparison

MORE students made more reading progress gains than control students for for Scaled Score, Instructional Reading Level, and Normal Curve Equivalent

4th Grade SLD Comparison

MORE students made more reading progress gains than control students for for Reading Fluency

• First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment and the STAR Reading Assessment

•Results: Students with specific learning disabilities, Results: Students with specific learning disabilities, cognitive disabilities, emotional disturbances, and Title 1 cognitive disabilities, emotional disturbances, and Title 1 students had statistically significant gains, and in many cases students had statistically significant gains, and in many cases there were month-for-month reading gains.there were month-for-month reading gains.

•Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. Results are presented below.

Project MORE Results (2002-2003)• First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment, the STAR Reading Assessment, and the Woodcock-Johnson Reading Achievement Assessment

•Results: Students with specific learning disabilities, Results: Students with specific learning disabilities, cognitive disabilities, emotional disturbances, and Title cognitive disabilities, emotional disturbances, and Title 1 students had statistically significant gains, and in 1 students had statistically significant gains, and in many cases there were month-for-month reading gains on many cases there were month-for-month reading gains on the STAR.the STAR.

•Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS as or in addition to their prescribed Title 1 or special education services. The Woodcock-Johnson Reading Achievement battery was piloted with 2 groups for the 2002-2003 school year. Results are presented below.

2nd Grade Title 1 Comparison

MORE students made more reading progress gains than control students for BGSU Reading Fluency and Comprehension, STAR Scaled Score, Grade Equivalent, Instructional Reading Level, Normal Curve Equivalent, Woodcock-Johnson Word and Letter Identification

4th Grade LD Comparison

MORE students made more reading progress gains than control students for for Word Attack


BGSU: Wordlist Level 3rd grade Title 1 students, 2nd grade students with cognitive disabilities

BGSU: Reading Fluency 3rd grade Title 1 students, 3rd grade students with specific learning disabilities4th grade students with specific learning disabilities

BGSU: Reading Comprehension

3rd grade students with specific learning disabilities

Woodcock Johnson: Broad Reading

2nd, 3rd grade Title 1 students, 3rd grade students with specific learning disabilities

Woodcock Johnson: Basic Reading

3rd grade Title 1 students, 3rd grade students with specific learning disabilities4th grade students with specific learning disabilities

Woodcock Johnson: Letter/Word Identification

3rd grade Title 1 students, 3rd grade students with specific learning disabilities

Woodcock Johnson: Word Attack (Decoding)

3rd grade Title 1 students4th grade students with specific learning disabilities

• First, CES looked at Project MORE reading gains with BGSU Informal Reading Assessment and the Woodcock-Johnson Reading Achievement Assessment

•Results: Students with specific learning disabilities, cognitive Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains.and in many cases there were month-for-month reading gains.



DIBELS 2nd grade students with specific learning disabilities, cognitive disabilities, and students receiving Title 1


2nd grade students receiving Title 1


2nd grade students with specific learning disabilities and students receiving Title 13rd grade students with specific learning disabilities


2nd grade students with specific learning disabilities and students receiving Title 13rd grade students students receiving Title 1

Woodcock Johnson: Reading Fluency

2nd grade students with cognitive disabilities and students receiving Title 1

Woodcock Johnson: Reading Comprehension

2nd grade students with cognitive disabilities


2nd grade students with specific learning disabilities 3rd grade students with specific learning disabilities

•Examined two Project MORE mentoring programs: HOSTS (established) v. Reading-tutors (pilot) v. control students•Students in HOSTS and Reading-tutors had similar reading gains although as expected the established program had a few more significant gains •Results: Students with specific learning disabilities, cognitive Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains.and in many cases there were month-for-month reading gains.



DIBELS 2nd grade students with specific learning disabilities, cognitive disabilities, and students receiving Title 1


2nd grade students receiving Title 1


2nd grade students with specific learning disabilities and students receiving Title 13rd grade students with specific learning disabilities


2nd grade students with specific learning disabilities and students receiving Title 13rd grade students students receiving Title 1


2nd grade students with cognitive disabilities and students receiving Title 1


2nd grade students with cognitive disabilities


2nd grade students with specific learning disabilities 3rd grade students with specific learning disabilities

•Examined two Project MORE mentoring programs: HOSTS (established) v. Reading-tutors (pilot) v. control students•Students in HOSTS and Reading-tutors had similar reading gains although as expected the established program had a few more significant gains •Results: Students with specific learning disabilities, cognitive Results: Students with specific learning disabilities, cognitive disabilities, and Title 1 students had statistically significant gains, disabilities, and Title 1 students had statistically significant gains, and in many cases there were month-for-month reading gains.and in many cases there were month-for-month reading gains.

•Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS or Readng-tutors as or in addition to their prescribed Title 1 or special education services. Results are presented below.


DIBELS 3rd grade students with specific learning disabilities and students receiving Title 1


3rd grade students receiving Title 1





•Examined two Project MORE mentoring programs: HOSTS v. Reading-tutors v. control students in only 3 groups of students 2nd and 3rd grade students with specific learning disabilities and 3rd grade students receiving Title 1 services. •Students in HOSTS and Reading-tutors had similar reading gains although Reading-tutors program had a few more significant gains •Results: Students with specific learning disabilities and Title 1 Results: Students with specific learning disabilities and Title 1 students had statistically significant gains, and in many cases there were students had statistically significant gains, and in many cases there were month-for-month reading gains.month-for-month reading gains.

•Project MORE students with disabilities and students receiving Title 1 services were compared to similar students based on the State of Ohio’s Similar District Software. Both the Project MORE students and the control students were receiving either Title 1 or special education prescribed services. However, Project MORE students received HOSTS or Reading-tutors as or in addition to their prescribed Title 1 or special education services. Results are presented below.

Documents

Project MORE Evaluation Results 2001-2006 Independent Evaluation conducted from 2001-to present by Center for Evaluation Services at Bowling Green State