PROJECT PASS What is Project PASS Project PASS

PROJECT PASS: • What is Project PASS? • Project PASS requirements • TERG fieldwork component • Short and long term goals of Project PASS • Current stats on PASS

PASS FACTS: Mc. Guffey 85% 64 students with tutors Taft 100% 48 students with tutors Bunn 92% 33 students with tutors MLK 73% 37 students with tutors Williamson 94% 47 students with tutors Harding 97% 59 students with tutors Overall As of 5/19/15 90% of all teacher requested YCS second -graders have YSU tutors 288 YCS second- graders have YSU Tutors Spring 2015 Summer 2015 Fall 2015 Spring 2016 8, 640 2, 147 Prior to Fall 2015 over 10, 000 hours of one-on-one literacy tutoring has been provided!

APPLICATION PROCESS:

ADDITIONAL FACTS ON PASS • To date over 10, 500 hours of one-on-one literacy tutoring has been provided • YSU tutors have volunteered to attend assist with YCS literacy nights • Tutors are building home literacy lessons for whole family literacy growth. Bringing literacy into the home by providing pre-made lessons, manipulatives and books. • ongoing monthly professional development on literacy best practices • Over 525 people are directly involved in the development and execution of Project PASS • OERC will be collecting data and evaluating the success of Project PASS • YSU students are stating that they feel more invested in their student’s success and have a better understanding of their student’s literacy needs • YSU students focus on 3 main areas: reading comprehension, fluency, and writing Project PASS takes classroom learning to realworld application

PROJECT PASS • WHAT IS PROJECT PASS? • WHAT ARE THE REQUIREMENTS? • WHERE CAN I ACCESS MORE INFORMATION?

PROJECT PASS Project PASS website: http: //projectpass. weebly. com/ important reminders upcoming professional developments documents and resources contact information

PROJECT PASS REMIND 101 Sign up for remind 101 Project PASS is now using REMIND 101 to better increase communication. Please sign up if you would like text alerts regarding Project PASS To receive messages via text , text @passysu to 81010 The link to REMIND 101 is also on the PASS website

PROJECT PASS Dr. Saunders-Smith gasaunderssmith@ysu. edu 330. 941. 1353 Office: 2208 BCOE

PROFESSIONALISM FOR YSU TEACHER CANDIDATES: Attire Cell phones Being prepared Conforming to the school climate and rules Quality of work

PROFESSIONALISM IN THE SCHOOLS Relationships NO physical contact Only a school based program Where to tutor? Acceptable locations? Act as guests Appreciation towards the teacher, secretary, school administration

CALL OFF PROCEDURE: Email the GA who is the point of contact for the YCS in which you tutor The email should be sent prior to your scheduled tutoring time The email should include: -time/date you are scheduled to tutor -Name of the student you tutor -Brief reason why you are unable to tutor and confirm your next scheduled tutoring session -An email to the classroom teacher of the student is also necessary

EXAMPLE: CALL OFF EMAIL TO GA I am unable to tutor Billy Madison today, Tuesday, August 11 th at 8: 30, due to an unexpected illness. I tutor from 8: 30 -9: 30 at Mc. Guffey Elementary School on Tuesdays and Thursdays. I plan on being back Thursday for my tutoring session with him. I will also send his teacher, Mrs. Green an email notifying her of my absence. Thank you, Pete Penguin

PROJECT PASS

: S G LO

PASS Logs Rubric The quality of the logs will be measured using the following rubric. Thirty points are possible for completing the logs. The total number of points earned will be determined using the range of quality on the following traits. 08 -15 Unsatisfactory 3 pts. Satisfactory 4 pts. Exemplary 6 pts. Various types of materials are listed for Various types of materials are listed most lessons. Materials include reading to representing each segment of the lesson. and with the child. Specific books are identified for reading to, with, and by the child. Writing materials are identified. Hands-on materials are identified. Total Materials are not listed. Activities Few or no reading, writing, Some reading, writing, Most reading, writing, comprehension, and phonics activities are described in detail as to who will do what and what is expected from the student. Steps for each activity are provided. Each reading, writing, comprehension, and phonics activity is described in detail as to who will do what and what is expected from the student. Steps for each activity are provided. APA Few or no books or games are cited; or, incorrect citations are used. Some books and/or games are cited; or, incorrect citations are used. Most books and/or games are correctly cited using APA 6 th ed. Each book and/or game is correctly cited using APA 6 th ed. Reflections include few or no details of activities. Reflections include details for some of the activities. Details include specifics of what worked and what didn’t work. Reflections include details for most of the activities. Details include specifics of what worked and what didn’t work including an explanation of why. A projection of what should happen next details how the lesson should be revised to improve student performance. Reflections include details for each of the activities. Details include specifics of what worked and what didn’t work including an explanation of why. A projection of what should happen next details how the lesson should be revised to improve student performance. Few or no details for activities are included. Details for some of the activities are included. Details for most of the activities are included. Specific details for each activity are included such as the writing prompt being used; the phonics element being addressed in the lesson; and, the type of reading being done. Thoroughness Materials are listed for some of the lessons. Competent 5 pts.

TEACHER TALK AND HIGHER LEVEL QUESTIONS Content Level. Strategy level. Inquiry vs Metacognition. Types of questions- Reference teacher talk guide sheet

e v i t c a : r d e o t u d o to In l w a ho d d reaat it is an Wh it…

Cut Up Sentences:

HEARING AND RECORDING SOUNDS IN WORDS

Sight Words Reading Assessment: Grade Three Student Name: __________ Assessment Dates: 1 st ________ 2 nd ________ 3 rd ________ 1 2 3 about better bring carry clean cut done draw drink eight fall far full got 1 2 3 grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together try warm

INTEREST INVENTORY: Things that Interest Me! Circle your answers: I like it when people read to me: yes no I like to read books with someone: yes no I like to read books by myself: yes no I like to read stories that are : funny happy sad I like to read stories that are : real make-believe I read 1 2 3 4 5 6 7 8 9 10 books this summer Here is the name of a good book: My favorite toy is. . . My favorite place to go is. . . My favorite t. v. show is. . . My favorite game is. . . All Rights Reserved www. theteacherorganizer. com Things that Interest Me. . . part 2! Write your answers: 1. When I am at home, I like to: 2. When I am with my friends, I like to: 3. These are some things I am good at: 4. I would like to meet this person (they can be real or make-believe) : 5. If I had a million dollars I would: 6. When I grow up I would like to: All Rights

PROJECT PASS What to do? Materials? First week -interest inventory -sight word assessments(Dolch) -hearing sounds and words -interactive read alouds -Cut up sentences -journal writing Build rapport with your student Create behavior management tools Set goals Celebrate when goals are met All sessions should focus on 3 things: reading comprehension, reading fluency, and writing

COMMON CORE: Do you know what they need to know? http: //www. corestandards. org/ELA-Literacy/W/3/ 3 rd grade reading and writing

http: //www. sanchezclass. com/reading-graphic -organizers. htm Graphic Organizers

www. havefunteaching. com/workshee ts/graphic-organizers/

https: //www. superteacherworksheets. com/journal -prompts. html -Think of a time when you've won something. Tell what you won and how you won it. -Imagine you woke up and saw a dinosaur in your backyard. Write a story telling what you see and do. -If you could cook any meal for your family, what would you cook? Describe the meal and tell how you would make it. -Imagine you had a hundred dollars, but you couldn't keep it. You had to give it away to a person or charity. Who would you give it to? What would you want them to do with it? https: //www. pinterest. com/catalinapline/writing-picture-prompts/ Journal Writing:

ADDITIONAL RESOURCES: Common core: http: //www. corestandards. org/ELA-Literacy/RL/3/ Citation Apps: http: //www. easybib. com/products/easybibgoogleapps https: //www. refme. com/i/#below-fold http: //www. calvin. edu/library/knightcite/index. php http: //www. citationmachine. net/apa/cite-a-book

APA APPS: e d a r g d r i h T English s t r A e g a u Lang sites: http: //www. internet 4 classrooms. com/skills-3 rd-langbuilders. htm http: //www. funbrain. com/FBSearch. php? Grade=3 http: //mrnussbaum. com/third-grade-language-arts/ http: //www. studyzone. org/testprep/ela 3. cfm

QUESTIONS/CONCERNS? Success stories…. 3 -2 - 1 Three things that are working to the one thing that you are having difficulty with