Análisis e interpretación de los relatos de la segunda colaboradora 116 

The research team visited PreK programs operating in Head Start centers, community-based centers, and in charter and public schools in each MRC region. Information on the location of the site, its year of implementation, whether it has multiple sites, the number of Professional and Community Corps members, and the percent of the student population qualifying for Free and Reduced Price Lunch (FRPL) (as a proxy for poverty status) is presented below. Additional information about site characteristics is provided in Exhibit IV-1.

2. Aggregated information about PreK sites and schools a. Year of MRC implementation

Of the eight PreK sites visited, one was a Head Start program that was one of the original sites to implement MRC. This site pilot tested MRC during the program’s first year of operation, 2003.Additionally, two sites were early adopters of MRC having implemented the program in 2005 and 2006. One site implemented the program in 2008 and one site implemented the program in 2009. One site implemented the MRC program in 2010. Two sites had only recently implemented the program in 2011-2012.

b. Reason for applying for MRC

Each of the eight PreK sites described various reasons why they applied to participate in MRC: to enhance/support the literacy program already established at the site; to provide support to classroom teachers and facilitate additional literacy instruction for students; and to benefit the school and the students.

c. Number of AmeriCorps members since MRC first implemented

Across the eight sites visited, two have had a total of two AmeriCorps members serving since the program was first implemented at these sites in 2010 and 2011, respectively. At one site, eight members have served since the MRC program was implemented in 2011. Further, at two sites, approximately 15 members have served as MRC members since the program was first implemented in 2005 and 2006. Lastly, at one site approximately 35-90 AmeriCorps members have served over the past nine years (typically six members per year, though ranging from four to ten). Approximately 60 members have served at community-based center since the program’s inception in 2008.

Exhibit IV-1. Background Information for the PreK Sites

PreK Site

Name Site Type Multi-Site

Reason for Applying for MRC Number of AmeriCorps members

Core Curriculum Supplemental Programs Enhance

existing literacy program

Benefit the site &

students

Provide more support to

teachers

All years Current

Site #1 Head Start Yes ● ● 60a 4 PC

3 CC Opening the World of Learning

● IEP

● Interventions similar to

MRC Site #2 CBC No ● ● 2 1 CC Doors to Discovery ● N/A

Site #3 Public School Yes ● 6b _{2 CC Core Workshop} ● Small group instruction to _{build on-target skills} ● After school programming

Site #4 Head Start Yes ● ● 15 _{2 CC} 4 PC Creative Curriculum _System ● ● LEAP Interventions similar to

MRC Site #5 Head Start Yes ● ● 15 4 PC Investigator Club ● N/A

Site #6 CBC Yes ● 60 13 CC Doors to Discovery ● Reading Buddies and _{reading kits} Site #7 Public School No ● ● 2 2 CC SEEDS ● N/A

Site #8 Public School No ● ● ● 8 _{2 CC} 4 PC Creative Curriculum _System

● IEP

● Speech Therapy ● After school programming ● Family Education Day a _{Each year there are usually six members assigned to the site. However, the number of members has ranged over the years from 4-10 members.}

b _{This number is an estimate.} CBC = Community-based center PC = Educator Corps

a. Number and role of AmeriCorps member at PreK sites

A total of 52 AmeriCorps members were serving across all eight PreK programs at the time of the site visits. Of the 52 AmeriCorps members, 19 were Educator Corps members and 33 were Community Corps members.

The role and responsibilities of the Educator Corps members and Community Corps members differed, as did their relationship to the site. Of the 19 Educator Corps members serving, 15 served at Head Start programs and 4 served in a public school. There were no Educator Corps members serving at community-based centers. Educator Corps members were drawn from current employees who were in a teaching position at the site. They continued to fulfill their regular teaching responsibilities, but also incorporated specific MRC strategies into their instruction. At three sites visited, the Educator Corps member served as the lead teacher in the PreK classrooms where they provided Tier 1 instruction for all students. At one of the PreK sites visited, the Educator Corps member also completed small group and occasionally one-on-one Tier 2 and 3 interventions with students. This member was also responsible for benchmarking students three times per year, conducting the “Easy R’s” early childhood screening20_{, and was}

responsible for implementing the Individual Growth and Development Indicators (IGDI). At one site, the Educator Corps member was responsible for “marketing” the program to others in the community, teachers, and potential members.

Community Corps members were individuals recruited from the community (a recent college graduate, a parent, a retiree, etc.), who collaborated with the classroom teaching staff to incorporate the specific MRC strategies into the daily routine. Of the 33 Community Corps members, 5 served at Head Start centers, 14 served at community-based centers, and 14 served in public schools. Staff at these PreK sites stated that the Community Corps members provided additional supports to implement MRC; they performed the benchmarking and progress monitoring of students as well as the tiered pull-out interventions. The Community Corps members spent a majority of their time in the classroom providing the interventions and completing the Big Five transitions throughout the day. Community Corps members also led the daily repeated read aloud for the entire class. To fulfill service hours, Community Corps members ran the school library; coordinated a read-a-thon; assisted with IT; read to kindergarteners; participated in another supplemental reading program (e.g., Reading Buddies); helped teachers with classroom tasks, preparations, and management; coordinated a reading night for families and assist with site events such as carnivals and book sales; assisted with after-school programming and activities; and provided child care for parents who attended the parent classes offered at the site.

Both the Professional and Community Corps members supported literacy development; attended parent teacher conferences and attended all staff meetings and trainings; built relationships with the; and engaged in meaningful literacy rich interactions and conversations with students.