Washington Reading Corps: Impacts of National Service and the ...

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Other Community InvolvementIn addition to recruiting volunteer tutors, Marlene works to create community relationships inmany other ways. When the district bond didn't pass this year it forced the school to reach outto the community and to seek grants for the lost money. “It's a tribute to Marlene that she isalways finding ways for the community to support the school,” said Vicki. Examples were givensuch as a bingo night fund-raiser and raffles at teacher meetings.They’ve also had books donated from the RSVP, and they established a family night for WRCparents in October. The reading specialists did workshops on helping children read at home.About 7 or 8 families came to this, which, as Marlene said, wasn’t a huge response but at leastit was a start. Another time, a librarian from the Vancouver regional library came and talkedwith the parents about how to read with children. This event had about 20 people.The school also started a parenting class, a four-week session taught in the evenings, and ninefamilies registered. Taught by a psychologist who donated the time, this class provided parentswith an opportunity to learn tips on parenting and how to handle issues such as sibling rivalryand behavior problems. This was open to the whole school, not just WRC parents, but theAmeriCorps members provided the childcare, including reading activities.In addition, Amy, Danelle, and Marlene were busy planning a literacy event for April 19 thatwould include an instructor from Clark College to talk about parenting. Sponsored by AT&Tand held at Fort Vancouver High School, the event will provide children and families freebooks. They’ll also be treated to pizza and a puppet show.SuccessesMarlene, Amy, Marty, and Vicki identified several aspects of their program that they felt weresuccessful:• Having a volunteer coordinatorOne of the reading specialists pointed out that the biggest impact this year has been havingsomeone to coordinate the volunteers. Before this, the reading specialists were trying toorganize it all, as well as do their own jobs. Because of the community involvementcoordinator position that’s been established, Harney Elementary seems very capable ofcontinuing the Reading Corps program in the future. As Marlene said, “It’s all in place now.Anyone could run it after this.”• Staff supportIn addition to having an organized system, the staff and volunteers see the value of theReading Corps. As one of them said, “We can’t just let this die—it’s too successful, it’s too20
important.” When the principal surveyed all the teachers about whether they wanted theWRC program back next year, 100% responded with yes.• Dedicated volunteersMarlene and Amy both said that the Reading Corps tutors at Harney were very committedto working with their assigned students. Many of the children come from dysfunctionalfamilies and carry many emotional problems, so the tutor often plays a mentoring role aswell. “The Reading Corps gives kids confidence that they can be successful in the classroombecause of their success with the volunteers,” Marlene said.• Increase in reading scoresAlmost all of the second-graders in the WRC have reached grade level, the teachersreported. When asked to predict how students would fare on the WASL this spring, theywere not confident that scores would reflect the changes they are observing, however,because as one of the reading specialists put it, “Mobility is a great problem when it comesto showing gains in the WASL.”When asked about what she’d like to see in the future, Marlene said that it would be nice forthe Reading Corps to have its own room. Currently, the program is housed in the staff room, sosometimes it’s hard to find a quiet spot. She’d also like to have more scheduled time forvolunteers and teachers to communicate. Many of the teachers don’t interact with the volunteersand the volunteers would like to have an opportunity to talk more with the teachers.21
Page 1 and 2: Northwest Regional Educational Labo
Page 3 and 4: ACKNOWLEDGEMENTSWe would like to th
Page 5: EXECUTIVE SUMMARYIn 1997, Washingto
Page 8 and 9: INTRODUCTIONIn 1997, Washington adm
Page 10 and 11: • What role do national service m
Page 12 and 13: During our site visits, we had inte
Page 16 and 17: Volunteers feel like they are seein
Page 18 and 19: During our interview with him, Step
Page 20 and 21: Harney ElementaryBackgroundBefore g
Page 22 and 23: work!” the reading specialists to
Page 26 and 27: Lacey ElementaryBackgroundPosters w
Page 28 and 29: Tracy learned about the WRC after h
Page 30 and 31: • They feel that fewer of the stu
Page 32 and 33: • Supplies and Miscellaneous Supp
Page 34 and 35: Kiwanis club provided funds toward
Page 36 and 37: PROFILESStudents, parents, local ci
Page 38 and 39: As for future plans, I am going to
Page 40 and 41: and AmeriCorps people there for the
Page 42 and 43: started to come out, and the rates
Page 44 and 45: major prior to entering the US Army
Page 46 and 47: members insight into various tutori
Page 48 and 49: I truly believe in this program and
Page 50 and 51: information back to Tillicum as the
Page 52 and 53: tutoring sessions stimulating. This
Page 54 and 55: A tutor in Wenatchee began working
Page 56 and 57: the beginning of the year. By the e
Page 58 and 59: Table 2Summary of Slosson Scores* b
Page 60 and 61: THE WRC KEY AREA COODINATORS,COMPON
Page 62 and 63: TrainingThe following list outlines
Page 64 and 65: • Inviting parents to observe tut
Page 66 and 67: One key area coordinator said that
Page 68 and 69: • Participation in the WRC also b

Washington Reading Corps: Impacts of National Service and the ...

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