Team Read Hires 150+ Local Teens for Second Semester

Team Read recently completed training for new reading coaches to work in Seattle and Highline second semester. More than 150 new teens were recruited to work in the program. These new teens will join coaches already at our sites.

“I want to be a Team Read coach because I really like kids and I struggled with reading when I was younger. I don’t want them to get frustrated like I did,” says tenth-grader Corinna.

New coach training includes a review of job requirements, procedures and performance expectations. We also work with our new coaches to develop a foundation of tutoring skills. Coaches will work with students to build fluency, vocabulary and comprehension. In training, coaches perform role play exercises where they get the chance to practice decoding difficult words and asking important questions to ensure student comprehension.

Second semester for Team Read began the week of February 5 with on-site orientations for all coaches at our Team Read sites. Coaches receive 5 hours of training before they are paired with student readers.

Message from the ED and Board President

January 11, 2018

Dear Team Read Community,

When I was hired in August of 2000 as Team Read’s Project Coordinator during the 2nd year of a 4-year “project,” I never imagined that I would spend the next 17 years engaged in the most rewarding, and important work of my life. Today, I am writing to let you know that I will be retiring this June. I want to express my gratitude to all of you in the Team Read community who have supported me so well, and I want to share my excitement about Team Read’s future with you.

Our founders, Craig and Susan McCaw, established the program in 1997 with an initial million-dollar investment supporting the reading skills of the children in Seattle most impacted by the education opportunity gap. They brought their business acumen and leadership to the development of the program model. Craig and Susan and other McCaw family members and associates provided stable funding that allowed Team Read to thrive and grow in the early years. When we received our non-profit status in 2006, individuals and local and national foundations partnered with us to make our work sustainable.

Over the last 20 years, a solid foundation has been laid for Team Read’s future. Team Read has supported over 8,000 elementary students on their journey to becoming great readers, and employed nearly 9,000 teens in meaningful jobs. We’ve continuously evaluated and improved the program and transitioned from a school year to year-round program. Our innovative public/private partnership with Seattle Public Schools provided the blueprint for developing and expanding our partnerships to include The Seattle Public Library and Highline Public Schools. This year, we are exploring innovative approaches and new community partnerships to serve even more students in Seattle.

When the Team Read Board of Directors approved our strategic growth plan in 2015, a key milestone of the plan was my retirement in the summer of 2018. I’m happy to report that just as we have implemented the other expansion and programmatic goals of our strategic plan, we are moving forward with my retirement as well.

The Board of Directors has been engaged in the planning process for my retirement for 2 years and are well prepared to hire and support the next Executive Director. Next week they are officially launching the national search for an Executive Director with the skills and leadership ability to build on our foundation of 20 years of success and grow Team Read in our region and beyond.

Team Read has always operated with a very small staff—a talented, creative, hard-working, and dedicated team. Team members have come and gone over the years, but what hasn’t changed is the caliber and quality of their work and commitment to literacy and kids. I have been blessed to know and work with in the past—Tricia McKay-Lincoln, Judy Reed, Mykcal Gilge, Laura Collins, EllenAnn Chiddix, and Giecel Panergo. I’m privileged now to work with Bill Eisele, Judy Margrath, Joanna Sibounheuang, Rose Nakano, and Kristin Galioto. My life has been made immeasurably richer by my association with you all. I will always be grateful to Joan Dore and Tricia McKay-Lincoln for hiring me and to Joan for developing our amazing program model.

Since I began working for Team Read I have watched reading and literacy demands evolve and become more complex in response to advances in technology. As the reading bar continues to be raised, the students that we serve need our support more than ever. The Team Read staff and Board, and our partners, all share a sense of urgency—far too many children can’t read at grade level by 3rd grade and are at tremendous risk of being left behind. We must serve more children and deepen our support of the children that we serve.

Seventeen years of working on behalf of Team Read has continuously renewed my belief in the importance of Team Read’s work, the creativity and genius of the model, and the vast potential of the program to grow in our region and beyond. I’m looking forward to cheering on our next Executive Director as she/he assumes the leadership of this marvelous organization and helps it deliver on its mission for the next 20 years.

When I say goodbye on June 30th, it will be with the deepest gratitude for everything I have learned, and everyone I’ve been inspired and motivated by, most especially the young people I have worked with over the years. Our teen reading coaches have given me hope for the future and I can never thank them enough for all that they’ve taught me about dedication, perseverance, service, and community.

Best regards,

Maureen Massey, Executive Director

 


 

Dear Friends of Team Read,

It is with mixed emotions that I am reaching out to you with the announcement that Team Read’s beloved Executive Director, Maureen Massey, will be retiring at the end of June 2018. Maureen has given us over 17 years of outstanding leadership and significant accomplishments. We on the Board and her colleagues at Team Read will miss her warmth, inspiration and tireless commitment to the organization.

Maureen has played a critical role in the development and success of Team Read. During her tenure, the organization has forged and strengthened valuable partnerships with Seattle Public Schools, The Seattle Public Library, and most recently Highline Public Schools. Today, Team Read provides high quality programming at 13 sites.

And in recent years, under her guidance, Team Read has introduced several new programs to respond to the needs of our community and to increase the number of children served including Team Read+, the Summer Program, and our Fourth Grade Pilot. Thanks to her dedication and leadership, a talented and incredibly hardworking staff, and a community of volunteers and generous supporters, Team Read is reaching more students than ever before. Maureen leaves a legacy to be proud of, and is leaving Team Read at a great moment for new leadership to take the helm. Team Read is on a strong trajectory to continue improving the reading outcomes and success of school children in Seattle, Highline, and beyond. The Board remains committed to this trajectory. We have the resources and plans in place to address the many opportunities ahead.

Board member Chris Burns is heading the search committee to find Maureen’s successor. Your input is important to us as we continue to support Team Read in this exciting next phase. If you have comments, questions, or concerns about this transition, please feel free to contact me at brandon.hull@me.com or 206-913-8220. The job announcement for the new Executive Director will be posted in mid-January, and we will continue to keep you updated on the search and transition process.

We also invite you to join us at the Team Read 20th Anniversary Luncheon on Wednesday, March 7 as we thank Maureen for her 17 years of dedicated service and wish her well in her retirement.

Sincerely,

 

Brandon Hull

Team Read Board President

Celebrating 20 Years of Team Read

Team Read is kicking off our 20th year of programming this month! Since 1998, we’ve served more than 18,000 students by providing reading tutoring support for 2nd and 3rd graders and meaningful paid jobs for teens. There are so many amazing people who have helped make this program a success – students, teachers, literacy specialists, donors, Board members, SPS and HPS staff – and we want to hear from you! We’re asking everyone who has been a part of Team Read over the past two decades to participate in a quick and fun activity.

 

Instructions

  1. Print the template.
  2. Complete the sentence, “20 years of Team Read means…”
  3. Take a photo of yourself holding the sign
  4. Post to social media using the hashtag #20YearsofTeamRead

Send the photo to Kristin Galioto at kristin@teamread.org

Best Practices in the Summer

Year Round Support
Team Read has an established, successful school year program that is the foundation for our summer work.

Access to Reading Materials
Team Read provides books for use during each session and is able to provide free books to youth during the summer program. In partnership with Seattle Public Library, Team Read teaches kids and families about the free and amazing resources available at their community libraries. We work with library staff to help each child get a library card for continued access to books and other materials.

Low Cost/Easy Access
Team Read provides summer programming at no cost to families and is strategically located at libraries, schools and community centers in the communities that we serve.

Small Class Size/Differentiated Instruction
Team Read provides one-on-one structured tutoring with a teen coach, who  is not only helping with reading instruction geared to the student’s needs, but creating an important mentor relationship with his or her student.

Aligned School-Year Curricula
Team Read works in close partnership with Seattle and Highline Public Schools to align our curriculum with school curriculum.

Evaluation
Team Read hires outside evaluators for year round evaluation. This includes gathering information and data from parents, coaches, students, and librarians with a focus on studying the impact of the program which informs improvements.

Sources:
Allington, Richard L., Anne McGill-Franzen. Summer Reading: Closing the Rich/Poor Reading Achievement Gap. Teachers College Press, 2013, Columbia University.
Sloan McCombs, Jennifer, et al. Making Summer Count: How Summer Programs Can Boost Children’s Learning. RAND Corporation, 2011.
Terzian, Mary, PH.D., M.S.W., et al. Effective and Promising Summer Learning Programs and Approaches of Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation. July 10, 2009.
2016 Toolkit: Expanding Summer Learning, Meals and Jobs for America’s Young People.

Sometimes It’s All About the Right Comic Book

After two weeks with her Team Read student Antonio, Hailey was struggling. Antonio avoided speaking in English. He wouldn’t read. And he never, ever smiled.

“Antonio, we have to read a book,” she’d often say.

The second grader frowned and spoke softly.

“I’m sorry, I don’t speak Spanish,” she said.

End of conversation.

All around them, other tutoring pairs seemed to click. Other little kids were reading books about marine life, solar power and American presidents. “I felt like I was failing,” Hailey said.

There was one English word Antonio had no problem using. “Boring,” he’d say when she brought him a book on animals.

Hailey tried to introduce all kinds of books. “Boring, boring, boring, boring.”

The only thing Antonio liked to read were the comic book adventures of a ghost named Johnny Boo.

One day, Hailey had an idea. She went to the local library and checked out all the Johnny Boo collections she could find.

“Let’s read Johnny Boo today,” she said at the next Team Read session.

Antonio stared.

“Go on.”

Antonio grabbed one of the comics and started to read aloud. He pointed out goofy characters he liked. Hailey didn’t know about Johnny Boo, so Antonio explained all the jokes.

For the next several weeks, whenever they met, Hailey and Antonio made a routine of telling jokes and making up stories. Antonio started to read more. He returned from the Team Read book boxes with new books he wanted to try.

In time, he confided to Hailey that he was embarrassed by his English. His family had moved to Seattle from Mexico five years earlier, and Spanish was the primary language at home. He also opened up about his playground fights with other kids. The closer they got, the more Antonio relaxed, and the more books he finished.

Antonio’s teacher Mrs. Sanchez noticed the change. “Whenever I checked in with Antonio and his tutor, they were reading.”

Earlier in the year, Antonio was getting in trouble a lot for anger issues, but his behavior took a switch in Team Read.  “They were always focused,” Mrs. Sanchez said of the pair.

Antonio’s reading jumped a level, then another, then another.

The most dramatic difference, said Mrs. Sanchez, was when she noticed Antonio smile. “He has a beautiful smile, and I never saw that smile during the school day.”

Hailey is delighted by the work Antonio’s done. “His teacher told me I’m doing a great job.”

Mrs. Sanchez isn’t surprised by the pair’s progress. “When you’re happy, you learn. It’s that simple. Antonio knows his tutor cares about him. He knows he’s special, and he’s learning a lot.”

Paying It Forward — Jack’s Story

我的姓名是Jack Khuu, 我是中國移民第一代在美出生的孩子

 

Reading Coach Bio: Jack Khuu

Years in Team Read: 7 (2 years in elementary, 5 years as a reading coach)

Promoted: Jack was promoted to Site Assistant after 3 years of being a reading coach (he started in 8th grade)

Tutoring Tip: Make it fun for your students—tell jokes!

Future plans: attend College to study technical engineering

 

2My name is Jack Khuu and I’m a first-generation Chinese American.

I was in Team Read in second grade, at an important time in my life. At home, my parents and grandparents spoke Cantonese. None of our books were in English and the TV was always on a Chinese-language channel.

When I tried to read in school, English looked weird and the alphabet made no sense. I never knew which sound to make when I read.

I was jealous when I saw the books that other students were reading, like Harry Potter and the Magic Tree House.

In Team Read, my tutor was a guy from Franklin High School who liked to tell jokes like: “Why did the chicken cross the road? And how many cats does it take to screw in a light bulb?” I never really understood. American jokes were confusing, but my tutor kept trying to entertain me. He didn’t treat me like a student; he treated me like a little brother.

He asked me what I wanted to read most. “Magic Tree House!” I told him. “But it’s way too hard.”

“Let’s do this,” he said. “I’ll read to you for a while, and then you can read some words to me.”

My tutor read to me, and then I started to read some sentences to him. After a while, I was reading entire pages by myself. “That’s great,” said my tutor, “Now read a little louder.”

I didn’t feel comfortable reading to someone else. I didn’t want him to hear me mess up words or get the grammar wrong.

“Okay,” said my coach. “We’ll come back and read it again later.”

I loved the book so much, I was happy to read it again, and every time I read it, my voice got louder.

We worked together in Team Read all year, and I kept trying harder and harder books. When the new Harry Potter book came out, I borrowed a copy from the library. I read it, then I read all the rest of the books in that series. For the first time, reading was fun.

A few years later, when I got to eighth grade, a representative from Team Read came to my school who said that eighth-graders could apply to be tutors in Team Read.
My student was a boy from Ethiopia named Yakub. I jumped at the chance to become a reading tutor for a little kid.

Yakub was so shy, he couldn’t even look me in the face and he was way behind the other readers in his class. I noticed that he was too bashful to make friends with his classmates.
At our first session together, I pulled out a book my old tutor read with me. When Yakub refused to look at the book, I told him not to worry about the words, but to look at the pictures instead.

We looked at the pictures and we looked for clues about the story. We asked each other silly questions. I tried to do everything my tutor did with me, to make Yakub comfortable.

“I want to keep reading,” he finally said.

If Team Read didn’t exist I never would have learned to love reading and I never would have introduced my student to books that got him excited to read as well.

This year, I’m back as a Team Read tutor for my fifth year. I’m also starting my senior year at Franklin with a 4.0 GPA.

I plan to attend the University of Washington next fall to get my degree in technical engineering. And I’m proud to report that I still read a lot and I now do my homework all the time.