Team Read Receives 2016 Pooled Fund Grant

  Team Read Receives 2016 Pooled Fund Grant Team Read is thrilled to announce that we have received a 2016 Pooled Fund Grant Award from the Washington Women’s Foundation to assist with our summer program! We are so grateful for this generous gift and look forward to providing reading tutoring for local students and jobs for teens for many years to come. “We are so excited to be partnering again with Washington Women’s Foundation. Their support is going to significantly increase our capacity to provide critical summer reading support to the students most impacted by the opportunity gap,” says Executive Director, Maureen Massey. Team Read was previously awarded a Pooled Fund Grant from WWF in 2006 that enabled us to serve more students by piloting 2 new program approaches.  The Reading Mentors program (8th graders volunteering as reading coaches) has become an integral part of our model. About the Washington Women’s Foundation Through our groundbreaking model of women-powered, collective philanthropy, Washington Women’s Foundation has awarded $16 million in transformational grants that have enabled not-for-profit organizations to improve lives, protect the environment, advance health and education and increase access to the arts throughout Washington state. All women are invited to join our strong and inclusive collective of informed women influencing community transformation – the challenges ahead of us are never as great as the power behind us. Photo by Raul Campoverde....

Nearly 500 Local Teens Apply to Team Read

Seattle teens are excited to help young readers succeed! This fall, Team Read received 490 reading coach applications from 8th graders and high school students.Teens completed applications that included an essay and reference signatures from their teachers, as well as a background check. Team Read staff recruited at nine schools this fall, focusing on schools near the elementary sites we serve. “When I was in third grade, I struggled with reading,” noted one applicant, a freshman at Chief Sealth High School. “I don’t think Team Read was around to help me improve. Team Read will help me to be a good role model for other kids.” Training sessions for reading coaches will take place during the first half of October. Coaches will start work with their students at the end of October.

Team Read Expands to Highline Public Schools

In May 2015, the Team Read Board of Directors approved the 2015-2020 Strategic Growth Plan which was driven by our commitment to double the number of students we serve by 2020. The plan includes expanding Team Read in Seattle and in partnership with other districts. There are still hundreds of Seattle second and third graders who could benefit from the support of Team Read, and demographic shifts in the region mean that many of the students Team Read would have served in Seattle have moved into neighboring school districts. New Partnerships Team Read is partnering with Highline Public Schools in launching a pilot program for the 2016-17 school year. Hazel Valley Elementary was chosen to host the first Highline Team Read program starting in October 2016.  Teen reading coaches have been recruited from Evergreen Campus, which includes three small high schools: Arts & Academics Academy (AAA), Health Sciences & Human Services High School (HS3) and Technology, Engineering & Communications High School (TEC).  During the 2016-17 school year, Highline Team Read will serve 60-70 second and third graders and provide jobs for 80 teen reading coaches. A summer program is also being planned, which will serve 20-40 children and 20-40 teens. High Touch with New Tech Team Read

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Returning Coaches Bring a Wealth of Skills and Stories

What happens when 138 dedicated Team Read coaches gather in the same room? A great day of learning and sharing with teens from all over the city! The Team Read Return Coach training on Saturday, October 1 at the John Stanford Center drew together teens from all over Seattle for a day of reflection, dialogue and engagement. Reading Coaches with 1-4 years of experience attended workshops led by district staff to build tutoring and relationship management skills. “I want to learn how to be a better tutor and improve my teaching,” said David, a sophomore at Franklin High School who is back to tutor for his second year. “I want to learn how to build a positive and fun relationship with my student,” noted Kevin, a junior from Franklin. “It was incredible to have all those teens in one room!” said Program Manager Bill Eisele. “Being a tutor is hard work sometimes, and it helps when tutors share their experiences and learn from each other.” The tutoring skills workshops focused on helping coaches to ask great comprehension questions of their students before, during and after reading a book. District Literacy Support staff helped coaches to plan their reading sessions with students and

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Site Coordinators & Assistants Gear Up for Team Read

Our 2016-17 Site Coordinators and Site Assistants recently met to plan for the upcoming school year. We asked a few of them to tell us what they’re looking forward to most this year. Here’s what they had to say:   I’m so excited for the new time-productive schedule this fall! 120 minutes a week of consistent learning is all we need to positively impact a student’s life!  -Mayleen I am most excited about seeing the establishment of relationships between student readers and their coaches this fall. It’s always nice to see students making a beeline for their coaches once they come to Team Read because they can’t wait to work with them!  – Callie For Team Read this fall, I am most excited about coming back to work with not only the students this time, but coaches as well. As a Site Assistant rookie I’m excited for the new experience.  -Ebonye As a Site Assistant, just like every year, I look forward to working together with my Site Coordinator and the Coaches to help the students improve on their reading. It makes me so happy to see how much the students grow as readers! I’m also excited to enter a new site and connect to a

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