1. Welcome!

Thank you for bringing your time and talent to Read-Aloud! Volunteers and children are, together, the center of Read-Aloud volunteer programming. Our program would not be possible without you.

This guide provides general information for all the volunteers and aims to provide a point of reference and clarification around some of the often-unspoken assumptions about your role, rights, and responsibilities as a volunteer. We hope that it will support the safety and effectiveness of all the Read-Aloud volunteers.

Read-Aloud reserves the right to change the policies in this guide without notice. The organization recognizes its responsibility to keep volunteers informed of changes that may affect them and intends to provide updates to keep information current. This guide replaces all other policies and procedures previously in effect for Read-Aloud volunteers. This document is merely a guide and is not a promise of specific treatment in specific situations; it is intended to be clear about our expectations in most common situations.

+ About Us

Read-Aloud Volunteer Program is a nonprofit organization that recruits and places adult volunteers to read one-on-one with children in Richmond, San Pablo and surrounding area Elementary Schools. Founded in 1995 by Dr. Marilyn Nye, Professor of Education, Read-Aloud began services in Downer Elementary and within two years began working with other schools in the district.

Read-Aloud houses a core collection of books at each school and provides a home-library of books for each of the children. Volunteers receive training and an overview of the program. We are funded through donations from individuals, foundations, community service groups, corporate grants and contracts.

+ Goals

Instill the joy of reading and love of books by taking children to places and times they have never been - enlarging and enhancing their worlds
Build motivation, curiosity and memory skills
Improve imagination, thinking, knowledge, and good habits
Children know that their ideas and interests are supported by caring adults
Equip children with language skills through conversation building and new vocabulary introduced throughout the reading sessions.
Encourage children to see themselves as readers and not just reading books

+ Objectives

Provide 24 weeks of consistent one-on-one reading aloud experiences for children, K-2
Improve the children’s reading level and comprehension
Build a personal library of quality books for each child and family to enjoy
Children grow in confidence and see themselves as competent and capable, increasing their participation in class
Create a positive association with books and reading to increase independent reading at home and out of school Meaningful relationships are at the heart of learning!

2. Overview of Volunteer Experience

Volunteers come to Read-Aloud with varied backgrounds, experiences, goals, perceptions, and values. Such diversity makes for a rich environment, giving Read-Aloud access to the wonderful skills represented within the community. Read-Aloud’s continued success in local educational communities is due, in large part, to the dedication and enthusiasm of its volunteers. Read-Aloud makes every effort to match volunteers to a suitable and worthwhile volunteer assignment that best fits individual interests and skills.

+ As a volunteer, you can expect:

to be treated as a respected member of the team.
that your time will be valued.
an assignment that is meaningful and satisfying.
professional and courteous communication.
accurate information about Read-Aloud, and quality training, assistance and support
a friendly, welcoming atmosphere.
exposure to opportunities to learn and grow.
regular expressions of appreciation.
opportunities to voice ideas and concerns.

+ In return, Read-Aloud asks that you:

understand, support and adhere to Read-Aloud’s mission, goals, policies and procedures, including all record keeping and confidentiality requirements (see below)
act as a good ambassador of the Read-Aloud program.
perform your role conscientiously, to the best of your ability, and within the bounds of specific position descriptions and requirements.
respect the individual differences you encounter during your time with Read-Aloud.
inform your Coordinator promptly if you will be absent or are unable to perform any of your volunteer responsibilities.
provide program feedback when requested.
maintain timely and regular communication with your Coordinator.

+ Confidentiality

Some of the things you will learn about or see during your volunteer experience are confidential. All volunteers must sign the Volunteer Agreement and agree not to publish or disclose any confidential information to anyone outside of Read-Aloud. This includes:

Sensitive information about the children and families we serve. For example, as a Reader, you may learn about a child’s reading level or learning disabilities. Or, although you are discouraged from inquiring about such things, children sometimes share sensitive family information such as pending divorce, parental health, financial issues, or sibling issues. You should only use first names when discussing Read-Aloud children outside of Read-Aloud programming. This prevents people outside of Read-Aloud programming from learning confidential information about specific students.

If you’re not sure, ASK your Coordinator!

3. Read-Aloud Volunteering: From Beginning to End

+ Getting Involved

If you’re interested in exploring a different volunteer role, contact the Read-Aloud office, or e-mail info@read-aloud.org. If anyone you know is interested in being a Read-Aloud volunteer, encourage them to apply online.

All volunteers must pass a background check prior to volunteering with Read-Aloud

+ Volunteer Training

All volunteers receive an orientation and training specific to the volunteer position and location. Volunteer training ensures program consistency and integrity. Volunteer training is provided through a variety of both formal and informal formats. All volunteers are required to complete the volunteer training program for their positions.

If at any point, your volunteer role is unclear, ask! We value your time and expertise and are here to help you best use your talents on behalf of Read-Aloud.

Site Coordinators aim to create an environment in which volunteers understand their roles, receive guidance as needed, and feel appreciated for doing good work. This policy describes our general process for providing feedback to volunteers. It is not a lock-step process and all volunteers serve “at-will”, meaning that Read-Aloud or the volunteer can choose to end the relationship at any time and for any lawful reason.

See: a short presentation on the practicalities of reading.

+ Volunteer Performance Evaluation

In situations not involving child safety concerns (in which case, action will be swift to remove a volunteer), if a volunteer is not satisfactorily performing his or her duties and needs clearer direction, the Site Coordinator is encouraged to view this as a teaching or coaching moment. Outside of the group setting, discuss the ineffective or problematic behavior with the volunteer, and offer suggestions for more effective or preferred behavior.

If the volunteer’s performance does not improve, use the steps described below to work with the volunteer on performance improvement. Any of the steps below may be accompanied by a written notification. Some steps may be omitted, and, for particularly problematic behavior, a volunteer may be asked to leave Read-Aloud immediately; however, asking a volunteer to leave is generally a last resort.

Performance Feedback
1. Provide verbal cautions and coaching on more appropriate or effective behavior
2. Repeat the verbal notice, as appropriate
3. Provide verbal warning that additional problems will result in termination of volunteer assignment
4. Terminate volunteer assignment
Voluntarily Leaving Read-Aloud Read-Aloud appreciates any and all time that volunteers donate. If you find that you are unable to continue your volunteer commitment for any reason, please let your Site Coordinator and the office know as soon as possible.
Read-Aloud’s Commitment to a Positive Volunteer Experience Read-Aloud is about more than running effective programming; we want to ensure that we provide a wonderful environment in which our volunteers can work and thrive. Accordingly, we abide by the following policies and processes for resolutions of concerns.

+ Discrimination & Harassment Policies

Americans with Disabilities Act:

In accordance with the law, Read-Aloud makes reasonable accommodations for physical or mental disabilities of a qualified volunteer, unless an undue hardship for either would result. Volunteers requiring accommodations should contact their Site Coordinator for advice as to what is needed. Information about disabilities is kept confidential, to the extent possible and consistent with Read-Aloud’s obligations under the law.

Anti-Discrimination:

Volunteers are welcomed without regard to gender, disability, age, race, sexual orientation, national origin, disability, marital status, religion, veteran status, mental or physical disability or any other status protected under federal, state, or local law. The core qualification for a volunteer is the ability to fulfill responsibilities on behalf of Read-Aloud as described in your position description.

Anti-Harassment:

Read-Aloud prohibits conduct by any employee or volunteer that harasses, disrupts or interferes with another's performance; which creates an intimidating, offensive or hostile environment; or which adversely affects an individual’s opportunities. Prohibited conduct includes harassment against an individual due to that individual’s gender, disability, age, race, sexual orientation, national origin, disability, marital status, religion, veteran status, mental or physical disability or any other status protected under federal, state, or local law.

Sexual harassment is prohibited.

It is defined as unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature that may create a hostile, intimidating or offensive volunteer environment. Each supervisor has the responsibility to maintain an environment free from any form of harassment.

+ Absences

Unexpectedly absent or tardy Readers make it difficult for Read-Aloud to function.

Read-Aloud commits 24 reading weeks to our schools, but we realize these days are spread out over seven months. Illness, other commitments and travel can all interfere with coming to Read-Aloud. Because the consistency and bonding with each child is so important, we ask that you strive to attend your reading sessions.

When missing a session is unavoidable, please inform your Site Coordinator as soon as possible. Substitute readers are notified in advance to cover a session. Unfortunately, substitute readers are limited by time and are not always available. Read-Aloud strongly recommends volunteers and Coordinators to set-up a swap of days between you and a fellow volunteer at your school. Having a friend or family member join Read-Aloud as a substitute reader would be ideal. Please ask them to contact the Read-Aloud office, so they can get approved as a volunteer, etc. If you frequently have conflicts with your Read-Aloud commitment, talk to your Coordinator about alternate volunteer opportunities.

+ Background Checks

Read-Aloud prioritizes the safety of children and volunteers; each potential volunteer must pass a criminal (California Dept. of Justice) background check as part of the application process. Because of their access to confidential information, this includes office volunteers, interns, Board/committee members and others. Individuals who refuse to comply with this request are not allowed to volunteer. Read-Aloud receives Subsequent Arrest Records for all individuals who have been background checked.

Volunteers are required to report the following to the Read-Aloud office immediately:

Any arrest for a crime or violation involving children
Any arrest for a crime or violation involving violence, threats of violence, or domestic violence at which children were present
Any conviction, plea of guilty, no contest or nolo contendere in connection with a crime or violation involving children or violence
If you no longer want to be part of the program and do not want Read-Aloud to be notified of your future arrests

+ Conflict of Interest

You may not use your volunteer position with Read-Aloud or use the organization’s assets or influence for personal advantage or the advantage of other people or organizations.

Read-Aloud volunteers are often active participants in their communities, offering support to a vast array of personal activities, organizations and causes. Volunteers may not, however, use their Read-Aloud affiliation to further any causes, partisan politics, religious matters, or community issues. You must disclose any business, commercial or financial interest where such interest might be construed as being in real, potential or apparent conflict with your volunteer responsibilities at Read-Aloud.

+ Representing Read-Aloud

Volunteers are the heart of our literacy efforts. Read-Aloud asks all its volunteers to present a positive, professional image while representing Read-Aloud. Volunteers may represent themselves only within the extent of their volunteer positions, and only as volunteers with the organization.

Volunteers are expected to dress in a professional manner and maintain good personal hygiene.

Read-Aloud reserves the right to accept or reject volunteers in its sole discretion, for any reason or no reason.

4. Ensuring the Safety of Read-Aloud Students

+ General Rules

The safety of Read-Aloud children and volunteers is always our highest priority. All Read-Aloud volunteers must follow these safety policies:

Do not take children outside or away from school.
Always read in view of other adults.
At the school site, sign in and wear your WCCUSD contractor’s badge.
Respect the physical boundaries of the children, allowing contact to be initiated by the child. A student may initiate a body-contact hug, but it is better to hug with one arm. Do not touch children below the waist or any type of inappropriate manner; this includes allowing the child to sit on your lap.
If a child shares any personal information that is concerning, it is your responsibility as a Reader to report this information to the Site Coordinator. The Site Coordinator will notify the appropriate school personnel. This information should remain confidential.
The best gift volunteers can give the children is time, energy and commitment. Read-Aloud provides each child with books, and respectfully asks that you do not give gifts to the children. We are not allowed to give the children personal gifts, or extra Gift Books. If a child has expressed interest in a Core book, and you would like to give a copy of it to them, you may gift it to the program and the child will have the choice of picking that book on a Gift Book Day.
If you want to interact with the child beyond the scope of Read-Aloud, you must go through the school. Never exchange contact information with a child.
Over time, we naturally become attached to the students. We are not friends, but volunteers supporting children’s learning opportunities and joy in reading aloud. Questions should be open-ended and school or literacy related, but you may allow students to volunteer information.
Never go into the student bathrooms.

+ Cell Phones and Mobile Devices

Be respectful of your time with your Read-Aloud student, and refrain from using your cell phones or mobile devices, except in an emergency. If you are attending a Read-Aloud meeting, please silence your cell phone.

+ Photos/Recordings

Do not photograph/record Read-Aloud children or site activities (see Cell Phones and Mobile Devices). Read-Aloud or school staff may take photos of children with a signed parent/guardian permission slip on file. If prints are given to you, you may share them online if "promotion of Read-Aloud (print or online)" permissions were granted by both you, the volunteer, and the child's family.

+ Concerns Regarding Child Safety

Any volunteer with concerns regarding possible child abuse, child neglect, child sexual abuse, or other child safety concerns should immediately report the matter to the Site Coordinator. Read-Aloud volunteers should cooperate with any investigation by governmental or law enforcement agencies regarding such matters. Although Read-Aloud encourages cooperation with authorized investigations of child safety matters, in order to protect innocent individuals, gossip and speculation among volunteers regarding unfounded accusations or matters of which the volunteer does not have personal knowledge is discouraged.

+ Injuries or Illness

Report all accidents, injuries, thefts, or anything else that threatens the safety and security of children, volunteers, or staff to your Site Coordinator as soon as possible.

If any serious incident occurs, Site Coordinators should fill out an Incident Report form, and submit it to the school office. Serious incidents include safety issues, major complaints, accidents, unusual behavior, and/or other unusual incidents.

Read-Aloud has a “zero tolerance” policy for any actions, verbal or physical, that threaten Read-Aloud employees, children, volunteers, and donors. Volunteers are encouraged to raise any concerns about violence with their Site Coordinator.

If the child is obviously sick, you make ask to take an alternate child or skip the session if none are available. If you realize during your session that the child is sick, you may take them back to the classroom.

+ Emergency Procedures

For your safety and the safety of the children, you must be aware of your site’s security and emergency procedures and be prepared to follow them.

You are encouraged to leave valuables at home. Read-Aloud is not responsible for any loss incurred.

There are general district wide emergency procedures which may vary in specifics (designated gathering areas, for example).

All classrooms should have an Emergency Procedure laminated guide (emergency clipboard) and Exit Map posted near the exit doors.

+ Emergency Closure

Read-Aloud follows local site and school district schedules for delays or closure due to weather or natural disasters.

Emergency Procedures for Fire, Earthquakes or Lockdowns are covered in the Appendix.

+ Absences

Please notify your Coordinator as far in advance as possible if you are going to be unavailable on your reading day. Whenever possible, a substitute reader will be called to read in your absence.

5. Time to Get Started

+ Are You Ready?

	Arrive On Time: Take into consideration the time it takes to find parking, checking in, and to review the books in your binder. (Recommended time to arrive: 15 minutes before session start)
	Silence All Electronic Devices: During reading session volunteers should avoid cell phone disruptions to allow full focus on the child.
	Arrange Same Class Pick-Up: teachers prefer having all their students picked up at the same time, rather than separate times – this prevents too many interruptions.

6. During Your Reading Session

+ Guidelines

Volunteers are responsible for accompanying students to/from their classroom and the Read-Aloud location. Your Coordinator will give you a tour of the school to show you where the classrooms are located. If you are unable to walk the distance required to pick up your child, please ask the Coordinator or another volunteer for assistance.

Get acquainted with your student on the first day. Tell them how they should address you. Many children are shy at this age. It could take several weeks for them to get comfortable with you.
At your table together: When the child comes to the reading area with you, take a couple of moments to make a personal connection at every session.
Talk about the cover art, author, title, etc., before you open the book. Ask “What do you think this book is going to be about?” and similar questions. Be encouraging when they volunteer reading words or sentences that they recognize. They should enjoy the experience. Be sure to chat with them about each book. There may be times when the child might want to take control of the reading session. When this happens, take a brief pause, remind the child of your volunteer role, and resume focus back to the book. (ex: “Oh look! This is my favorite part”).
Take turns choosing books. Encourage students to explore books outside of their usual choices (we will provide you with these). As the older children get to know you, they often will offer to read to you. It’s usually a good idea to suggest that they read a sentence and then you read a sentence or paragraph, etc. Don’t force them to read, as that may take away the joy of Read-Aloud. If they want to do all the reading, the chances are they will miss the advantage of the book itself. Our goal is to model the pleasure reading and the books themselves, NOT to teach or tutor. It is important that the children hear the rhythms and intonation of the prose.
Have fun! Reading with expression gives the children context. Exaggerate feelings and actions. Be willing to have fun! Use your own reading style. Remember to use a moderate pace and not drag or go too quickly. Try to capture the mood of the book, pause and check in with your student. Are they clear on the characters, the story unfolding? — occasionally ask open-ended questions. Be an actor! Read as if you are trying out for an Oscar, with lots of expression. Change the pace of your reading; raise and lower your voice; even whisper occasionally.
Comprehension: While reading, try to read in phrases, rather than word by word. This practice really helps a child’s comprehension.
Watch the time: If your time is almost up, it is probably better to talk about the book you are finishing rather than starting a new one, even a short one. You can request that we put books back in the binder for the next time.
Finishing all the books: You never need to read all the books we put in your binder! If the child shows no interest in the book he or she has selected, suggest that you stop that book and try another one. You might try a shorter one to see if it’s easier to keep your student’s attention.
After the reading session: return your student to class with the other students from that classroom, if possible. Thank them and remind them that you will see them next week.
Fill out all paperwork, including Book Lists and Evaluations when appropriate.
Alternate student: If your student is absent, refer to your binder for approved back-up students, and ask if one of them is available instead.
Students out of classroom: Many of our students are pulled out of class for a variety of reasons. The Coordinator will try to identify when these changes occur, but it may take a while to sort out where children are located. Feel free to note changes on the Binder Cover Sheet (for example: “Pick up in Computer Lab and Drop Off in Classroom 124”).
Bathroom breaks: You may accompany your student and wait for them in the hall. Adults are not allowed in the student bathrooms.

+ Challenging behavior

Students in Read-Aloud are young, ages 5-8. Sometimes they are easily distracted or may not be developmentally or temperamentally ready to stay focused for the entire half hour session. Some of the youngest are very shy and may be hesitant to leave the classroom with a stranger. Although we ask the teachers to pick students that speak at least some English, their comprehension may be poor.

Being patient is key. It takes time to get to get to know your student. Normally, in a few weeks the children have adapted and are eager to see you and hear stories.

We have stuffed animals as a reading buddy, if appropriate. We also have pencils and paper, if it helps the child to draw as a way of interacting with the story. It may instead be appropriate to minimize distractions while reading with your student; remove everything but books from the table and have the chairs face a wall.

Acting out, anger, bad language, etc. can’t be tolerated in Read-Aloud. Discuss challenges with the Site Coordinator and ask for support. The Coordinator will take the necessary action by talking to the child’s teacher afterschool. It may be necessary to take the child back to the classroom.

Note: we have found that in a one-on-one non-judgmental positive environment, behavior such as this is rare.

7. English Learners: Tips

+ Reading with EL (English Learner) Students

Note: This information is taken from a pamphlet written for Oregon’s SMART (Start Making a Reader Today) Program; Read-Aloud Volunteer Program is modeled after SMART. Since English is a second language for many of the children we read to, we thought this information might be useful.

EL students should be read to as much as possible during elementary school. Hearing English through stories and conversation helps to improve listening abilities and language development.

As Read-Aloud volunteers, our primary goal should be to make EL students feel comfortable with us and with being Read-Aloud readers. Provide your students with a fun and relaxing atmosphere to encourage them to enjoy books and stories.

+ EL Students and Self-Expression

Because EL children are just learning English, their ability to express themselves at school is limited. "Because of this difficulty expressing themselves, many EL students experience an overwhelming feeling that they must be stupid because they have no ‘voice’".

Our challenge as volunteers is to find ways to help our students express what they know. For example, EL students can illustrate their knowledge through art activities, body language, or by writing in their native language.

+ General Tips for Working with EL Students

Relax and enjoy your students. Give your students time to adapt to you and the Read-Aloud program.
Speak normally, keeping pronunciation and speech natural. Use complete, short sentences (6-8 syllables). Be sure not to slow down your speech, exaggerate pronunciation or increase the volume.
Don’t overstress correct pronunciation. Don’t correct students, just repeat the word and continue with the story.
Use body language to accompany your words. From time to time eliminate the body language to see if your student still understands.
Target familiar words. Help them find words they already know.
Use books with repeating phrases. EL students often especially like patterns and rhythms they can memorize and repeat.
Share. Share objects that are important to you (music boxes, gadgets, books, pictures of your family). Ask your students what they like.

Wordless books

Using wordless books, students can tell you what they see, and you can write their words on post-it notes. In many cultures, the tradition of oral storytelling is strong. In working with EL students, we can draw on this tradition by providing oral storytelling experiences. Wordless books provide such an experience when we engage students in conversation and construct the story.

Pattern books

Many books rhyme, have rhythm or include repeating phrases. These are good books to use because children can enjoy the rhythms and rhymes even when they cannot understand every word in a story. Ask your Coordinator to point these books out to you.

If none of the books provided in the binder or additional book selection area are of interest to the student, ask the Site Coordinator for suggestions.

Conversation Starters

Discussing books is part of the fun! But remember to ask open-ended questions, not closed questions.

Closed	Open-Ended
What color is that?	Why, do you think, is the tiger striped?
Do you like the beach?	What happened when he went to the beach?
Does she look mad?	I wonder why she is mad?

Once a child has answered a closed question, there’s not really much more to say, unless you follow-up with a related open-ended question. When asked open-ended questions, children can choose to say whatever they’re thinking. These questions often lead to interesting conversations. Open-ended questions also encourage thinking and problem solving. They don’t demand a response or have right or wrong answers.

8. Selected FAQs

We hope these questions and answers will be helpful and that we’ll all have a great year together! If you have further questions, check out our Searchable FAQ, before contacting the office.

+ What do I need to bring to school with me?

There is nothing you need to bring along, except your willingness to volunteer. We will have your badges (unless you are a substitute and go to several other schools or need the ID badge for other school district sites). Any other printed information we will have available to you at the sites. As agreed to in the Contractor’s Service Agreement, cell phones and other personal items must be put away.

+ Where do I go when I come to school?

That varies with each school site. It is important to sign-in at the school office, but your Site Coordinator will communicate procedures at your school at the on-site training session.

+ What about holidays or changes in the regular schedule?

Please check your yearly Read-Aloud calendar. The Coordinators will also tell you or post a memo or message board when you come in, and the website calendar is updated as well.

+ Who do I contact if I can’t come to read on my scheduled day?

Please phone your Site Coordinator as soon as you know you must change your schedule. Texting usually works better on days your Coordinator is working. Children and teachers count on your regular appearance so try to be consistent about your reading or help us to find you a substitute reader as soon as possible.

+ What is the best way to pick up my students from their classrooms?

If several students are pulled from the same class for the same session, try to go with the other volunteers at the same time to minimize disruptions. On the first day, say that you are from Read-Aloud, to pick up "{List students}," the teacher will usually express a preference of how you are to pick up the students in the future. Each teacher has a preference, and since we are guests in their schools, we like them to tell us the method that is least disruptive to their teaching styles.

+ What if I get paired with a student with behavior problems? Or we just don’t “connect”?

Please talk to your Site Coordinator, and the question will be raised with the student’s teacher. Often it takes several meetings to get to know the students and some are especially shy or may have other complications that make it hard for them to relax and trust you as a friend. We have had a few occasions when a reader and a child just don’t enjoy their sessions together— this is usually due to Read-Aloud not being able to provide the resources the child requires, and a change is made without anyone feeling uncomfortable. Don’t be afraid to speak up--usually it can be resolved for all concerned.

+ How do I communicate with a teacher?

Please don’t interrupt teachers in class! Remember: communication between volunteer and teacher should go through the Coordinator. You may write a note which the Site Coordinator will leave in the teacher’s mailbox or express your concern on the sheets in the student’s binder. Teachers may also leave notes for you in the binders on your reading day.

+ May I buy books for the program?

If you would like to contribute books in memory of someone special or just to add some favorite book titles of yours to the program, please talk to the Site Coordinator. Dr. Nye preferred to buy most of the books, but she saw the value in suggestions and input from the readers and teachers and so do we. Each school has a unique population with specific interests and needs, and it’s best to check with the Site Coordinator where you read. We welcome all suggestions and comments. We also have an Amazon Wish List. If you would like to donate a book, the list has great suggestions.

9. School Sites

+ Map, addresses, assigned Coordinator

Map with school locations, table with school addresses and Site Coordinator names located on Locations page.

10. Appendix

+ Example Book List and Comments

Volunteers fill out the Book List daily for each child. The purpose of the Book List is multi-faceted: to keep a record of the books the child has read, to keep an attendance record for the volunteer and the students, to help the coordinator choose better books for the child (both of interest and appropriate reading level), to help the volunteer keep a record of the student's progress, to help a substitute reader get a feel for the child.

Book List, example of one page filled in Notes:

If the book is in a series, write the subtitle, too. If it is the original book in the series, add "(original)" or "(1st book)"
If a book was not read, but you want to comment on it, write the title in the Comment section, then start commenting on it.

Examples of Helpful Comments

“Favorite! Wanted to read it again!”
“Liked because it was… (funny, colorful, about animals, etc.)”
“Loves this series.”
“This series is good because…”
“Too advanced, did not understand”
“Too easy, said it was for babies…,”
“Loves books about… (math, the alphabet, numbers, colors, cats, etc.)
“Finds (dinosaurs, baseball, fairies…) boring”
“Is scared of (sharks), no more (shark) books.”
“Wants books with (more/less) (pages/word/pictures…) – this one was too (easy/difficult…).”
“Wants a (tougher/easier) book for home because s/he reads (with older sibling, younger sibling)”.
"Read a few pages on own, no prompting!"
"Read a few sight words!"
“DNF” - Did Not Finish

Sticky Notes

Sticky notes can be used to communicate with the coordinator, or for short term things to remember. For example: if you want to keep a book for next time, write: "Please keep Bats in the Library for next week".

Make sure to remove the sticky note when the message no longer applies.

+ Example Teacher Nomination Form

Teachers nominate students to the program. This is an example of how we ask the teachers to fill out the nomination form. Sample Nomination Form

+ Example Volunteer Forms

Form 3, Conversations

This is the interview evaluation form, printed on Salmon colored paper.

Form 3

Form 4, Participation Metrics

This is the form that you evaluate the child's behaviors around reading, printed on Lilac colored paper.

Form 4

Form 7, Volunteer Feedback

This is the end of year reflection on the year.

Form 7

+ WCCUSD Contractor's Service Agreement

These are behaviors that you agree to abide by as a volunteer for Read-Aloud while in WCCUSD schools.

Every volunteer should have a signed copy of this on file with Read-Aloud.

As a Contractor working in WCCUSD, I agree to the following rules and regulations.

I will spend my scheduled time with students doing site approved and/or assigned activities.
I will respect the school’s dress code; no sunglasses, hoodies with the hood up, flip flops, bare midriffs, sagging pants; or, clothes depicting drugs, tobacco, alcohol, or anything sexually suggestive or involving a racial/ethnic slur.
I will never remove a child from the designated school area, or make plans to meet a student during non-school hours for any reason without the express permission or knowledge of the Principal.
I will never discipline any child. In case of a situation that requires a disciplinary action, I will notify school staff immediately.
I will be free from the influence of alcohol or illegal drugs while performing my site approved and/or assigned activities.
I will not use electronic devices such as cell phones, music players, smart phones, etc., while working with students. I will not exchange personal contact information with students.
I will not take photos of students unless my organization has secured parental permission using the WCCUSD Media Release Form. I will not post photos of students on social media networks unless my organization has secured parental permission using the WCCUSD Media Release Form.
I will not engage in any act which is discriminatory in nature towards another person’s race, creed, ethnicity, national origin, sex, sexual orientation, age, physical condition, religious beliefs, political affiliations, veterans or marital status.
I agree to the above codes of conduct and will never purposefully endanger the well-being or life of a child.
I agree to immediately (the same day) notify my immediate supervisor or an appropriate WCCUSD district staff member of any knowledge of, or suspicion of child abuse. I understand that any breach of the above policies may result in the suspension of my WCCUSD Contractor Badge.

+ Read-Aloud Policies Acknowledgement

Acknowledgement of Policy and Procedures Handbook

The Read-Aloud Volunteer Program (Read-Aloud) Policies and Procedures Handbook (Handbook) contains important information pertaining to my volunteer responsibilities and expectations. I understand that I should consult my school coordinator if I have any questions about the information contained in the Handbook. Since the information and policies in the Handbook are necessarily subject to change, I acknowledge the revisions to the Handbook may occur, and are always available at: http://read-aloud.org/volunteer-handbook

Signature - By signing below, I agree to the following terms:

I have received and read the Read-Aloud Policies and Procedures Handbook and understand the same;
I understand this Handbook is not intended to cover every situation which may arise during my volunteer time, but is simply a general guide to the goals, policies, practices, and expectations of the Read-Aloud;
I understand that I should arrive in a timely manner so that I am ready when reading time begins, and can pick up my student on time;
I understand that I shall fill out all necessary paperwork, not limited to the Book Log and Comments, and the evaluation forms;
I understand that I shall attempt to attend all sessions and if I cannot, I shall give my site coordinator as much advance notice as possible;
I understand that mobile devices are a distraction and should be in silent mode; additionally I will take no photos of my students (my coordinator or school staff may take photos);
I understand that I shall wear my WCCUSD ID badge before and while interacting with students.
I understand that I shall follow WCCUSD Contractor Service Agreement Policies;
I understand that I shall maintain confidentiality of students’ data; I will not share student data with anyone outside of the program. In addition, if I talk about individual students, I will disassociate them with their name, school, etc;
I understand that the purpose of Read-Aloud is to spread the joy of reading and as such will be the best reader I can be.

_	_	_/_/____
Print Name	Signature	Date

+ School District Emergency Procedures

Fire:LINE-UP, EXIT, and COUNT

In the case of a fire, alarm will sound off. Upon hearing the alarm, the following steps must be made:

Line your students up, grab your emergency clipboard, and exit the building immediately.
Use the closest exit available to your students and travel to the recess yard to line up in your designated area.
Check roster to ensure that all students are with you. If all students are with you hold up the green card "all clear" found on your emergency clipboard, if any student is missing, hold up the red card "Need Help" found on your emergency clipboard. In the case of a red card the Incident Commander or Safety Officer will assist you.

Do not re-enter buildings until it is determined and communicated by the Incident Commander that it is safe to do so.

Earthquake: DROP, COVER, and HOLD

Earthquake procedures in the classroom or office

At the first indication of ground movement, you should communicate to your students to:

DROP to the ground. It may soon be impossible to stand upright during the earthquake.
Seek protective COVER under or near desks, tables, or chairs in a kneeling or sitting position.
HOLD onto the table or chair legs.

You should remain in the DROP position until the ground movement ends. Be prepared to DROP, COVER and HOLD during aftershocks.
After ground movement ends,

Check for injuries and safely evacuate the building, unless notified otherwise. Move to the recess yard and line up with your students in your designated area.
Check roster to ensure that all students are with you. If all students are with you hold up your green card "all clear" found on your emergency clipboard, if any student is missing, hold up a red card "Need Help” found on your emergency clipboard. In the case of a red card the Incident Commander or Safety Officer will assist you.

Do not re-enter buildings until it is determined and communicated by the Incident Commander that it is safe to do so.

Earthquake procedures while outside

At the first indication of ground movement,

MOVE away from overhead hazards such as power lines, trees, or buildings.
DROP to the ground and COVER the back of the neck with your hands. Be aware of aftershocks.
Once movement has subsided move to the yard and line up with your students in your designated area.
Check roster to ensure that all students are with you. If all students are with you hold up your green card "all clear" found on your emergency clipboard, if any student is missing, hold up your red card "Need Help" found on your emergency clipboard. In the case of a red card the Incident Commander or Safety Officer will assist you. In the case that you do not have your emergency clipboard please use a thumbs up green, or thumbs down – red.

Do not re-enter buildings until it is determined and communicated by the Incident Commander that it is safe to do so.

Lockdown Procedures: CLOSE DOOR, HIDE, and COUNT

In the case of an intruder on campus if it is determined that the safety and health of students and staff are in jeopardy, an announcement will be made to alert of potential danger. The announcement will be: "INITIATE LOCKDOWN PROCEDURES." A messenger will be sent outdoors to the field and yard to communicate this message.
Upon hearing this announcement, the following steps must be taken:

Teacher will quickly check the hallway and get students in the classrooms
Ensure your door is locked, closed, and pull down all window blinds
Teacher will move students away from the doors and windows and to a safe space (under desks or huddled together on the carpet)
Complete a head count and call the office ONLY if students are missing — report: "Teacher name, name of student/s who are missing, and where they are.” Teachers will maintain calm while keeping alert to the emotional needs of students.

Do not open the door for anyone once lockdown procedures have been initiated. Teachers will follow this procedure until "ALL CLEAR” has been announced.

+ Calendar

+ Site Specifics (Substitute Volunteer Cheat Sheet)

Overview

While Read-Aloud follows the same general outline, there are some logistics that are different from school to school. This document will try to address these differences so that you know what to do when going to a school for the first time.

Badges

The coordinator keeps the badges at all times, unless you are a substitute reader, in which case you are responsible for your badge. If a reader accidentally walks off with their badge, they should be sure to bring it back the next session. All badges should be turned in at the end of the year, as they are returned to the school district and we are issued new ones yearly.

+ Coronado

Coordinator: Gail Jones, Gail@read-aloud.org, 1(510) 851-3060

Address and Reading Location

2100 Maine Ave., Richmond CA 94804
Reading takes place in the Read-Aloud room on the first floor, Rm C103. Overflow reading is done in the library, when library is free (check with coordinator).

Parking

Street parking; do not park in the teachers’ lot. No street sweeping issues on Read-Aloud days

Sign-in and Badges

Read-Aloud volunteers sign-in on the Read-Aloud sign-in sheet at the office, go to the Read-Aloud designated reading room, and wear their badge once their coordinator gives it to them.

Reading Sessions

Tuesdays and Thursdays, 9:15-10:20 and 11:00-12:05
Note that there is a 5 minute window between half hour reading sessions, to allow for the walk back to class and settling time between students.

Signage

Notices to Readers are put up on the counter to the left of the door as you enter.

Extra Books and Reading Companions (Stuffed Animals)

If all books in the binder are finished, or the child is not interested in any of the offerings, there are more books for reading located in reading room.
*There are also stuffed animals available in reading room. - Possibly removed for as a COVID-19 precaution.

Odds and Ends

Tissue boxes and hand sanitizer are on individual reader/student tables.

+ Dover

Coordinator: Natalie Campbell, Natalie@read-aloud.org

Address and Reading Location

1870 19th Street, San Pablo CA 94806
Reading takes place in the library on the first floor. The library is the first room on the right as you walk through the Dover Street entrance.

Parking

Use street parking; do not park in the teachers’ lot. There is street sweeping on the 2nd and 4th Tuesdays and Wednesdays of the month. On Tuesdays street sweeping is on the west side of streets running north/south and on the north side of streets running east/west. On Wednesdays street sweeping is on the east side of streets running north/south and on the south side of streets running east/west.

Sign-in and Badges

Read-Aloud volunteers sign-in on the Read-Aloud sign-in sheet at the office, go to the Read-Aloud designated reading room, and wear their badge once their coordinator gives it to them.

Reading Sessions

Tuesdays and Thursdays, 10:25-11:30 and 11:50-12:55
Note that there is a 5 minute window between half hour reading sessions, to allow for the walk back to class and settling time between students.

Signage

Notices to Readers are put up on the white board on the counter near the library door.

Extra Books and Reading Companions (Stuffed Animals)

Odds and Ends

Tissue boxes and hand sanitizer are on individual reader/student tables.

+ (EM) Downer

Coordinator: Estela Banuelos, Estela@read-aloud.org, 1(510) 520-6691

Address and Reading Location

1231 18th Street, San Pablo CA 94806
Reading takes place in the Read-Aloud reading room on the second floor, Rm 228. It is the first room on the right as you walk up the main staircase.

Parking

Street parking, and you may use the teachers’ lot. There is street sweeping on the 2nd and 4th Tuesdays and Wednesdays of the month. On Tuesdays street sweeping is on the west side of streets running north/south and on the north side of streets running east/west. On Wednesdays street sweeping is on the east side of streets running north/south and on the south side of streets running east/west. There is extra parking on Sanford Ave.

Sign-in and Badges

Read-Aloud volunteers sign-in at the office in the visitor’s binder and wear their badge once their coordinator gives it to them.

Reading Sessions

Tuesdays and Thursdays, 10:05-11:10 and 11:50-12:55
Note that there is a 5 minute window between half hour reading sessions, to allow for the walk back to class and settling time between students.

Signage

Notices to Readers are put up on the counter to the left of the door as you enter.

Extra Books and Reading Companions (Stuffed Animals)

Odds and Ends

Tissue boxes and hand sanitizer are on individual reader/student tables.

+ Montalvin

Coordinator: Crystal Merrill, Crystal@read-aloud.org, 1(510) 697-4715

Address and Reading Location

300 Christine Drive, San Pablo CA 94806
Reading takes place in the Library (last door on right as you go down main hallway).

Parking

You may use the teachers’ lot. Try to use the spots marked “Visitor” or “Staff,” though spots with numbers can be used after 9:30, as the teacher assigned that spot is not likely to come in after 9:30 am. If the Staff lot is full, you should park on the street, though Friday is garbage pick-up day.

Sign-in and Badges

Read-Aloud volunteers sign-in at the office in the orange visitor’s binder and wear their badge once their coordinator gives it to them.

Reading Sessions

Thursdays and Fridays, 10:25-11:30 and 11:50-12:55
Note that there is a 5 minute window between half hour reading sessions, to allow for the walk back to class and settling time between students.

Signage

Notices to Readers are put up on the desk to the left of the door as you enter.

Extra Books and Reading Companions (Stuffed Animals)

Odds and Ends

Tissue boxes and hand sanitizer are on individual reader/student tables.

+ Washington

Coordinator: Estela Banuelos, Estela@read-aloud.org, 1(510) 520-6691

Address and Reading Location

565 Wine Street, Richmond CA 94801
Reading takes place in the Library. It is the last room on the right in the main lobby.

Parking

Street parking, there are generally many spots available on Wine Street opposite the school, and more parking on E. Richmond Avenue, south of Wine Street.

Sign-in and Badges

Read-Aloud volunteers sign-in at the office in the visitor’s binder and wear their badge once their coordinator gives it to them.

Reading Sessions

Mondays and Wednesdays, 10:10-11:15 and 12:20-1:25
Note that there is a 5 minute window between half hour reading sessions, to allow for the walk back to class and settling time between students.