TOVAH BURSTEIN ANGELO SANTA LUCIA

Onboarding New Staff and Volunteers: The Importance of Intentional Support

and Guidance

HOUSEKEEPING ITEMS

1. Hands raised = Questions

2. Peace sign fingers = Quiet down

3. Talk time = 2 minutes

4. No food or phones during session

5. Index cards for reflection

• Written Reflection on Index Cards and Worksheet

• Verbal Reflection

• Experiential Learning Activity and New Concepts

Session Expectations

LET’S REFLECT Why did you choose this session and what do you hope to take from it?

WORKSHOP OBJECTIVES

How to align volunteers and new hires goals and expectations with your organization

How to create an effective trainingIdentify and model abstract concepts through

tangible activities

How to provide ongoing support for volunteers and new hiresStriking a balance between formal and informal

training moments

WITS seeks to bridge the achievement and opportunity gap for underserved students through building connections with positive adult role models. WITS helps provide the critical support students need to set them on a path toward academic success.

OUR MISSION

WITS PARTNERS

Volunteers

StudentsSchools

ALIGNING GOALS AND EXPECTATIONS

STRATEGIES: WORKING WITH YOUTH

DEFINITION OF SUCCESS

o The goals for every WITS program is to enhance a student’s self-efficacy and improve their reading fluency.

o These two goals are easily relatable to most – if not all – organizations that work with urban youth in Chicago Public Schools.

SAMPLE SCHOOL: WASHINGTON-IRVING

ELEMENTARY SCHOOL Located in Medical District 89% of students come from low-income households

o Think of an elementary school student you know.

o What is important to them?

REMEMBER WHAT IT WAS LIKE?

CHILD DEVELOPMENT

Give them options so they can make choices

Remember that you’re the adult – don’t be afraid to give directives

Take their interests and concerns seriously, they are trying to find their “niche”

WITS MATERIALSCheck-in question to build rapport with your studentBooks leveled from A (easiest) to Z (hardest book)

Reading Level: _L_

This book belongs to

Model Reading Reading expressively Use character voices Modulating speed and volume

Encourage the Student Help student choose books Re-read to build confidence

The Goal: Students become comfortable reading out loud and see reading as an opportunity and not a task!

ENHANCING ATTITUDES

Before Reading• Look through the pictures and try to guess what the book will be about• Ask the student to tell you what they already know about the book’s topic/character/author

During Reading• Ask students to make predictions; check to see if they come true as you read• Ask the student if they have ever felt or experienced something like what the character is going through• Have the student reread tricky sentences • Help the student read with expression

After Reading• Have the student write or draw about what they just read or listened to• Ask the student to retell the story in their own words• Ask the student about their favorite part and what they would change

BUILDING BETTER READERS

BUT WHAT IF… What if my student is having a hard time paying

attention?

What if my student does not want to read?

When should I correct my student when he/she is struggling?

SELF-EFFICACY 10% - What a student

shows 90% - What a student

actually goes through What are some

behaviors that can send students to the principal’s office?

What are some other external stressors that can impede a student’s learning?

WHAT YOU SEE ≠ WHAT YOU GET

“Reading is dumb!”

What your child may be trying to tell you I'm angry that I struggle so much with reading. I don't see the point in having to work so hard to learn how to read. I'm not interested in what I'm given to read. How you can respond Acknowledge to your child that he/she does have to work hard at

reading. Point out the power and practicality of reading in everyday life. Help your child find reading materials at his reading level that also

interest him or her.

What did you wear on the first day of school?

What does it mean to “outdo yourself”?

Wait a second, who is Lady Love?

So, do you think it’s going to be a problem to get the iguana off the schoolbag?

I had a dog named Emma when I was a kid and she chewed on everything! Do you have any pets?

Have you ever seen an iguana?

LET’S PRACTICE

WITS POLICIES If you are suspicious of child abuse or neglect, please

notify your WITS coordinator immediately.

Stay with the group.

Do not contact your student outside of WITS.

Focus your attention—no cell phones please!

Do not give your student any gifts or candy.

Contact WITS if you have any questions or concerns.

INTENTIONAL SUPPORTExpert Training

Series

Ongoing CoachingFormalInformal

EXPERT PARTNERSDear WITS Volunteers,

On Tuesday, September 24, we will be launching our 2013-14 Expert Training Series for WITS volunteers featuring Dr. Mary Hynes-Berry from the Erikson Institute. In this interactive workshop, we will be looking at how the strategy “Reading an Object” can be used to lead readers to explore objects and ideas in a very interactive way.  You will experience and explore strategies that can make reading and writing come to life.  You will be provided with activities that can be used and adapted for children at different reading levels. The training is designed for both new and long time WITS volunteers and will equip you to have an increased impact on your students.

Hello WITS volunteers,We are excited to announce that Dr. Judith Gouwens,

Professor of Education at Roosevelt University, will share her expertise with WITS volunteers on March 7th at 11am. The focus of her presentation will be “Working With Reluctant Readers.” Dr. Gouwens is an expert educator and has a rich background in literacy and professional development. Read more about Dr. Gouwens below. Please join us if your schedule allows!

TAKEAWAYS Blinding Flash of the Obvious Questions Feel Free to Contact Us

Tovah Bursteintovah@witschicago.org

Angelo Santa Luciaangelo@witschicago.org @WITSChicag

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