“Let us remember: One book, one pen, one child, and one teacher can change the world.”

-Malala Yousafzei

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Local News: 2015 Volunteers in Lead to Read program take lunch hour to share a love of reading!

This year we’ve connected with Alliance for Economic Inclusion.  “FDIC’s national initiative to establish broad-based coalitions of financial institutions, community-based organizations and other partners in several markets across the country to bring all unbanked and underserved populations into the financial mainstream.” (read more here)  As this group has grown they’ve realized that education, chiefly reading, is a critical juncture for everything.  So we, along with many other organizations in the city, have come together to have dialogue and collaborate.  At a meeting in December we connected with Lindsey Foat, Reporter for KCPT & The Hale Center for Journalism.  This spring she approached us about featuring Lead to Read as a way of spreading the word about what we’re doing.  Of course, we loved the idea!  

We are excited to watch the story being told…and shared.  Take a moment and watch the video here and then even more importantly share it with someone.  We have a big vision, a big goal….5000 kids, that means we need 5000+ Readers…you can help us get there!

 

Did you know…

…you can log your hours served?  Many employers have incentives for hours volunteered, or perhaps you just want them for your records, no matter the reason it’s easy to create a record of your time investment.  Log into VolunteerMark (also located in the upper right of our site).  Once there your dashboard view should have a yellow box prompting: “Log My Hours.” 

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The next screen prompts you to select “Lead to Read” as your organization nd  enter your hours next to the classroom(s) you volunteered with.  If you volunteered all year in one classroom, you served 14 hours total.

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Once you’ve done that, Sarah approves each submission.  You will then be prompted with an email to print an official volunteer log of hours!

Thank you for serving with us this year, we hope to have you and two of your friends join us in the fall!  Watch for details of our Fall Kick Off/Training Event and 2015-2016 Reading Schedule.

Categories: Blog, Readers, Volunteers

Helzberg Helps + Wendell Phillips Elementary

In the spirit of Thanksgiving,  we want to give thanks to some of the incredible people that make up our organization.  This fall just after our training session at Wendell Phillips, I got an email from Reader Martha.  She said she was so excited about the program that she’d gone back to her office and told everyone about it (HOORAY!) in hopes of recruiting more Readers.  Martha works for Helzberg Diamonds.  Their charitable organization, Helzberg Helps, held a committee meeting that Martha attended and shared the Lead to Read mission.  They decided to donate some books to the school in September and as a Merry Christmas from Helzberg they would donate some Kindle e-Readers!  She worked with us to divide the book donations between the two classrooms we serve.  We then worked with the school principal, Ms. Brown to coordinate the e-Reader donations.  This week Martha & Joy (pictured below) presented the e-Readers to Ms. Brown to be donated to the library!  This allows any teacher in the building to check them out for their classroom.  They also provided giftcards so the librarian can download books that are a best fit for the students.  We are so excited to see Readers spread the word, become engaged with the schools and come to us with the ways they are thinking outside the box!     

HelzbergHelpsBlog

Martha Schofield, Joy Stover (Readers) and Ms. Deloris Brown (Wendell Phillips principal)

 

In Service Training

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Some of our wonderful local partners Turn the Page KC and Kansas City Public Schools are hosting an in-service training next week.  You’re welcome and encouraged to attend the training!  If you plan to attend please RSVP.

“Read to, Read with, Read by” 

An in-service learning opportunity for

Volunteers who read with young students 

November 11, 2014

3:00 p.m. to 4:30 p.m.

presentation by

Krista Calvert, Ed.D.

Co-author of the Turn the Page KC

 Volunteer Training Manual: Guide for Volunteer Reading Tutors

 

Manual Career Technical Center
1215 East Truman Road, Kansas City, MO 64106

 

 RSVP: [email protected] or 816-418-7652

Categories: Blog

Leadership from Burns and McDonnell

imageIts always about leadership.  Two leaders who work at Burns and McDonnell, Doug Dietrich and Tom Anderson took the first step, engaging with some hungry readers in KC’s urban core with Lead to Read KC last school year.
Tom Anderson heard about Lead to Read at his church and he started reading at the Academy for Integrated Arts (AFIA).   Dietrich learned about Lead to Read while traveling from Boise Idaho to Kansas City on an airplane.  His destiny was to sit down beside Jean Rundle, founder of the program. The rest is history.   After getting the scoop from Jean he joined Tom at AFIA in the spring of 2013.

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Their leadership paved the way for  this year’s  volunteers from Burns and McDonnell  to take on Lead to Read in a big way.  Sept 11,  over 60 potential readers heard the Lead to Read story  at Burns and McDonnell HQ in KC. Over 50 READERS will join the team and start reading at Boone Elementary in early October, 2013.  Thanks to Tom and Doug for leading the way.

ME Pearson Rocks

 

mrs rauer and me pearson readers

I feel so lucky as a classroom teacher to have the Lead to Read readers come to our classroom.  It is so important for my students to know that there are adults in their community who are willing to take their time to come read with them.  The students get excited when they know its Wednesday and their readers are coming in.  While the readers are in the classroom, I love to sit and watch my students and am always amazed at how they interact so easily with each other.  I truly believe it has helped my students to develop their love of reading, which is the main goal I talked about with the volunteers at the beginning of the year.  The readers are very supportive with the students individual reading levels and are very aware of how to handle the student needs as they are reading.  Again, it is a wonderful program and the only thing negative is that we don’t have enough of them to go around to other classrooms!  A million thank you’s Lead to Read readers 🙂

S. Rauer-4th Grade Teacher
M.E. Pearson Elementary School, Kansas City Kansas

Categories: Uncategorized

2013 Press Release

sarah director of operations

In 2011 Sarah Gaikwad joined the start-up Lead to Read KC team as Volunteer Coordinator.  Her energy and passion for Lead to Read  continued to grow as she helped launch the first full year of the program.  In 2012, Gaikwad took on the role of Program Coordinator and this summer was promoted to Director of Operations, succeeding Jean Rundle, Founder of the program in this role. 

“We are so excited that Sarah is expanding her leadership role at Lead to Read,” says Rundle. “She’s been a huge part of building Lead to Read, and is now growing partnerships with businesses and churches that provide volunteers and at the same time building relationships with teachers and administrators,” Rundle added.    

Gaikwad took on the new role this summer and is busy putting the final touches on the fall 2013 Lead to Read schedule.  “I love working with the Lead to Read family,” says Gaikwad.  “We are expanding both in volunteers and children reached this school year, transforming KC one Reader at a time,” she added.  

                 Sarah and her husband Jon are also new parents in 2013 and we look forward to seeing Ms. Natalie Gaikwad ( our newest volunteer) growing into her new role. 😉  Congratulations to Sarah and her growing family. 

                 With the growth of Lead to Read, and with Jean Rundle taking a step back in the day to day operations of the program, Lead to Read is proud to announce that Maryann Hughes has joined the team as the Site Coordinator.  Hughes is a veteran Lead to Read volunteer Reader (Wendell Phillips EMS) and is an experienced volunteer in many schools in Kansas City’s urban core. 

 

maryann huges joins lead to read

“We were so excited that Maryann wanted to play a bigger role with Lead to Read, says Rundle. “With the program growing and the new schools coming on we really needed someone with Maryann’s experience and knowledge of the way Lead to Read works to step into a leadership role, she added. 

Hughes will be working closely with principals, teachers, and volunteer READERS at each of the sites planned for the 2013-14 school year and has been reaching out to all past READERS, helping them make plans for where they will be reading this school year.  

 Welcome to team Maryann… we’re so glad you’re here.  😉

Categories: Press Release

A Readers story

Lead to Read: “we must hope for everything”

When I read to at-risk children they rewarded my availability with a priceless gift.

by:  Dr. Liam Atchison

 

 Margaret Fuller (1810-1850) was considered to be the most well-read person in New England, and she was the first woman allowed to use the library at Harvard. As a pioneer in the women’s movement she certainly deserves our attention, but just as fascinating to me are all those books. She read them in an era when codices were expensive, hard to obtain, and from an entertainment and educational perspective were the ‘only game in town,’ if you will. Despite her larger-than-life reputation regarding the reading of books, Fuller never lost sight of the importance of reading for the greater community. It was she who said with simple eloquence, “Today a reader; tomorrow a leader.”

  

I am not sure if Fuller was the first to observe the association between reading and leading, but I am sure that this connection is almost universally accepted today. That’s the idea that is the engine that moves Lead to Read, a program of adult volunteers helping at-risk elementary school children in Kansas City. This enlightened program was started by Lynn and Jean Rundle, friends of mine who brainstormed and prayed about how to make a difference in their community by helping kids develop valuable tools that might serve them well in the frequent chaos of their social milieu. That sounded good to me, so I volunteered and was assigned to two fourth graders, Erin and Miguel,* in a school with a predominately Hispanic student enrollment.

We began by reading Madeleine L’Engle’s  A Wrinkle in Time. I was surprised immediately by their evident passion for reading, a fervor I pray neither they nor I will ever lose. Erin was adept at understanding the author’s thesis and the connection of parts of the story to the larger plot. Miguel distinguished himself as a rapid reader, swiftly moving through the text while correctly pronouncing even the words he had never before encountered. He did this despite the fact that English is but the second language in his home. My job was to listen to their reading and offer whatever I could to help their comprehension and expand their vocabulary without snuffing out their passion, let alone stoke its fire.

Each day I came I found that they had read ahead at home, and actually helped me understand what was going on in the lives of the characters–and in his and her own world. We sailed through L’Engle and on toDiary of a Wimpy Kid. Once in a while they asked me to read. Erin told me she liked to hear the sound of my voice. I was never sure if she asked me to read because she was comforted by a man’s voice, but at least the act of being read to brought comfort. I noticed that she asked me this whenever she wasn’t feeling well, like the two times she was nauseated from the virus that was being passed around in her house or the time she was on the verge of tears because the landlord had discovered they were keeping a puppy and threatened eviction if they did not get rid of the dog. When she asked me to read the week after the dog had gone to the pound, she laid her head on the desk and seemed to be fighting tears, though she was so brave and strong I was sure she would never admit to the internal struggle. Before our time was up she asked to read again (“We read to know we’re not alone,” wrote C. S. Lewis.).

During these times Miguel was uniformly steady and prepared to read. Like a person who prefers the rye chips in the party mix, he relished selecting his favorite parts of the story and laughed a little as he related his reason for liking these bits. He also opened his door a small crack, allowing me to glimpse his perspective on his parents’ struggle to survive in a new country. I treasured these vivid pictures, painted with Miguel’s guileless brush. I envied the closeness and joy he felt in being an important part of his large extended family, who worked together, cried together, and showed singular genius in their ability to celebrate in one another’s company.

I enjoyed the books as well, and I found myself captured by the music of their carefully measured cadences and incipient efforts at mature expression. They absorbed the story so well I often felt I was the one being entertained. My self-consciousness was effaced and I was wrapped in the joy of a well-spun tale. As one who is startled awake when he realizes he is falling asleep, I sometimes shivered when I found myself so caught up in the story as they read that I forgot I was supposed to be providing analysis. On balance I felt I was getting more out of this “volunteering” than they were.

The last Spring day I read to Erin and Miguel we joined their teacher, classmates, and other volunteers in a celebration of the semester complete with exchanged gifts (Books! What else?) and sugary snacks. I was able to utter a few public words of encouragement to Erin and Miguel that were barely heard above the din of a classroom full of children relishing frosted cupcakes. Each of my young readers expressed appreciation after their teacher reminded them of its importance, and they sweetly shook my hand as they thanked me and wished me a good summer. I congratulated them on their excellent reading but uppermost in my mind was the thought that I would miss them next week.

It seems naive folly to imagine that education can cure the ills of our pluralistic societal experiment. History affords too many examples of well-educated wretches and evildoers. I lack the buoyancy of a giant like Margaret Fuller. Thus I am unable to predict whether the self-confidence gained through reading will help Erin and Miguel make better decisions when they are faced with the choice between right and wrong that will define their life’s course, let alone lead. But I do know–and hope they are aware of this–that they have a new friend in their corner who believes something better for them and is cheering for them. When they lose their source of comfort or when the passion wanes, I hope that they will remember me as a small but functioning part of their cloud of witnesses. I pray that they will make a connection from our briefly shared time of this likely faded realization: when someone glimpsed something of promise in them, it is because the promise is there indeed. Who knows? That might just prove to be enough.

Reading exposed me to more erudite voices than my own. I can still recall Erin’s voice as she read a relevant passage from Madeline L’Engle’s book: “Nothing is hopeless; we must hope for everything.”

I will keep reading.

(*Not their real names)

 

–Liam Atchison, Ph.D., from his weblog, All Books are Neighbors.

Categories: Uncategorized

Why Lead to Read?

 

Why Lead to Read?

We started Lead to Read because we believe the single most important issue facing Kansas City is that an alarming number of children are growing up in this city without the ability to read. The graduation rates at our local inner city high schools reflect this reality. The percentage of students who drop out of high school between the 9th and 10th grade reflect this reality. The challenges facing the neighborhoods across the city as a result of crimes committed by teenagers reflect this reality.

 

The reality is, if you are in the 9th grade, but can’t read at the 9th grade level, but are stuck at a 3rd or 4th grade reading level, you can’t advance to get that valuable high school degree, the ticket to meaningful employment and/or vocational training or a college degree.

 

What will change the game for Kansas City? Increasing the number of students who actually make it through high school and have an opportunity to become contributors. That’s a fact. With a massive engagement in Lead to Read from the community… we can change the game. Please join us in reading at a local elementary school near you.

 

Gratefully:

 

Lynn and Jean Rundle

 

 

 

Business Adopts Lead to Read – by Jeff Oddo

In April of 2011 I invited Lynn and Jean Rundle to speak to City Wide Maintenance staff about the Lead to Read program, which was just completing its trial year. The first year trials had shown test score improvements in participating students, and the program was actively recruiting volunteers to participate for the next school year.

City Wide decided as a company to participate in Lead to Read because of its focus on service to our community – City Wide has operated in Kansas City for over 50 years – and its focus on creating future leaders. City Wide’s mission statement focuses on service to others: to our clients, our service providers, and our communities, as a means of encouraging strong business relationships.

Our company provided all the readers for one classroom for the 2011 school year. Our group of readers was drawn from all levels of the organization – administration to sales to executive level. Ten readers made the commitment to read every week.

Coordination and recruitment within our organization was relatively simple: many traveling employees and managers served as substitutes for regular readers. In this way, we were able to make sure the students saw the same pool of faces every week – indeed, many of our substitutes became as well-known as our regular readers.

After seeing strong results in test score improvement and positive feedback within the company, we have extended our participation into a second year, in the same classroom. Many of the readers are working with their second group of students, trading notes on reading styles and stories, and actively recruiting friends and colleagues to participate.

City Wide encourages a culture of entrepreneurship and leadership in all of our business relationships: the idea that an individual, with hard work, perseverance and strong community support, can build an enduring legacy business that gives back. That’s what my father did in 1961 when he founded City Wide.

Lead to Read helps students find the skills they need to become tomorrow’s business leaders. By exposing students to invaluable life-skills by example, and by showing students they are worthy of the volunteer’s time, the Lead to Read program builds confidence and social ability, and City Wide Maintenance is proud to give it our continuing support.