Host Guidebook

Hello, wonderful hosts!

We’ve built this page as a place to store all the information, links, and forms you’ll need to host our visit—whether in-person or virtual.

You can use the list of topics on the left to easily find the answer to a specific question—or feel free to read through the whole thing to get a sense of the big picture.

We are always available if you have questions!

All best,

Your Customized Checklist

We will be emailing each host with a customized URL that leads to a printable checklist listing all the things you’ll need to do—and the specific dates on which (or by which) you’ll need to complete them. Note that, with very few exceptions, if you complete an item a few days late, it’s probably not a big deal. We’ll make clear which deadlines are hard and fast.

If you misplace your custom URL or have any questions about your checklist, just drop us a line

These URLs have an intuitive construction:
bit.ly/BUSLOAD followed by the first five letters of your school name (in all-caps!)

For example, the URL for Honeycutt Elementary School would be: bit.ly/BUSLOADHONEY

Timeline for Schools Not Participating in the Research

More than a month before our visit

  • Fill out the shipping information form (by May 14, 2024)
  • Send tour press release to your district communications office (2 months before visit
  • Choose a presentation space (5 weeks before visit)
  • Arrange the technology (5 weeks before visit)
  • Receive and store the books (1-3 months before visit)
  • Confirm your 2024-2025 enrollment numbers (ASAP after Sept 1, using the form we’ll email to you)

2-4 weeks in advance of our visit

  • Select students for small group session (3 weeks before visit)
  • Send home permission forms for small group session participants (3 weeks before visit)
  • Distribute pre-visit educational materials to teachers (2-4 weeks before visit)
  • Distribute/show the customized video (2-4 weeks before visit)
  • Hand out the books to teachers and students (2-4 weeks before visit)
  • Schedule optional pre-visit phone call or zoom (2 weeks before visit)

One week before our visit

  • Double-check space and tech (1 week before visit)
  • Confirm small group attendees (1 week before visit)
  • Make sure all teachers and admins know the game plan for our visit day (1 week before visit)

The Day of Our Visit

    • Make sure space and tech are set up and working (first thing that morning)
    • Pat yourself on the back for all your hard work, and get ready for an amazing day! 

     

    Timeline for Schools Participating in the Research

    items marked with an asterisk (*) indicate research-specific tasks

    More than a month before our visit

    • Fill out the shipping information form (by May 14, 2024)
    • Submit the letter of intent to participate in research* (by May 14, 2024)
    • Send tour press release to your district communications office (2 months before visit)
    • Choose a presentation space (5 weeks before visit)
    • Arrange the technology (5 weeks before visit)
    • Receive and store the books (1-3 months before visit)
    • Confirm your 2024-2025 enrollment numbers (ASAP after Sept 1, using the form we’ll email to you)

    2-4 weeks in advance of our visit

    • Send research info and permission forms to parents* (4 weeks before visit)
    • Select students for small group session (3 weeks before visit)
    • Send home permission forms for small group session participants (3 weeks before visit)
    • Distribute pre-visit educational materials to teachers (2-4 weeks before visit)
    • Distribute/show the customized video (2-4 weeks before visit)
    • Hand out the books to teachers and students (2-4 weeks before visit)
    • Schedule optional pre-visit phone call or zoom (2 weeks before visit)

    A few days before our visit

    • Double-check space and tech (1 week before visit)
    • Confirm small group attendees (1 week before visit)
    • Make sure all teachers and admins know the game plan for our visit day (1 week before visit)
    • Conduct Student Survey #1* (day before or day of visit)
    • Conduct Educator Survey #1* (day before or day of visit)

    The Day of Our Visit

    • Make sure space and tech are set up and working (first thing that morning)
    • Conduct Student Survey #2* (after our presentations the day of visit, or the next day if need be)
    • Pat yourself on the back for all your hard work, and get ready for an incredible day!

     

    One month after our visit

    • Conduct Student Survey #3* (30 days after visit)
    • Conduct Educator Survey #2* (30 days after visit)
    • Conduct Administrator Survey* (30 days after visit)

    Books


    We will be providing a free book to every student, teacher, and administrator in your school.

    Writing that sentence makes us really happy.

    BOOK SHIPPING INFO FORM

    We need each host to complete this Host Shipping Info form with the shipping and contact info of the person who will be responsible for receiving the shipment when it arrives at your school. We need this info to make sure the books reach your school successfully and on time. Please fill out this form by May 14, 2024. (It should only take a few minutes).

    SECURING FINAL HEADCOUNT

    We’ll reach out in early September 2024 to ask you to fill out this form with your updated 2024-2025 enrollment figures.  These are the numbers we’ll be basing our book shipment on, so please try to be as accurate as possible!

    SHIPPING AND RECEIVING THE BOOKS

    We’ll ship the books to arrive between one to three months prior to our visit (though it might be less than a month for those of you early in the school year). It might be a good idea to figure out in advance where you’ll store them (especially if you have a large enrollment; books are bulky!)

    • FREIGHT SHIPPING (for deliveries 500lbs and over)

    When possible (for shipments 500lbs or more), the default shipping option will be TForce Freight (UPS’s freight department). The advantage of freight shipping is that someone from TForce will reach out to you personally to arrange a delivery date and time that works best for you and your school staff.

    The TForce driver will deliver the books to the school, but you and/or others from your school will be responsible for taking them inside. It might be a good idea to bring the custodial staff some donuts and/or figure out where the hand truck is.

    •  GROUND SHIPPING (for deliveries less than 500lbs)

    For shipments under 500lbs, we’ll be using the “ground” option. For “ground” shipments, we’ll send you a tracking number that will let you know when to expect the shipment to arrive.

    We ask that you pay close attention and make sure that someone is available on the date/time the books are due to arrive. If no one is available and the books get sent back, we incur a significant financial penalty. If this happens, we’ll cover the costs, but we’d much prefer to spend that money on more books!

    HANDING OUT THE BOOKS

    In our experience across 53 school visits on our year-long tour, we found that students were best prepared for (and most excited about) our visit when they received their books at least a few weeks before our arrival—especially when they were handed out right after viewing our personalized introductory video. 

    Handing out the books early gives teachers, librarians, and reading specialists the opportunity to do classroom read-alongs and/or for students to read the books independently before our visit.

    Familiarity with our books makes students more excited to meet us, more comfortable asking questions, and more likely to engage with (and internalize) the ideas and lessons presented in our assemblies.

    We’ve also found that students are best prepared, excited, and engaged when also given the opporunity to do our optional, pre-visit exercises. 

    But these are just suggestions! You know your school best and should feel free to hand out the books and prepare students for our visit based on whatever will work best for you and your community. 

     

    Customized  Video

    We will make your school a customized video (goofy, friendly, funny, and high-energy) in which we introduce ourselves, mention your school by name, and let the kids know how excited we are to meet them and visit their school.

    These videos create a sense of excitement and familiarity that makes kids more comfortable interacting with us on the day of our visit (because they know we’re approachable and already seem like old friends).

    We will send you a URL to the video (which will be hosted on our site) one month prior to our visit.

    Feel free to use the video however you like—whether distributing it to teachers or media specialists, showing it in an all-school context, and/or sharing it with parents or local media outlets.

    But please do your best to make sure every student and teacher sees the video before we arrive! We promise it will help everyone get much more out of our visit.

     

    Educational Materials

    We have developed pre- and post-visit lessons and exercises—one that relates to Everywhere, Wonder and another for The Cookie of Doom. We’ve also created a video-based drawing tutorial for each age group. These materials are intended to help teachers:

    • prepare students to get the most out of our presentation by familiarizing them with the themes and topics we’ll be discussing
    • give students an opportunity reflect on, apply, and reinforce these themes and topics after our presentation
    • let students learn a few basic illustration and storytelling tips and see how easy (and hopefully, fun) it is to make their own drawings and tell their own stories

    These materials are meant to be helpful and not a burden. Please tell teachers that they are 100% optional.

    We will send you an email with links to these materials one month prior to our visit, but here are the links if you need them:

    Technology

    Technology needs will vary considerably between virtual and in-person visits. 

    IN-PERSON VISITS

    We need two pieces of equipment for a successful in-person presentation. Please check to see if your school can provide these—and please let us know if you can’t!

      • Digital projector
      • Screen (or uncluttered, light-colored wall) to project on—the larger the better
      • A podium is also helpful (if you have one)

    Note that because of their small size, smartboards are not ideal unless we’re presenting to a very small group that can all sit very close to the screen. Let us know if you don’t have a projector and screen, and we can bring our own. 

    We will bring our own PA system with speakers and wireless microphones. 

    VIRTUAL VISITS

    We’ll need a video conferencing platform (Zoom, Teams, etc.) and a plan for making sure your students and educators get the most out of our presentations. 

    For matters of policy and privacy, schools usually provide the links for our virtual visits, but let us know if you’d prefer to use our Zoom account instead.

    See the next section (PRESENTATION SPACE) for ideas on how to share our virtual presentations with your community. 

    Presentation Space (IN-PERSON)

    Choosing a Space

    We will present wherever you think works best, but our preference is for a space with:

    • The biggest possible screen (or an uncluttered, light-colored wall). Our presentations are highly visual, so the larger we can project, the more the kids will be able to connect with the material.
    • The ability to dim the lights/block ambient sunlight, etc (so that the slides look better).
    • We invite you to sit the kids as close as possible to us when we present. It makes the energy better when there’s not a big gap between us and them.

    SETTING UP THE ROOM FOR OUR PRESENTATION

    • We like to put our laptop on a podium/table/chair that is situated near where we’ll be presenting. We will plug our laptop into whatever projection setup your school uses (whether directly into the projector or into an A/V system that powers the projector).
    • Near the podium should be the computer end of the cable that connects to the projector. We will travel with a variety of adaptors.
    • Ideally, near the podium will be a power strip or an extension cord with at least two three-prong outlets.
    • We prefer to connect to projectors directly, as wireless connections often cause the animations in our presentations to lag. But if your projector doesn’t have a wired option, we’ll either use our own or make yours work!  
    • It would be ideal if you could have a tech person or someone familiar with the school’s projector and/or presentation system on hand to help us set up on the morning of our presentation. That said, we’ve seen nearly every configuration and have (so far!) had a 100% success rate eventually figuring things out!

    Our preference is for the kids to sit on the floor—as close as possible to the screen and as close as possible to us. That intimacy makes for a better presentation.  That said, we absolutely understand if school protocols require kids to be more set back or spread out.

    We absolutely hope that all classroom teachers, librarians, and other educators will attend our presentations! We’ll be presenting themes (and jokes!) that relate to the books we’re giving away and that will serve as a shared point of reference for your whole community in the wake of our visit.

    If you have any questions about how to set up the room, let us know!

    Presentation Space (VIRTUAL)

        

    Choosing a Configuration FOR ASSEMBLIES

    Here are three possibilities for how to share our presentations with your community, and our thoughts on the pros and cons of each:

    • Gather all the kids for a given assembly in one place and show our presentation on a large screen. Pros: feels more like a special event, more energy from a group gathering. Cons: harder for kids to do the drawing demo when they’re not seated at a desk (and you’d have to choose between having them have pencil and paper the entire time or distributing pen and paper during the assembly). 
    • Have each class watch from a shared screen at the front of their classroom. Pros: easy to distribute paper and pencil when drawing tutorial begins and easier for students to draw at their own desks. Cons: potentially less specialness and energy. 
    • Have each student watch from their own iPad or laptop (if your school has a one-to-one technology setup). Pros: students can see and hear us well. Cons: less of a group experience. 

    Recommended Configuration FOR SMALL GROUP SESSION

    We recommend gathering the small group attendees in a single room with a projector/screen or smart board and seating them so we can see them all at once. But feel free to let us know if there’s a setup that works better for your community!  

    The Day of Our Visit (IN-PERSON)

    Here is the schedule for the day of our in-person visit and a few thoughts about how to make things go as smoothly as possible.

    SCHEDULE

    We’re proposing the same schedule to every school, and we’d prefer to stick to it if possible.

    If you need to make adjustments, let us know, and we’ll do our best to accommodate them.

     

    7:30am–9:00am

    Arrival and setup

    Unless you tell us otherwise, we’ll plan to show up at 7:30am so that we’ll have plenty of time to park the bus, meet you, see the presentation space, set up and test the projector and audio, get our dogs situated, and answer any questions you might have before we get started.

    We totally understand if you need us to get there earlier to park the bus before student drop-off, for example. If this is the case, let us know, and we’ll make it work!

    9:00am–10:00am

    First assembly (preK–2 or 3–5, your choice)

    It makes no difference to us whether we present first to the younger or older kids. We’re happy to do whatever works best for your schedule.

    The first assembly will consist of 30 minutes of slides and presentation followed by a 15-minute interactive drawing activity and 15 minutes of Q&A.

    Ideally, you’ll start seating the kids around 8:45am so we can start right at 9:00am. As kids come in, we’ll greet them at the door, give high-fives or elbow bumps, and answer questions as they get seated.

    You are welcome to have someone officially introduce us if you like, but feel zero pressure to do so. We start our presentations by introducing ourselves. So you can also just hand us the mic and say go!

    10:00am-10:30am

    FIRST ASSEMBLY STUDENTS VISIT THE BUS

    We’ll hang out by the bus as teachers bring kids out, class-by-class, to see the bus, meet our dogs, and take class photos. (This is also a great time for local media to come take photos and interview us if they want to.)

    10:30am–11:30am

    Second assembly (preK–2 or 3–5, your choice)

    The slideshow will be different, but otherwise, this assembly will mirror the first, so see above for a description of what to expect. We recommend starting to seat the kids by 10:15am.

    11:30am-12:00pm

    SECOND ASSEMBLY STUDENTS VISIT THE BUS

    We’ll hang out by the bus as teachers bring kids out, class-by-class, to see the bus, meet our dogs, and take class photos. (This is also a great time for local media to come take photos and interview us if they want to.)

    12:00pm–1:00pm

    lunch/small group session

    We’ll spend 40 minutes talking to the kids and 20 minutes signing books, taking photos, and asking the kids to fill out a short survey. Here’s a more detailed description of this session.

    1:00pm (or so)

    our departure

    We’ll get back on our bus and head out. This part will be bittersweet, but if things have gone according to plan, you’ll have a building full of excited teachers and students—and a bunch of books for them to read.

    *Afternoon of our visit (STUDY participants only)

    administer Student Survey #2*

    If at all possible, administer the second student survey while our visit is still fresh. If it’s not possible, please have them take it the day after. (This item applies only to schools participating in the research.)

    JUST THE SCHEDULE (WITHOUT ALL THE BLAH, BLAH, BLAH)

    •  7:30am–9:00am – arrival and tech setup
    • 9:00am–10:00am – first assembly (pre-K–2 or 3–5, your choice)
    • 10:00am-10:30am – first assembly kids visit the bus
    • 10:30am–11:30am – second assembly (pre-K–2 or 3–5, your choice)
    • 11:30am-12:00pm – second assembly kids visit the bus
    • 12:00pm–1:00pm – lunch/small group session
    • 1:00pm (or so) – our departure
    • *that afternoon (study participants only)– administer Student Survey #2*

    Here is a printable version of the schedule!

    A FEW ADDITIONAL THOUGHTS ABOUT THE DAY OF OUR VISIT

    It would be extremely helpful if you and/or someone else could be available during the entirety of our visit—to answer any questions or for troubleshooting. We’ll be sending you an email asking the name and cell number of whoever this person will be a few weeks before our visit date.

    You are welcome to invite whoever you like to attend our presentations—whether parents, colleagues at other schools, local media, etc. The more the merrier!

    The Day of Our Visit (VIRTUAL)

    Here is the schedule for the day of our virtual visit and a few thoughts about how to make things go as smoothly as possible.

    SCHEDULE

    We’re proposing the same schedule to every school, and we’d prefer to stick to it if possible.

    If you need to make adjustments, let us know, and we’ll do our best to accommodate them.

     

    8:30am

    TECH CHECK

    We’ll jump onto whatever virtual presentation platform we’re using to make sure everything is working perfectly.

    9:00am–10:00am

    First assembly (preK–2 or 3–5, your choice)

    It makes no difference to us whether we present first to the younger or older kids. We’re happy to do whatever works best for your schedule.

    The first assembly will consist of 30 minutes of slides and presentation followed by a 15-minute interactive drawing activity and 15 minutes of Q&A.

    Ideally, you’ll start seating the kids (or getting them set up in their classroom) around 8:45am so we can start right at 9:00am. 

    You are welcome to have someone officially introduce us if you like, but feel zero pressure to do so. We start our presentations by introducing ourselves. So you can also just hand us the mic and say go!

    10:00am-10:30am

    SHORT BREAK

    We’ll use this time to stretch our legs and get a drink of water. 

    10:30am–11:30am

    Second assembly (preK–2 or 3–5, your choice)

    The slideshow will be different, but otherwise, this assembly will mirror the first, so see above for a description of what to expect. We recommend starting to seat the kids (or get them set up in their classrooms) by 10:15am.

    11:30am-12:00pm

    Short Break

    More leg stretching. More water. Hydration is important! 

    12:00pm–1:00pm

    lunch/small group session

    We’ll spend the hour talking to the kids and answering their questions and doing a short creative exercise. Here’s a more detailed description of this session.

    1:00pm (or so)

    FOND FAREWELLS

    We’ll jump back on the zoom with you to say farewell and thank you. This part will be bittersweet, but if things have gone according to plan, you’ll have a building full of excited teachers and students—and a bunch of books for them to read.

    *Afternoon of our visit (STUDY participants only)

    administer Student Survey #2*

    If at all possible, administer the second student survey while our visit is still fresh. If it’s not possible, please have them take it the day after. (This item applies only to schools participating in the research.)

    JUST THE SCHEDULE (WITHOUT ALL THE BLAH, BLAH, BLAH)

    •  8:30am–9:00am – tech check
    • 9:00am–10:00am – first assembly (preK–2 or 3–5, your choice)
    • 10:00am-10:30am – short break
    • 10:30am–11:30am – second assembly (preK–2 or 3–5, your choice)
    • 11:30am-12:00pm – short break
    • 12:00pm–1:00pm – lunch/small group session
    • 1:00pm (or so) – short farewell zoom
    • *that afternoon (study participants only)– administer Student Survey #2*

    Here is a printable version of the schedule!

    A FEW ADDITIONAL THOUGHTS ABOUT THE DAY OF OUR VISIT

    It would be extremely helpful if you and/or someone else could be available during the entirety of our visit—to answer any questions or for troubleshooting. We’ll be sending you an email asking the name and cell number of whoever this person(s) will be a few weeks before our visit date.

    You are welcome to invite whoever you like to attend our presentations—whether parents, colleagues at other schools, local media, etc. The more the merrier!

    Small Group Session

    We would love to have lunch with a small group of students (8-10 works best) with a particular interest in writing and/or drawing. Note that we are not asking you to send us only your star students! We also want meet with kids who might be struggling academically (or otherwise) but who you think might benefit from getting to meet us and connect in a more personal setting.

    The session will consist of a Q&A and short creative exercise. For in-person visits, we’ll also use the time to sign the students’ books. (So please make sure they bring them!) 

    Please have a name tag for each participating student. (A simple, MY NAME IS sticker-style name tag works fine. It really helps the conversation if we can address the kids directly by name.)

    In our experience, it works best to hold this session in a room where we can have an uninterrupted discussion and students who weren’t selected won’t pass by and wonder what’s going on.

    If you’d like to invite a few educators or administrators to attend as well, that’s fine, but we’d like the focus to be on the students as much as possible.

    Please send home this Small Group Permission slip with each of the students you select. The form lets the parent(s) or guardian(s) of these students learn what the session is about and requests their permission to 1) photograph their student and/or 2) potentially feature their student in a social media post, and/or 3) potentially include an illustrated portrait of their student in a book we’re making. Please have these permission slips available for us to collect on the day of our visit.

    Note that if a student’s parent(s) or guardian(s) don’t grant permission for any of these things, that student may still attend the session! We just won’t feature them in our social media posts or include them in our book.  

    If you’re able to feed us lunch (we’re happy with school lunch!) during this session, great! If not, no worries. We’ll have snacks on hand and can grab some lunch once we hit the road. Obviously, you do not need to feed us if we are dialing in virtually! 

    Promoting Our Visit

    Here are some resources you can use to help familiarize your admins, teachers, parents, students, and/or local community about our visit.

    Features overview information,  research project info, and comprehensive FAQ.

    Features R&M story/overview, info on our books, and a page of fun downloadables.

    A three-page PDF providing a succinct introduction and overview of the Busload of Books project. Feel free to share it with anyone who might be curious about what we’re up to!

    Feel free to send this press release to local papers, blogs, TV stations, radio stations, or anyone else you think might be interested in helping spread the world about our project and visit to your school.

    A web page that offers a high-level overview of the goals, methodology, and potential benefit of the tour research project. 

    R&M Contact Info

    Email works best for most inquiries, but we’re sharing our mobile numbers for use on the day of our visit (or the day before, if need be!). Please do not share with the folks at TMZ.

    Busload of Books Research Project

    Many thanks to those of you who have agreed to participate in the Busload of Books research project.

    The data we’ll collect will expand the data set, further demonstrating the impact of author/illustrator visits, making it easier to secure funding for future author visits and other literacy programming.

    You and your school will be a part of history!

     

    The following explains the process and outlines the related steps.

    Research Action Item Timeline

    Here’s an at-a-glance timeline of the steps that relate specifically to the research project.

    2-4 weeks in advance of our visit

    • Send research info form and permission forms (either opt-in or opt-out) to parents (one month in advance)
    • Send research info again via email or e-newsletter (two weeks in advance)

    A few days before our visit

    • Conduct student survey #1
    • Conduct teacher survey #1 (the day before or the day of our visit, before the assembly)

    The Day of Our Visit

    • Conduct student survey #2 (the day of our visit, after the assembly)
    • Collect and return the surveys to the original shipping box and hold them until all survey collection is complete (in approximately one month). Check to make sure envelopes are clearly labeled with teacher information. 

     

    One month after our visit

    • Conduct student survey #3
    • Conduct teacher survey #2
    • Conduct school staff survey
    • Collect surveys and return them (along with the surveys from the first two rounds) to the research team using the pre-paid shipping box or envelope provided (for schools using paper surveys) 

    Letter of Intent to Participate in Research

    The research team asks that every participating school send a letter to the research team stating their school’s intent to participate in the research. This is an important part of the project’s research ethics approval process, as managed by the Washington College Institutional Review Board.

    In addition, the letter provides the research team with important information about how your school wishes to participate (i.e. with paper or online surveys, using opt-in or opt-out consent forms).

    This Letter of Intent to Participate form allows you to quickly and easily enter the information needed to complete the letter. Once you have submitted the form, you will receive an email that contains a customized letter for you to cut and paste, put on school letterhead, and return via email to the research team.

    The form will also ask you to let us know the number and approximate size of classrooms in each grade so we can bundle the surveys in a way that will be as easy as possible for you to distribute and administer.

    Please fill out the form and and return the Intent to Participate Letter by May 14th, 2024.

    Parent/Guardian Information and Consent

    Research Project Info Forms

    The research team has provided two forms that explain the project in straightforward terms—addressing goals, methodology, student privacy, and the potential benefits of the research.

    You may distribute these resources to parents and guardians in whatever form works best for your school—whether on paper, via email, or in your school newsletter.

    Please send out the Research Project Info Sheet approximately one month prior to our visiteither along with or prior to sending the permission forms (see RESEARCH PERMISSION FORMS section below).

    A week or so later, please send out the Research Project FAQ in a different format—perhaps via email or online newsletter—to increase the chances parents will see it and learn about the project.

    About a month before our visit, we’ll send an email reminding you to circulate these forms—along with the forms you’ll be sending to allow parents and guardians to either opt-in or opt-out of their student participating in the research (see RESEARCH PERMISSION FORMS section below). 

    Research Permission Forms

    About a month before our visit, please download, print, and send home either the opt-in or opt-out forms (below)—depending on your school’s or district’s rules or preferences, as indicated in your Intent to Participate Letter).

    The opt-in approach requires parent(s) or guardian(s) to explicitly give their permission before their student may participate in the research.

    The opt-out approach gives parents or guardians the option to exclude their student from participation; absent a response, the assumption is that permission has been tacitly granted.

    Research has shown that the opt-out approach yields a larger and more diverse (racially and socioeconomically) data set. For this reason, opt-out is our research team’s preferred consent method.

    Students will also have the opportunity to opt out of participating in the research if they so choose. Teachers will be provided with a brief script to read to students before they administer the survey. This script will describe, in kid-friendly language, the purpose of the project and how the data will be used.

    Feel free to send the permission forms home with the Research Project Info Sheet if that’s easier, more efficient, or (in your experience) helpful to families to get both at the same time—but please do not send home the permission forms prior to sending the Research Project Info Sheet.

    NOTE THAT THESE FORMS DO NOT NEED TO BE RETURNED TO US OR THE RESEARCH TEAM. Their sole purpose is letting you know which students are eligible to participate. Once the surveys have been completed, you are free to either keep or get rid of the permission forms.

    The Various Surveys

    There are six surveys total (three for students, two for teachers, and one for administrators).

    Depending on your school’s preference, the surveys will be administered either on paper or online using a professional-grade survey software Qualtrics.

    For schools choosing the paper-based approach, the research team will send envelopes containing bundles of surveys for each classroom along with pre-addressed boxes for returning the surveys once they are complete.

    These are the six surveys and when to administer them:

    • Student Survey 1 (a day or two before our visit)
    • Educator Survey 1 (a day or two before our visit)
    • Student Survey 2 (the day of our visit, after our presentation)
    • Student Survey 3 (one month after our visit)
    • Educator Survey 2 (one month after our visit
    • School Staff Survey (one month after our visit)
      Please administer this survey to 4-6 key administrators, librarians, media specialists, literacy specialists, Title I professionals, special educators, and/or unified arts teachers who who provide school-wide services.

    How to administer the surveys:

    Before Robbi and Matthew’s Visit: students and teachers should complete their pre-visit survey. The best time to do this would be in the day or two before the visit—or prior to the assembly on the day of the visit.

    After Robbi and Matthew’s Visit: students should complete their post-visit survey. The best time to do this would be immediately after the assembly or the following day.

    FOR SCHOOLS USING ONLINE SURVEYS
    One week prior to Robbi and Matthew’s visit, we will send an email that includes two links: one for teachers, and one for students. Teachers and students will use the same link every time they complete a survey.

    FOR SCHOOLS USING PAPER-BASED SURVEYS
    The research team will send your school a package that includes one envelope of paper surveys for each classroom. These envelopes will contain everything your teachers will need to administer the pre- and post-visit surveys, including:

    • A consent form and pre-visit survey for participating classroom teachers and instructional aids
    • An information sheet and script for teachers that provides instructions and information on the student survey administration process
    • Pre-visit student surveys printed on GREEN paper
    • Post-presentation student surveys printed on YELLOW paper
    • One-month-post-visit student surveys printed on PINK paper

    Once the surveys are complete, teachers should return all surveys to the envelope in which they arrived. It’s critical that all papers stay together in one classroom group. This makes it possible for us to measure change over time, which is our key research question. Once all of the envelopes have been collected, your school will ship them back to the research team in one box using the pre-paid shipping provided.

     

    Research Project Web Page

    We’ve put together an overview page you can share with anyone who is asking questions about why we’re doing the research, how it will work, and what the positive impact could be. It also includes bios and photos of the research team, who are wonderful, interesting, kind folks—and almost all of whom are former elementary educators! Feel free to contact the research team with any questions.

    All the Forms and Documents, All in One Place!

    Our Endless Gratitude

    We know how much time, work, effort, and energy it takes to host us! We can’t thank you enough for your willingness to take it on. In turn, we will do our best to provide a fun, engaging, memorable experience—one that, with any luck, will leave a lasting impression on your community and inspire your students to read, write, draw, and recognize their own extraordinary capacity.

    The latest on Instagram:

    Almost home.

    #busloadofbooks
    ...

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    Good night from Lake Compounce Campground, where the heat is lifted, the moon is up, and the dogs are wanting for us to come to bed, already.

    We had a wonderful day with the students and teachers of Highland Elementary. Usually school visits are single-day affairs, but we get to go back to Highland tomorrow for another day of fun.

    Sweet dreams, friends.

    #busloadofbooks
    ...

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    The Daily Minute: 5.22.24
    In which we hear a story created by the next generation of authors and illustrators at Highland Elementary.

    #busloadofbooks
    ...

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    Whoever you are, take your seat on the bus!

    Our adventure is your adventure. Our country is your country, too. Follow along with us!