To support the Education Program Director within their Academic Support Services programming for young people aged 5-12 at their Jubilee Center in Hoboken. The Education Program Director leads their academic work to improve and customize the curriculum, train and supervise the part-time instructors as well as the volunteers who assist with afterschool homework help and individual tutoring, measure student outcomes, and re-adjust the program based upon these findings. Responsibilities also include facilitating partnerships with public and private agencies that provide services to the students and families, and conducting outreach and work with area schools to develop new afterschool and summer academic support collaborations. The goal is to help low-income, struggling students who attend low-performing schools to succeed academically.

To provide continued support for their Vice President of Program who is responsible for all aspects of teaching and learning within this education service model that partners with public high schools serving low-income communities. They recruit, train, and support Blue Engine Teaching Assistants (“BETAs”), recent college graduates who collaborate with teachers to help students develop “college ready” skills in mathematics, literacy and growth mindset. Alongside teachers, teams of BETAs dramatically reduce instructor-to-student ratios (from 1:30 to 1:6, on average) and deliver customized, in-class small group instruction to help accelerate achievement early in high school, preparing students for advanced coursework and post-secondary success.

For continued support of their Access Program Director for their College Access program which will work with 350 New York City high school seniors. Bottom Line helps disadvantaged students get into college, graduate from college, and go far in life by providing one-on-one guidance to low-income and first generation students from college applications through college graduation. Bottom Line’s program includes two main components: the College Access Program which serves students in their senior year of high school and helps them to navigate every step of the college application process; and the College Success Program which serves students all the way through college. The Access Director position helps to ensure that their Access Counselors have the supervision and support necessary to serve their students efficiently and effectively.

To support a new STEM Program Director who will be responsible for implementing their year-round STEM Program which provides structured learning both after school and during the summer to children ages 5-18 in the areas of Science, Technology, Engineering and Math. The STEM Program Director will provide the oversight, vision and direction necessary to manage the staff, the curriculum, and the success of this program. The Boys and Girls Club of Paterson and Passaic creates a strong academic foundation by providing year-round homework help, tutoring and mentoring to nearly 1,000 children every day. The STEM Program has become an integral part of learning at the Club, providing inner city youth with the resources they need to understand the world around them and to choose a field in which to be successful.

To support a new Project Director to develop their new Science, Technology, Engineering and Math (“STEM”) initiative. The program will provide year-round services to all 250 club members, 175 from the Lodi Clubhouse and 75 from the Hackensack Clubhouse. The Program Director will be an experienced science educator who can develop engaging activities, implement curricula, train staff, and inspire young people to explore different facets of STEM. They will work closely with the school districts, area universities, and local companies to help them develop the STEM initiative and provide ongoing resources and support. The goals of their STEM initiative are to increase school engagement, improve math and science skills, help prepare their members for success in today’s information-based and highly technological society, and expose them to STEM-related careers.

To support the implementation of Peer Group Connection (“PGC”) at up to 3 new high-need high schools in New York City. PGC is an evidence-based and school-based program that supports students as they transition from middle to high school by tapping into the power of older students to create a nurturing environment for incoming freshmen. Student peer leaders (Juniors and/or Seniors) are trained through a year-long credit-bearing leadership development class to lead groups of Freshmen in weekly sessions throughout the school year. PGC is designed to create a safe, caring, well-managed and participatory school environment for youth resulting in significantly lower dropout rates, improved grades, fewer discipline referrals, and avoidance of high-risk behaviors. CSS will provide all of the training, curricula, and technical assistance necessary to build the capacity of school-based adults from these schools to launch, implement and sustain successful PGC programs.

For continued support of the Deputy Campus Director at Bronx Writing Academy, a middle school where they serve all 450 students and employ 25 Teaching Fellows (Citizen Schools teaching staff who are AmeriCorps members). Citizen Schools partners with middle schools to expand the learning day for children by mobilizing a second shift of afternoon educators who provide academic support, leadership development, college awareness and access, and exposure to diverse careers through “apprenticeships” – hands-on projects taught by volunteers from business and community organizations. The Deputy Campus Director provides ongoing, in-depth training to strengthen Teaching Fellows’ classroom instruction and professional growth. Through their expanded learning time model, schools partnering with them to create a longer and more robust day for students have dramatically improved school-wide proficiency rates in English and math.

For support of a new Dean of Instruction for the Sciences who will coordinate science programs and establish a Science, Technology, Engineering and Math (“STEM”) initiative that will expand over the coming years to serve scholars at each of their three campuses: elementary, middle and high school. A STEM focus will develop crucial skills and support their students to think critically, problem solve, and experiment in science, math, engineering and technology. The Dean will be responsible for overseeing curriculum development, lesson delivery, teacher training and coaching, and student-level data analysis. The goal of this initiative is to prepare their scholars for the myriad of STEM opportunities that will be available to them after graduation from high school, and inspire them to pursue challenging STEM college programs and careers.

To support a third alumni counselor within their KIPP Through College team as they work to remove the barriers to successful college outcomes for their growing alumni network which will reach 700 alums in fiscal year 2016. The goals are to increase the number of their students accepted into a 4-year college and the number accepted into a competitive college, and to achieve a longer-term goal of increasing the percentage of their students graduating from college to 75 percent, the same rate achieved by students from high-income families. Their counseling program builds strong relationships with students and their families to better guide them through the application process, and it supports the students while they are in college. They leverage their counselors’ support efforts with on-campus services where they have developed partnership schools, which is part of KIPP’s national focus. They strive to continuously improve all aspects of their work so as to ensure that their students receive a solid, college-preparatory education that will afford them the opportunity to graduate from high school, matriculate to college, and persist there through their college graduations.

For support of a new computer instructor to enhance their high school equivalency/TASC (“Test Assessing Secondary Completion”) Prep program so that they can incorporate technology/computer training into the curriculum and daily student experience. This instructor will utilize their new computer and technological capacity both to teach students basic computer skills such as keyboarding, and to expose them to quality on-line educational platforms. A secondary objective will be to help students learn to take exams (such as the TASC high school equivalency exam) online. Grace Outreach provides programs for low-income women aged 18+ to help them strengthen their academic skills and acquire a high school equivalency diploma, and to help them prepare for both higher education options and employment pathways to higher-wage jobs and careers.

To support a new Science and Math Lead Teacher to create and implement the Science and Math Enhancement Initiative in their Early Childhood Center. The goal of the initiative is provide the 141 low-income three and four year olds whom they serve in their Early Childhood Center each year with a foundation in science and math that will have a positive impact on their academic achievement and help to close the school readiness gap with their more advantaged peers. It will also strengthen the Neighborhood House’s role as a leader in developing and sharing innovations to advance the field of early childhood education, demonstrating the significant benefits of investing in early science and math education to improve learning and create new and greater possibilities for children.

To support the Coordinator of High School and College Planning for NAC’s College Bound Program (“CBP”) which provides individualized high school and college bound services to medically-fragile youth who face additional barriers to education and their siblings. Through college-focused counseling, educational advocacy, skills workshops, support groups, and mentoring, as well as ongoing support to young adults already in college, the CBP expands opportunities for these youth, and prepares them for a successful transition to adulthood. With the individualized attention and support that NAC provides, students at-risk of being held back are promoted and students at-risk of dropping out graduate from high school. The program offers the knowledge, support, and confidence-building that these young people need to navigate the college preparation and application process, and to succeed at school.

For continued support of the College Ready Program, a five-year initiative which New Visions launched in partnership with iMentor to pair all incoming Freshmen at ten of their highest-need schools with a mentor whom they work with for the duration of their high school career. Mentor-mentee pairs build bonds by completing in-person and virtual engagement activities towards building skills and content knowledge necessary for college success. Funding will support their work with two of the ten participating schools – Frederick Douglass Academy II and the Bronx High School for Law and Community Service. Through this partnership, they aim to increase post-secondary awareness, readiness, and support so that greater numbers of their students will graduate from high school, enroll in college, and have the skills to persist in college and get their degree.

To support the addition of a full-time Student Success Program Manager and expand the School Success Initiative, which is an intensive partnership with 16 New York City public elementary and middle schools to engage students, parents, and community members in volunteer-led educational programming. The Initiative improves educational outcomes for children and employment prospects for parents who live in the highest need New York City neighborhoods. The program will provide individualized tutoring in reading, writing, math and science for 1,200 students. Because family involvement is so important to a child’s education, parents will be integrated into school life through special family nights and through services targeted directly to parents, such as computer tutorials, ESL training, and job readiness programs. Over 800 parents will receive services to better provide for their families and to offer more attention to their children’s academic success.

For continued support of their “New York City Engagement Project: Transforming Teacher Practice in Reading Comprehension.” The grant will support two key members of their team that have added senior leadership depth and expertise in engagement and communications strategies: a Director of Teacher Support and Communications and a Manager of Teacher Support and Social Media. The project is focused on proactively engaging with their teacher-users to inform product development and improvement, and to facilitate the depth of use and implementation of ReadWorks at grade-team and school-wide levels. They will continue to expand and improve the research-based reading comprehension product offering of curriculum, teacher guidance, and technology to meet the growing needs of educators. This intentional engagement will enable ReadWorks to further drive and sustain major, measurable improvement in the quality of teaching and student outcomes in reading comprehension in New York City – and far beyond.

For renewed support of their High School Match Program that helps middle school students, especially students with disabilities, to successfully navigate the complex high school application process. High School Match equips students, schools, and families with the tools and knowledge to complete a strategic and informed high school application, and to be matched to a high school that increases the student’s chances of graduating and finding employment and/or furthering their education. They hope to reach over 2,000 underserved 7th and 8th grade students at 20 New York City public schools, including intensive small group services for at least 500 students with identified disabilities. Their mission is to promote positive futures and enhance the quality of life for New York City children and youth with disabilities and their families.

To support the continued development of their College Success student-to-student mentoring program. The program pairs Sunset Park High School (SPHS) graduates who enroll in NYC colleges with peer mentors, young adults who are current and former CFL staff members or participants attending the same schools. Mentors serve as role models and build leadership skills, while earning stipends and maintaining connections to supports that help them to succeed in college as well. Together, they build peer support networks – on campus and in the neighborhood – that help the students navigate the transition to college. Building on lessons learned in the program’s pilot year, they plan to focus on five CUNY campuses, expand group-building activities for mentors and mentees, provide neighborhood-based academic supports, and improve program communications. By building the foundation for success of SPHS graduates in college through this mentorship effort, the Center continues its mission to serve their Sunset Park community by providing the support and stability necessary for the community’s youth to realize their full potential.

To support their Evaluation Coordinator to guide the continued expansion of S.A.G.E. (“Support, Action, Guidance, and Enrichment”): Pathways to Success, their college and career readiness service continuum, as they seek to increase their impact with the students they serve across their program sites in Queens and Brooklyn. The Evaluation Coordinator is integral to providing direction for the SAYA! service model centrally to ensure quality, maintain mission alignment, and allow local adaptation to address unique site and community needs. SAYA! is dedicated to providing youth development services to low-income, disadvantaged South Asian Youth in New York City.

For renewed support of the Program Manager who assists with student advisement and counseling for the SEO College Scholars. SEO College Scholars is both a college access and a college persistence program, providing services throughout an eight-year span, from 9th grade until college graduation. The program’s intensive academic curriculum and support services ensure that underserved public high school students in NYC earn admission to — and succeed at — nationally competitive colleges and universities. The Program Manager, who focuses on the Freshmen and the “challenging” Sophomores who find the transition to college life most difficult, is essential to provide the psycho-social, academic and career readiness support that will allow their growing number of low-income students to succeed at nationally-competitive colleges and to then graduate from them on time.

To support the Director of Teaching & Learning (“DTL”) who leads their efforts to provide expanded professional development programming and resources for their corps members. TFA is committed to ensuring the effectiveness of its corps members through intensive professional development experiences and one-on-one coaching over the course of their two-year commitments. The experiences include Orientation, All Corps Conferences, Regional Cohort Retreats, Professional Development Workshops, and Professional Learning Communities. The DTL is the primary individual responsible for developing these professional development experiences for their 213 teachers who work in the highest need districts within Essex, Hudson, Passaic and Union Counties, helping their teachers achieve transformational learning experiences with students. These supports combine to maximize teacher performance and lead to positive student outcomes.

For support of the Director of Alumni Teacher Leadership charged with providing additional support, professional development and leadership opportunities for TFA’s 1,400 alumni teachers in New York City. The Director will initially focus on alumni in their 3rd and 4th year of teaching, and will work to determine the kinds of professional development and leadership opportunities for which there is the most need. Many studies demonstrate the increased impact that a 3rd, 4th and 5th year teacher (and beyond) can make. This is part of their effort to increase retention of their corps members through and beyond the two-year commitment, and the number of alumni teachers who stay in their current neighborhood. They will work to build a robust pipeline of committed educators in under-served communities to help create great neighborhood schools.

To support the delivery of Mastery Connect to New York City public schools during the coming school year. Mastery Connect is a technology-based system for creating common assessments and for promoting data-based instructional decision-making. They will continue to work with the 15 schools in their Teaching Matters Network which had piloted the program last year, while also targeting 20 additional schools City-wide that have identified math or ELA achievement as being areas of needed improvement. Their aim is to significantly improve instruction in these 35 schools, with a long-term goal of reducing or eliminating student achievement gaps. Teaching Matters is an educational nonprofit dedicated to measurably increasing teacher effectiveness by partnering with those schools in which there exists both the greatest need and the greatest potential to make a positive difference.

To provide continued support for the Program Director of Community-School Partnerships at the New Settlement Community Campus which consists of 3 public schools (which will soon expand to serve students in grades pre-K through 12), and an adjoining community center. The Partnerships provide the framework by which New Settlement Apartments, as the lead community partner for the campus, can provide a comprehensive range of resources and supports to the students, their parents, and the educators and staff in the school, with the ultimate goal of better ensuring the educational success of the schools’ students. The goal is to align all enrichment and youth development activities with these schools’ academic goals and objectives, and to create an integral whole that supports children and their parents, educationally, developmentally, and socially.

For support of a full-time Program Coordinator for Community Engagement who plays an instrumental role in their ability to deepen partnerships with their public school partners, further engage with individual volunteers, establish partnerships with local organizations, and provide general program evaluation and data support to the organization. The GO Project provides year-round holistic programming for 560 academically struggling public school students in grades K-8 in Lower Manhattan. They employ a multi-disciplinary approach including an intensive focus on academic fundamentals through differentiated instruction led by certified teachers, exposure to diverse enrichment programs, and extensive social services for the students and their families.

For a new Associate Director of Partnerships and Training. OppNet has begun to meet the demand for career programming by delivering their Career Fluency® curriculum to select schools and youth organizations. The curriculum has four components that maximize outcomes for college graduation and career success: 1) Career Awareness and Exposure; 2) Professional Etiquette and Skills; 3) Networks and Social Capital; and 4) College Guidance and Success. Using a “train the trainer” model, OppNet customizes and embeds the programming into partners’ existing college and career programs, thus building capacity within each partner agency. The Associate Director will take on the bulk of the hands-on training and relationship maintenance of their partners.

For salary support for the Regional Program Office Associate position at their Bedford-Stuyvesant Office which houses UD Team Charter School, their new charter school for students aged 15-17 who are significantly off-track for graduating from high school and/or are at-risk for dropping out of school. This early intervention prevents them from continually being “left back” and repeating a year in a school setting which did not suit them. This Associate is responsible for overseeing UD’s youth development programs including College All-Stars and the HiRisers peer mentoring program, with a focus on curriculum development, staff development and supervision, partnership management, and program quality assurance. All UD Team students will participate in these youth development programs which operate both during the school day and afterschool, providing them with the skills that they need to overcome obstacles, graduate from high school, and go on to attend college.