To support staffing for the Academic Tutoring Program which provides free, out-of-school academic support to Grades K-12 students at their 2 Clubhouses in Paterson and Passaic — two of New Jersey’s most socio-economially challenged communities. As local proficiency rates in math and reading are far below state averages, this program helps to address urgent academic needs by offering high-quality tutoring from certified educators and quality instruction enriched by technology, interactive learning, and individualized support. Students receive tutoring in math and language arts, and time for sustained silent reading and skill-building on IXL, an online learning and assessment tool. Their goal is to serve at least 180 students consistently and thereby achieve measurable gains in academic performance and engagement. The Club provides boys and girls with youth development programming at their 2 Club units and several school sites in Paterson and Passaic, New Jersey.

For continued support of a second Social Worker at CQA I Elementary School. With the expansion of the School completed this school year, the two social workers are now counseling 500 total grades K-4 students, and providing supportive services to many of their families. CQA’s elementary school program complements their middle school program which enrolls 400 students and prepares scholars of early ages to become more academically competitive and successful. Social-Emotional Learning and culturally-informed counseling, which have always been a part of CQA’s program, have become more vital to their scholars’ health and well-being in a post-pandemic world. They expect that the counseling and services that the Social Workers provide to their scholars and families will result in a more positive school experience for them and better social and emotional health, which will ultimately result in academic gains. Their mission is to prepare students for eventual success in college, in the workforce, and in the community through CQA’s grades K-8 schools which integrate literacy, high standards-based academics, and culturally-responsive supportive services.

For support of a new Manager of Community Partnerships and AmeriCorps Member Experience who will play a key role in three areas: supporting incoming and active AmeriCorps members with critical administrative needs; engaging prospective AmeriCorps members through local partnerships and events; and expanding the capacity of their Learning and Development team. This position will help to better ensure that the enthusiastic young adults who choose to devote a year of service towards supporting NYC public school students and schools as City Year New York AmeriCorps members have transformational experiences. This Manager will be a key player in City Year’s desire to grow and diversify their AmeriCorps member team, which will ultimately then increase the number of under-resourced NYC public schools and students that they will support. City Year – New York expands educational and economic opportunities for children and young adults by partnering with long under-resourced NYC schools to help bridge the gap between what students need and what most schools are actually equipped to provide.

For continued support of the Associate Director of Elementary School Literacy, who is responsible for developing and codifying a rigorous, vertically-aligned elementary school literacy curriculum, serving a vital role in the development and implementation of their Science of Reading curriculum which hinges on phonics, fluency, and decodable texts. A majority of her/his time will be spent writing elementary school literacy curriculum and assessments, and giving feedback to school-based team members on literacy units and lesson plans. Additionally, the Associate Director will continue to ensure high-fidelity implementation of the curriculum by observing and modeling literacy lessons in DREAM’s elementary schools and by supporting effective intellectual preparations. DREAM Charter School is a Pre-K-12 public charter school network which prepares students for success at high-performing high schools and colleges through a rigorous academic program that develops critical thinkers who each demonstrate an ongoing love of learning, strong character, and commitments to wellness and active citizenship.

“To support their new Director of Early Childhood Achievement at East Harlem Scholars Academies, their sister public charter schools, who will lead their efforts to improve their Pre-K-2 scholars’ literacy skills as part of their multi-year Campaign for Literacy & STEM. The need for this project stems from the majority of their scholars entering Kindergarten behind in the basic literacy skills that they need to access grade-level content. The Pre-K-2 literacy component will foster high-quality curriculum implementation, effective teaching practices, and improved student learning outcomes as evidenced by better grades and assessment scores. The Director of Early Childhood Achievement will play a pivotal role in addressing the critical need for strong foundational literacy skills among young learners. EHTP’s mission is to prepare students with the academic skills, strength of character, and emotional well-being to excel academically, lead in their communities, and realize their best possible selves.

For renewed funding towards staffing two STEM (Science, Technology, Engineering, and Math) Labs, both sited within public housing, which bring tech literacy education to two target populations: middle school-aged youth in the Lower East Side of Manhattan and middle school-aged youth and teens in Bushwick/Bedford Stuyvesant in Brooklyn. Together, these labs will increase tech equity for youth residing in low-income communities, bringing the highest-quality, inquiry-led STEM education to an estimated 300 elementary school through high school aged youths each year. Grand Street Settlement provides comprehensive educational programs and social services to over 17,500 people of all ages living in high-need neighborhoods on the Lower East Side of Manhattan, and in Brooklyn’s Williamsburg and Bushwick neighborhoods.

To support the new role of Juniors Academy Director at the Pinkerton Clubhouse in Harlem, a program which serves middle school youth (ages 10-12) who are facing significant academic challenges. The Director will implement an engaging curriculum that ignites youths’ curiosities and challenges them to excel academically. The program provides daily homework support and enriching learning experiences to strengthen their math and literacy skills, ensuring a stronger transition to high school. At the Juniors Academy, as in all Madison after-school programs, they focus on building strong, supportive relationships between staff and youth, as well as fostering peer connections that create a sense of belonging and help young people grow into confident, caring individuals. The mission of Madison Square Boys & Girls Club is to enhance the lives of New York City kids who by reason of economic or social factors are most in need of its services.

To support the new Senior Director, Community Relations and Program Design who will oversee the continued expansion of their Children’s Education Program to help address critical learning gaps in literacy, math, and Social-Emotional Learning skills among thousands of public school elementary students due to lost school time during the recent COVID-19 pandemic. With weekly individualized support from trained New York Cares volunteers, students will, over the course of the school year, improve their reading and math skills, and also their awareness of helpful Social-Emotional Learning coping skills. Critical tasks will include: an ongoing partnership with the schools and agencies served; quality assurance during program curriculum implementation, evaluation, and refinement; and close coordination with colleagues on the recruitment, training, and management of Children’s Education Program Volunteers and Volunteer Team Leaders. New York Cares is NYC’s largest volunteer management organization, mobilizing some 36,000 caring New Yorkers in volunteer service projects each year so as to better meet pressing community needs.

For renewed funding of the Reading Specialist, the Math Specialist, and the English as a Second Language Teacher at their Oasis After School Academy, who help provide targeted instruction to students struggling to achieve grade level within these three subject areas. The After-School Academy offers 130 children academic and socio-emotional interventions every weekday, from 3:30 to 6:00 p.m., over 40 weeks (September through mid-June), serving children from Kindergarten through 7th Grade. Children who need individualized attention in language arts or math are pulled out to work in small groups with these Oasis math or reading specialists. The English as a Second Language Teacher works with the large number of children enrolled in the program who are English language learners. Located in Paterson, NJ, Oasis offers a holistic pathway out of poverty through educational and vocational training programs. It assists women to enter and better succeed in the workforce, and it helps children to better flourish academically, and to stay in school.

Towards the salary of a new Program Associate position who will support the efforts of PENCIL’s four Program Managers who each have a portfolio of schools and corporate partners which they manage for its School Partnership Program, and who will also support their coaching of Future Ready NYC Schools that equitably encourage career-connected learning. This new staff role entails: the coordinating of logistics with school principals and teachers; liaising with corporate partners; and supporting data entry and program evaluation processes. This will minimize their Program Managers’ needs to spend time on planning and logistics, giving them more time to focus on content delivery and on developing enhanced relationships with students, teachers, principals, and numerous corporate volunteers. PENCIL brings business volunteers together with NYC public schools for sustained student-focused volunteering with a focus on college and career readiness through programs that include the School Partnership Program, the Internship Program, and Principal for a Day.

To support a Coordinator for the Family Literacy Initiative who builds literacy skills and social and emotional learning for young people attending QCH’s school- and center-based year-round afterschool programs. The initiative engages not just children but entire families, creating a supportive environment where literacy skills are practiced and integrated into daily life. The Literacy Coordinator will work with afterschool staff to help them to now incorporate the Freedom Schools teaching model (successfully utilized at their two summer program sites) into QCH’s year-round literacy efforts. The Freedom Schools program will better strengthen QCH’s overall-literacy strategies, offering their staff members improved insights and afterschool teaching practices. QCH is a multi-site, community-based settlement house serving low-income families in neighborhoods across the Borough of Queens.

For the continued support of their Educator Support Project Manager who is responsible for strengthening their offerings for their youngest learners, and for better ensuring that their teachers have the resources needed to utilize ReadWorks with fidelity. The science of reading makes clear that early childhood learners need to read texts from which they can repeatedly practice applying their decoding skills from their phonics lessons. Using the topics in their Article-A-Day Scope & Sequence, ReadWorks will further expand their offerings of decodable texts for beginning readers to practice decoding while also building knowledge in a cohesive, structured manner. ReadWorks is on the cutting-edge of the science of reading by bringing together the two critical pieces of learning to read – word recognition and language comprehension – into one easy package for teachers to use to supplement their phonics curricula. ReadWorks successfully seeks to improve teacher effectiveness and raise student achievement in reading comprehension through research-based, classroom-proven instructional practices and curricula, and through free, open-access online technology.

For the new Senior Managing Director of Strategy responsible for overseeing the various workstreams related to tracking progress toward their goals to: (1) double 3rd Grade literacy outcomes in the South Ward of Newark by 2030; and (2) increase growth in the NJ educator pipeline through better managing their local recruitment initiatives. These two core goals are central to the bet they are making that if they can advance literacy outcomes for 3rd graders in one area of Newark, that they can then replicate this work and exponentially increase outcomes and pathways to higher opportunities for young people across the State. This new position will build the scope and size of TFA’s Corps Member program, while also impacting the larger education landscape by convening leaders, experts, and data together to inform best practices in literacy instruction for teaching students across the state.

For continued support of the Vice President of Regional Impact who oversees the entire scope of Corps Member programming for the New York region, helping to better ensure that teachers deliver meaningful outcomes for students, while also developing their own leadership skills and vision for systemic change. Working in close collaboration with the TFA Tri-State Support Hub, this staff member helps to ensure that all of their nearly 400 Corps Members in NYC are having an impact with students, driving towards their NY 2030 goal to double 8th Grade math outcomes in 5 districts, and have the local context that is required to sustain teachers in their positions. The Vice President of Regional Impact will: (1) Serve as the regional point of contact to drive student outcomes through Corps Member programming; (2) Build upon New York’s process for hiring Corps Members into high-need, hard-to-fill positions across NYC school partners; and (3) Drive programming for local NY Corps Members that will supplement their coaching support.

For continued support of the Senior Manager of Student Enrollment and Public School Partnerships who is responsible for driving GO’s efforts to expand student enrollment, strengthen public school partnerships, and deepen family engagement. This role remains instrumental in sustaining and expanding GO’s reach across their three core programs – GO Summer, GO School, and GO Families. They will build upon their successes, deepen their impact, and ensure that more students from under-resourced communities have access to the academic and social-emotional support that they need to thrive. Through targeted outreach, deeper collaboration with school partners, and revamped enrollment processes, GO is positioned to serve 800 students in the coming year. The GO Project seeks to boost academic achievement and promote healthy social and emotional development in children and families by providing year-round educational and family support services to academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn.