What We Do

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Raising Educational Achievement Coalition of Harlem (REACH)

Raising Educational Achievement Coalition of Harlem (REACH)

Areas of Focus

Through REACH, TC seeks to improve the educational outcomes of Harlem youth by working with principals, teachers, families and students to design and implement coherent school improvement plans that address six key areas: 

Teaching and Learning: Leadership – Support school leaders to develop, implement and monitor an effective strategic plan for change and continuous improvement that addresses well-defined problems of practice and involves a school’s use of structures (i.e. schedules, assessments, etc.), resources (i.e. human, financial, etc.), and practices (i.e. inquiry process, supervision and  professional development—PD, etc.) 

Teaching and Learning: Pedagogical Practices – Refine instructional practices within schools to improve student learning outcomes through research-based PD interventions, designed to build the instructional capacity of teachers and teacher teams in the areas of collaborative inquiry process, rigorous instructional planning and delivery, and pedagogical content knowledge.

Early Childhood  Identify opportunities and support children’s access to high quality, developmentally appropriate programs that prepare children to learn on grade level.

Expanded Learning Opportunities – Engage students in high-quality learning  during and outside the school day responding to specific needs as evidenced by data, expose them to new and diverse experiences, support academic, social and physical development, and align to school-day learning.

Physical and Mental Health – Identify opportunities and support students’ development of health literacy, use of positive health practices and access to and utilization of community health services so that they are better prepared to effectively participate in their learning.

Family Support and Engagement  Cultivate knowledge, skills, and confidence of families to engage with schools so that their efforts to support their children’s academic and social development are consistent, coordinated and meaningful.