Direct Service at Reading Partners New York

One of my favorite parts of my role at Reading Partners is the direct service component, where I get to tutor elementary school students one-on-one in literacy. Each session with a student includes a tutor read aloud where the student picks a book for me to read to them, a skill instruction portion with the focus on a particular phonics or comprehension skill, and a student read aloud book that the student reads to me with my support. 

This year, Reading Partners will provide tutoring in 20 public schools across New York City, and we hope to reach 1200 students. While we aim to see our program as a large-scale intervention that will help hundreds of students, the beauty of our program is in its one-on-one, small-scale nature, where tutors and students can grow together and build incredible mentorships. That is what makes our students love signing on to Reading Partners and what makes our tutors sign up year after year!

As E and I grew closer, his confidence grew–he always had his camera on, he wasn't afraid to make mistakes and ask questions, and he would even volunteer to alternate pages with me when it was time for the Tutor Read Aloud book.

In the last year, I’ve gotten to mentor and tutor three students in the Bronx weekly: A, a second-grader who always wanted to save time at the end to show me her art projects; S, a second-grader who I didn’t get to meet with many times but was always curious about my ballet background; and E, a fifth-grader and avid baseball player who was “excited but a little nervous” for middle school. 

My relationship with E was particularly special, as we got very comfortable with each other and both were really sad that he wouldn’t be in Reading Partners when he moved to middle school. At the beginning of our Wednesday session, we would always debrief our weekends, and at the end of our weekly Friday session we would share what we were looking forward to that weekend. I made sure to remember what he shared with me and ask about his baseball tryouts and games. 

As E and I grew closer, his confidence grew–he always had his camera on, he wasn’t afraid to make mistakes and ask questions, and he would even volunteer to alternate pages with me when it was time for the Tutor Read Aloud book. The year ended with a special moment when E read a poem with confidence and expression for our recorded end-of-year celebration that was shared with all of our stakeholders.

As we delve into another year of tutoring, I’m looking forward to building relationships with more students in the Bronx, and maybe even reconnecting with some of my past students! There’s nothing more inspiring than witnessing growth in a young student and getting to play a positive and encouraging role in their academic journey!

If you’re curious about tutoring with Reading Partners (we are in 13 regions across the United States!), visit our website. You can make a difference in the life of a child with just one hour a week!


Clara Monk

Clara Monk

Clara Monk (she/her) is a Fellow on the Community Engagement Team at Reading Partners in New York City.


Photo by Jerry Wang on Unsplash

Person filling out paperwork

At the Intersection of Federal Policy and Direct Service: the FAFSA

A large part of my Fellowship has been working with students to complete the Federal Application For Student Aid or the FAFSA. Each year, students come to FAFSA sessions with dozens of questions about how to complete one of the most daunting forms of the college process. Most often these are students with unique family circumstances such as those with appointed guardians, fellow dependents that aren’t siblings, and parents who they may not have contact with. There is space in the form to explain these circumstances but it’s easy to miss, and a misclick can force a student to have to submit a correction, which can cause hiccups in aid.

As I’ve learned more about the FAFSA, I’ve learned about how it has changed over the years. In response to a lot of activism and legislative action, the form itself has become more streamlined and user friendly for both students and colleges. However, there is still a lot of work to be done surrounding the federal aid that is offered to students. Most recently, there has been a push by a coalition of higher education organizations–known as the Pell Alliance–to double one of the most important aspects of the federal student aid: the Pell Grant.

As I watch the students I serve apply to and progress through college, it becomes more and more clear to me that one of the biggest barriers to college access is figuring out how to pay the bill, rather than acceptance itself.

The Pell Grant can currently give up to $6,495 of aid, which does not have to be paid back, to low income college students. For some, this is a major part of their financial aid package, if not their only source of grant aid. Any change in the grant would need to go through federal legislative bodies to be included in the higher education budget. If included in the funding plans for federal higher education programs, doubling the Pell would bring the maximum grant awarded to $13,000. Additionally, the Pell Alliance is asking for the program to be extended to DREAMers and restore lifetime eligibility to 18 semesters of aid, rather than the 12 currently allowed. These changes would effectively extend the reach of the program, providing students who would normally have to take on many loans the chance to graduate with little to no debt.  

As I watch the students I serve apply to and progress through college, it becomes more and more clear to me that one of the biggest barriers to college access is figuring out how to pay the bill, rather than acceptance itself. Doubling the Pell Grant would allow so many students I serve access to the funds they need and allow them to focus on school rather than finances. Additionally, $6,500 more could be the difference between graduating with or without debt. Being student-centered is one of the most important values at Breakthrough Greater Boston, and a change like this could vastly improve the lives of our students. This work has added so much passion behind a monotonous task like filling out the FAFSA, and given me opportunities to learn about and understand my work more deeply. 

 A lot of my learning as a Fellow has been practical, developing key skills that I will carry with me for the rest of my life. However, staying up to date on federal and state trends has taught me that college access work extends beyond what I do at the office. The educators, counselors, and supporters of the Double Pell movement are going beyond direct service, to address root causes of student barriers. Following the activism of the Pell Alliance has shown me the role that the federal government can play in educating the youth of our nation, and I will continue to support the progress of the Double Pell change as it moves through the legislative process. 


Serena Salgao

Serena Salgao

Serena Salgado (she/her) is the College Success and Alumni Support FAO Schwarz Fellow at Breakthrough Greater Boston in Boston, MA.

Photo by Romain Dancre on Unsplash.

A child's hand is shown stamping a pattern on a white t-shirt.

Breaking the Digital Ice: Creative Approaches to Community Engagement

When I submitted my FAO Schwarz Fellowship application in February 2020, how could I have predicted that the world would become unrecognizable in just four short weeks? Graduating college, starting a full-time job, and moving to a new city are not easy feats, pandemic or not. Under normal circumstances, I would have walked across astage in May to receive my degree. I would have visited the city wherein I’d received a job offer–before accepting the offer.

An infographic about a Community Building method designed by FAO Fellow Lex Brown. The graphic's title is Building Community, The "ICE FARM" Approach by lex brown. The graphic is organized by the letters of ICEFARM with a step based on each letter. I- Individualization: Over time, get to know each person and their unique context. C- Consistency and Clear communication: Remember key details and reach out in ways that resonate with both the messenger and receiver. E- Explicit Ecosystem of expectations: Know what we need of others, know what is needed of us, and know how these needs are interconnected. F- Follow up/through: Be faithful to our word and acknowledge when needs aren't being met. A-Accountability: Make demonstrated effort to be accountable in action to those in our community. R- Respect for each other's humanity: Hold and honor community members as full humans with capacity for growth. M- Mutuality: Others must demonstrate a willingness and ability to enthusiastically build and maintain.

Building Community: the ICE FARM Approach

Since I was young, building community has been noted as one of my strengths. However, having my fellowship experience at Breakthrough Greater Boston (BTGB) begin completely virtually required me to think more intentionally about what community building looks like as a practice, one that cannot be facilitated as a byproduct of proximity. READ MORE

Former fellow Emily posing with members of the Yearup community

The Medium Doesn’t Matter

The past nine months of working for Year Up New York | New Jersey have been busy, busy, busy. Between my work with the alumni community, our students, and analyzing data to provide suggestions to continue improving our program and support, I have been trusted to take on more and more high-level tasks within the organization.

Former fellow Meredith running a craft table for small children with other Jumpstart employees

Navigating Community Outreach and Policy Advocacy

On a rainy Tuesday morning, my coworker and I lugged our Jumpstart bags stuffed with books and craft supplies to a Brooklyn preschool. Though I had already coordinated many such events since I started my role six months ago, I still felt anticipation as I imagined how the children and teachers might respond to the books and activity. Like always, however, the skilled teachers made the event a breeze, catching tantrums before they escalated and prompting the students with thoughtful questions about the book.


Former fellow Joyce Kim advising a student one on one

A Glimpse into “Virtual” Advising

When I tell people about the advising half of my work, I usually give a one-liner along the lines of, “I advise students about financial aid and college affordability, but it’s virtual so I’m mostly texting them.” This tends to receive many raised eyebrows, which only raise higher when I go on to explain that I have hundreds of students in my caseload.