Chemonics International and Reading Partners are pleased to announce their partnership for the 2020–2021 school year. Through the partnership, select Chemonics employees are dedicating up to two hours weekly to tutor students from five Washington, D.C. elementary schools at each student’s precise instructional level as part of Reading Partners’ proven literacy program.
Chemonics and Reading Partners began their official collaboration in the DC region in early 2020. Programming was paused when COVID-19 struck in March. In October, tutor programming resumed with Reading Partners’ launching “Reading Partners Connects,” an online literacy tutoring program, with the help of Chemonics’ volunteers and financial support. In 2021, Chemonics’ sponsorship supports a virtual reading center for Van Ness Elementary School, where Reading Partners engages 33 children in weekly literacy instruction and provides ongoing support to their parents and caregivers.
When schools reopen, “The Chemonics International Reading Center” at Van Ness, operated by Reading Partners, will coordinate and coach tutors to teach at the right level; provide award-winning, diverse, and inclusive teaching and learning materials; and ensure that community members who tutor are equipped to be socially, emotionally, and culturally responsive to the children they partner with.
“We are thrilled to have Chemonics as a reading partner sponsor at Van Ness Elementary School in Ward 6,” said Shukurat Adamoh-Faniyan, executive director of Reading Partners D.C. “Their investment will allow us to provide students with high-quality, one-on-one literacy tutoring.”
As “reading partners,” Chemonics staff tutor students from schools in D.C.’s Wards 1, 4, 6, 7, and 8, offering Chemonics an opportunity to engage meaningfully with its Washington, D.C., community. Chemonics’ staff also have the opportunity to participate in an in-house eight-week training program. The training connects their practical experience — participating in a literacy program that teaches at the right level with social and emotional responsiveness — with evidence-based practices that are adapted and implemented in similar early-grade reading projects overseas.
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