Through REACH, IRC has established key program components in addition to intensive case management to remove or alleviate these barriers through the following programs. Monday – Saturday Tutoring: While there are important resources offered during the school day, refugee students still face significant academic challenges owing to both their limited English proficiency but also, for many, multiple interruptions in their formal education. Because of these real academic skill deficits, struggling students simply need more academic support and as such, the REACH program includes five days a week of after school tutoring and Saturday morning tutoring. This program makes extensive use of volunteers acting as teachers’ aides by leading small group work activities with a tutor-to-student ratio of 1:3. The incorporation of trained volunteers significantly expands the opportunities for individualized tutoring and assistance which not only supports targeted academic skill development but also allows for trusting, positive relationships to be built among the students and the volunteers. By assisting with homework as well as English language acquisition, the youth are able to maintain their grades while continuing to improve their English. Working in conjunction with the International Center’s teachers and coaches, the new arrival tutoring helps fill the gap left by the expectation from the American education system that parents play a substantive role in helping their children complete their homework. As part of weekly tutoring, the REACH program includes weekly College Preparatory services by trained staff and volunteers that assists refugee youth in completing all prerequisites for entering a post-secondary education including one-on-one application, scholarship, and financial aid support. 
Refugee Girls Academy/Peacemakers: Both Refugee Girls Academy (RGA) and Peacemakers are Social-Emotional Learning (SEL) focused programs that help youth develop the tools to focus, regulate their emotional responses, interact with others, and cope with stress and challenges. Neuroscience has revealed that youth who experience the types of adversity common in crisis settings can have a physiological response that inhibits their brain development, affecting their physical and mental health, cognition, behavior, and relationships. Years of research shows that SEL interventions can counteract the effects of this adversity and chronic stress. RGA and Peacemakers center on the development of five key social emotional competencies: Brain Building, Emotion Regulation, Positive Social Skills, Conflict Resolution, and Perseverance. RGA incorporates SEL into a model that also helps refugee girls develop their full individual potential; relate to others with increasing understanding, skill, and respect; develop values to guide their actions and provide the foundation for sound decision-making; and contribute to the improvement of society through their abilities, leadership skills, and cooperation with others. Girls develop these skills through a range of in-class and exploratory excursions which challenge the girls in unique and meaningful ways. Much like RGA, Peacemakers centers on the development of five key SEL competencies listed above and invests in inspiring and empowering youth to share their powerful stories, promote cross-cultural learning, and bring communities together. To this end, the Peacemakers program consists of classroom training on global conflict, peace building, and public speaking. Participants in the IRC Peacemakers refine their ability to think critically about their unique experiences as refugees and improve their method of communicating their stories through public speaking, advocacy and community service. Students gain a historical context of global conflict and become aware of how their own home country’s conflict is perceived by outsiders. IRC Peacemakers are trained as leaders and become ambassadors by directly educating their new communities about their past experiences, their transition to life in the US, and their future goals. Both Refugee Girls Academy and Peacemakers are held once a week with monthly weekend excursions.  
Job Club: The Job Club curriculum utilized by the REACH program blends a field-tested, population-specific curriculum specifically designed for English Language Learning youth. The Job Club instructor incorporates varied instructional techniques including: activity and scenario-based learning, peer-learning and technology-enhanced instruction that aligns their education with relevant, real-world exposure. Participants who complete the class will be well prepared to: learn new skills and to take responsibility for their own learning on the job; apply skills in a variety of contexts, including work, home, and community; prepare an effective resume; interview for an entry-level position; model soft skills in a work-setting including appropriate professional communication, conflict management, and customer service; and develop a greater understanding of their career path skills and interests.  
Summer Refugee Academy: This Academy is an intensive 4-week program that offers 20 rising 9th grade middle school students the opportunity to partake in a wide range of academic, community service and civic engagement activities, leadership experiences, and peer-centered activities that encourage participants to practice respect for themselves, their peers, and the communities where they live. For the first 2 hours of each day, youth will participate in IRC’s foundational English class on-site in the IRC classroom. Following the class, students will participate in workshops and fieldtrips which focus on youth development through community service, leadership and peer-centered team building, and out-of-class education. 
LET’s HIKE/Community Service: LET’s HIKE (Leading and Educating Teens to Help, Investigate, and Keep the Environment) introduces natural surroundings to refugee youth in a safe and meaningful way through the weaving of environmental education and stewardship lessons. Furthermore, LETS’s HIKE will implement hands-on, on-site scientific content to help refugees with interrupted formal education meet next generation science standards of San Diego Unified School District. To increase proficiency in next generation science standards for refugees identified as Students with Interrupted Formal Education (SIFE) using sheltered instruction strategies while supporting trail maintenance/construction, erosion control, and habitat improvement of Mission Trails Regional Park and in the City Heights Canyon loop.