Partners for Learning

1. Partners for Learning Assessment Exploration

2. Overview • Introducing Partners for Learning • Assessment Exploration • Sorting out what we do • Finding out what we do not know • Developing ways to find answers • Implementing strategies • Analyzing results • Making decisions based on what we now know • Picking a new place to explore

3. Partners for Learning is Part of the Center for Civic Engagement PFL

4. The Department of Community Service • Adam Lewandowski, Director • Julie Lloyd, Program Specialist • Programs Include • Partners for Learning • Partners for Serving • Orientation Day of Service (with the Orientation Staff) • Homework Help • The Service Floor and SOAR Floor (with Residential Life) • Spring Break Service Trips • International Service Exchange Program with Leeds Met, England • Community Service Newsletter • Community Service Advisement • MLK Day of Service • Volunteer Fairs • Rochester Youth Year AmeriCorps*VISTA and Service After Graduation Support • Election Fellows • ADA Walk, MS Walk, Heart Walk • Teddy Bear Tree

5. Partners for Learning • Program Description • The Partners for Learning Program is a tutoring and mentoring program that engages Nazareth students in partnerships with children, teachers, and staff of eight urban education sites. These partnerships are designed to help raise the academic performance and educational aspirations of children while heightening the social awareness and sharpening the professional skills of Nazareth students.

6. Partners for Learning Administrative Structure

7. Sorting Out What We Do • Who are we, what is our mission, what are our goals? • Mission • Match College and Community Resources to reduce educational achievement gaps. • Inspire (our students) dedication to the ideal of service to their communities • Encourages them (our student) to develop the understanding, commitment, and confidence to lead fully informed and actively engaged lives • Goals • Raise the academic performance and educational aspirations of children. • Heighten social awareness of Naz students • Sharpen professional skills of Naz students

8. Finding Out What We Do Not Know • Disconnect between some goals and assessments • Unsure if data was accurate (student interpretation of assessment questions) • Many anecdotal reports of achievement but limited systematic, inclusive support • Confusion on how to “prove” certain things • Assessments not focused enough to answer pressing questions

9. Finding Out What We Do Not Know • Brainstorm the questions you want answers for. • What professional skills do students learn participating in PFL? • What are students learning about social issues? • What knowledge and skills are students acquiring on the topic of diversity? • Are we making an impact on the achievement gap? • What are the essential skills and knowledge needed to make this program a success? • What supports are needed for students to be successful? • …..

10. Developing Ways to Find Answers • Re-evaluating current surveys • Adding assessment data collection to reflective exercises, NSEE • Allowing for creative narratives, qualitative data • Strengthen quantitative data • Get Buy-In: Making the assessment part of the learning process, integral to the activities of the program.

11. Implementing Strategies • Establish set times to purposefully reflect (and gather assessment data) • PFL Application and Interview Questions • Mid-Semester Evaluations • Final Reflection Evaluations • Take Advantage of Special Opportunities • Assess new initiatives, trainings, experiences • Diversity Workshop Reflections • Check in with students to make sure they understand your intent for the assessments.

12. Analyzing Results • Set aside time to review data • Hire an Assessment Coordinator • Connect the data to the goals, questions you posed • Check to see if your intent was understood • Make note of assessment problems • Document results

13. Analyzing Results

14. Analyzing Results • Goal #1 Raising academic performance and educational aspirations of students • 98% of partners said that the time they have spent at site has been helpful to the school/agency • 98% of partners said they have been a positive role model for children at their site

15. Analyzing Results

16. Analyzing Data • Goal # 2 Increasing Nazareth College Students (Partners) social and cultural awareness • 83% of partners said they felt connected to the Rochester community as a result of their site placements.

17. Analyzing Results

18. Analyzing Results • Goal # 3 Sharpening Professional Skills • Improved time management • Strengthened desire to work with children • Were provided with hands-on experiences • Improved communication with others

19. Making Decisions Based on What We Know • Strengths • Areas for development • What we are accomplishing • What we are not accomplishing • What do we need to do to turn this around?

20. Making Decisions Based on What We Know • Program Considerations: • Bring the (RCSD) students to Nazareth College • Provide more workshops that are specific to teaching various subjects • Start the semester faster • Address the problem of students showing up late to work • Keep track of workshops and post them for Partners to see • Responses to Considerations • Coordinators working on new ways to bring students to Naz • Provide an intentional set of essential workshops that would include identified tutoring/mentoring skills • Addressed lateness through new reporting system. Communicate official responses more clearly to Site Coordinators. • Completed workshops are tracked and posted in folders, inform program participants about this procedure.

21. Picking a New Place to Explore • Student Learning Outcomes • College Experiential Learning Requirement