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Partners for Learning

Assessment Exploration

+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

+Partners for Learning is Part of the Center for Civic Engagement

PFL

+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

+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.

+Partners for Learning Administrative Structure

+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

+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

+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? …..

+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.

+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.

+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

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Raising Academic Performances

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Ability to tudor Teaching to different learning styles

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Analyzing Results

+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

+Analyzing Results

+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.

+Analyzing Results

Sharpening Professional Skills

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Patience InterpersonalCommunication

Collaboration Inc. Knowledge ofdiverse pop.

Understandpersonal bias

Teach to diff.learning styles

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+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

+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?

+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.

+Picking a New Place to Explore

Student Learning Outcomes

College Experiential Learning Requirement