2018 Youth Mentoring Summit: Group work results

It has been one month since the 2018 Sangamon County Youth Mentoring Summit, and the Continuum of Learning team has been hard at work reviewing the results of the Summit’s group activity and identifying the top 5 types of outcomes, activities, and inputs that attendees expressed need to be part of our local mentoring movement.

For those who need a refresher, during the final activity at this year’s Youth Mentoring Summit attendees gathered in multi-disciplinary groups of 5-8 people and worked collaboratively to articulate the outcomes they and their staff strive for (What do we want for our youth as a result of their having been mentored?), the activities that would help achieve those outcomes, and the resources/inputs needed to make those activities happen.  Below are the commonly-identified themes in each of those categories.

 

RESULTS
Outcome Types:

Remember that outcomes are specific and measurable.  These are just the types of outcomes that Summit participants expressed are important to their programs:

  • Academic improvement
  • Increased participation in career and technical education opportunities
  • Improved school retention, attendance, and graduation rates
  • Delinquency prevention and support for justice-involved youth
  • Improved social-emotional learning and skills

Activities:

  • Mentor training
  • Evidence-based curriculum and mentoring practice
  • Academic-focused programs
  • Mentees’ exposure to new experiences (cultural and career-related)
  • Social-emotional skill-building for mentees

Inputs:

  • Funding
  • People (committed mentors and mentees, paid mentoring program staff, school staff)
  • Partnerships (Fraternal organizations, civic organizations, school districts, faith community)
  • Knowledge of and access to mutually-reinforcing community programs (jobs/internships, tutoring opportunities, basic needs support)
  • Family/student support team engagement

 

NEXT STEPS

We’ve identified some of the results we all aspire to achieve for our youth being mentored.  Now what?  Here are 3 ways these commonly expressed outcomes, activities, and inputs can be used:

1. PROGRAM PLANNING: As you conduct planning for your mentoring program, discuss with your team: Are our inputs and activities likely to get us to our desired outcomes?  What does research say will help us achieve our outcomes?  If you need help, you can check out some research summaries, apply for technical assistance, or contact the Continuum of Learning.  Your outcomes may be the same or different from the ones identified above, but make sure every opportunity you pursue drives towards the end results you want for the youth participating in your program.

2. PARTNERSHIPS: As you form partnerships with other organizations in Sangamon County to support your mentoring efforts, ensure that your shared activities and the inputs you’re giving/receiving speak directly to one or more of your desired outcomes.  Use the commonly identified outcome types listed above as a starting point– which of these (or others) do you share with your prospective partners?

3. CONTINUUM OF LEARNING: The Sangamon County Continuum of Learning will continue to support local mentoring programs in aligning with evidence-based best practice and to increase the reach of high-impact mentoring models.  Now, the CoL will also keep these group work results in mind as local priorities.  If there is a resource that has helped your program use evidence-based best practice, let us know and we’ll share your story and that resource with the community. Subscribe to the Sangamon Success newsletter to learn about opportunities as they arise.

 

(MORE) MENTORING PROGRAM RESOURCES

 

KEEP IN TOUCH

To stay in the loop about local resources for evidence-based mentoring and future events, please subscribe to the Sangamon Success newsletter.

 

ABOUT US

The Sangamon County Youth Mentoring Summit is hosted by the Sangamon County Continuum of Learning, which oversees implementation of the Sangamon Success report.  The report consists of 25 recommendations to support local non-profits and service providers in leveraging data and high-quality research to maximize their positive impact on the less-advantaged members of the Sangamon County community.  Learn more.

State Journal-Register: “Report Sheds Light on Local School Changes”

(Springfield, IL – November 25, 2017) “Every school district in the area saw its low-income population rise, and in the case of some communities, more than double.  The rise in low-income students has been especially stark in Riverton. Enrollment has been relatively flat, but the percentage of low-income students has skyrocketed from 28 percent to 58 percent.  Superintendent Lance Thurman, who was hired four years ago, said the jump can be explained, in part, because Riverton has seven mobile home parks, some of which have expanded in recent years, and a number of apartment buildings.  “The rentals encourage more of short-term stay than in other communities I’ve been associated with,” he said.

Ball-Chatham also saw its low-income population more than double as the community has expanded, as has Rochester. Jacksonville, Taylorville, Pawnee and Springfield also have seen significant jumps.  Out of all the districts, Waverly has remained the most level, only inching up from 35.2 percent to 35.4 percent.” Continue reading at SJ-R.com

State Journal-Register: “District 186’s PARCC performance improves slightly”

(Springfield, IL – October 31, 2017) “Springfield Public Schools inched closer, but still has a ways to go to close the gap with other Illinois schools on state testing, newly released data shows. Test scores from the PARCC exam taken by elementary and middle school students for the 2016-17 school year show 26.8 percent of Springfield students met or exceeded state standards in reading and math. That was up from 25.6 percent of students in the 2015-16 school year.” Continue reading at SJ-R.com.

UIS offers first on campus dual credit class to high school students as part of a pilot program

(Springfield, IL – October 12, 2017) “The University of Illinois Springfield is offering its first on campus dual credit class for high school students as part of a pilot program. The class marks the first time UIS has offered high school students college credit for a class taught by a university faculty member.  The pilot course, CHE 199A: General, Organic, and Biochemistry, is being offered to 18 seniors from Springfield’s Sacred Heart-Griffin High School (SHG). The students earn both college and high school credit for the course. If the program is successful, the university hopes to expand course selection and offer classes to students at other high schools in central Illinois.”  Continue reading at news.uis.edu.

Press Release: SIU Medicine Launches Nurse-Family Partnership in Sangamon County

“In the past, health care has been about taking care of those who knock on our door. We know now that is not good enough,” said Dean and Provost Jerry Kruse, MD, MSPH. A new alliance will launch more SIU Family and Community Medicine (FCM) providers into the community in support of Southern Illinois University Medicine’s priority of providing evidence-based population health.

The school’s FCM is now a part of the national Nurse-Family Partnership (NFP), an evidence-based community health program that helps low-income, first-time pregnant women and their babies. FCM nurses will provide home visits and support to 100 women in Sangamon County. Bringing the NFP into Sangamon County was also the number-one recommendation of Sangamon Success, a report released by the Sangamon County Continuum of Learning Coordinating Council in 2015. Providers will work with a variety of community organizations to help the families improve their health, education and economic self-sufficiency. Continue reading at SIUMed.edu.

Brain Architecture Game Case Study: Innovate Springfield

“DIY Game moderator Nadia Gronkowski recently documented how she has used The Brain Architecture Game to improve her organizational mission.

Nadia’s background is in early childhood education, environmental education, and environmental policy.  She is the Social Innovation Program Coordinator for Innovate Springfield in Springfield, Illinois.

Her organization is implementing a locally-written report — the Sangamon Success Report — which recommends that we teach more adults in our community about executive functions and children’s brain development.”  Continue reading at dev.thebrainarchitecturegame.com