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| Academic content + mentoring magic =
student achievement | | Today, schools need mentoring programs to do more than build good feelings. Community organizations are being asked to play a significant role in closing the gap for high-risk students. That requires academic content to support classroom curriculum and align with state, local and national standards. Schools also need management plans and training to enable mentors to make a real difference in student outcomes. Learning Together adds academic content and research-based strategies that can strengthen the impact of community mentoring programs. Of course, Learning Together preserves the bond that makes mentoring so special. Warm-up chats and enrichment activities offer plenty of time for unstructured interaction. Building a close relationship with a caring adult helps students grow socially and emotionally, as well as academically. And seeing that growth is the reward that keeps mentors involved! With Learning Together, community organizations and schools can work together to find an implementation that fits everyone’s schedule – before, during or after school, in school or community settings. We’ll show you how to find funding, pick the right program and placement for tutees, and recruit tutors. Then we provide the training, materials and support needed to make your partnership succeed. Here are examples of several effective community implementations: | | - A North Carolina program is a unique collaboration between Communities in Schools, United Way, the local school district and a corporate sponsor. Together the partners recruited senior citizens as mentors for struggling second graders. Tutors found the experience so rewarding that most will continue to work with the same students as third graders; new tutors will get new second-grade tutees. Programs ran before, during and after school, depending on campus needs.
| - A Texas corporation offered its employees as mentors to the local school district. The corporation wanted to build leadership skills for its employees, and the schools needed caring adults to intervene with below-proficient students. Most tutor/tutee pairs met during lunch; in some cases, two employees alternated working with a tutee.
| - Several school districts throughout the country are using university students to mentor elementary-school children. These students may receive college credit for their experience as mentors.
| - In Maryland, schools reached out to the community by offering Reading Together for family tutors. Students posted impressive academic gains, family literacy was strengthened and family members learned valuable skills that will help students throughout their school years. Coordinators say these families are more connected to school, and more comfortable participating in their children’s education.
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| | | Learning Together raises student achievement as it builds positive relationships. |
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Mentoring relationships help students succeed. |
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|  |  | As I study with my student, I see a tremendous improvement in his ability to learn the reading, writing and spelling skills that are so necessary to our everyday lives. We must provide children with the essential values in education, mentally and morally, as they become our citizens of tomorrow.
—Adult mentor, reading program |
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