B. Comprehensive Placement Process

2. Components

All forms described below can be found on the Bonner Foundation website and are incorporated into the Bonner Web-Based Reporting System data entry pages.

(a) Agency Partnership Forms

The agency partnership forms function as an initial RFP (request for proposal or partnership). The packet consists of a: (a) cover sheet with contact information and agency mission, (b) project descriptions, and (c) job descriptions for each distinct service opportunity. After the agency submits the initial agreement, and the campus service program approves, the agency only needs to update their partnership data annually. Copies of these forms can be found on the Bonner Foundation website (www.bonner.org).

(b) Community Learning Agreement

The Community Learning Agreement (CLA) is designed to help the student and his or her community partner as they work together to set up the placement’s learning and service goals, timeliness, a service project team, and any other important information that needs to be taken care of at the onset of the placement process. Clear communication of goals and expectations can set the tone for the entire placement and it is imperative if the student is to gain a level of competency in a distinct skill/knowledge area through the active participation in specific direct service and learning experiences.

Important components of the CLA include:

Job Description: Remember to refine the Job Description (in database and/or hard copy) where necessary, following the initial student and community partners placement meeting to ensure it fits both the specific needs of the individual student and partner and has incorporated the possible changes into the CLA (database and/or hardcopy).

Service Objectives: Service objectives are the means through which a student will achieve the service goals outlined in the job description provided by the community partner and will gain valuable experiences in reaching set competency goals. It is important to consider the following when writing a service objective:

1. The expected results of those activities or services. For example: (a) increased reading skills, (b) form a community coalition.
2. The service recipients or individuals who will benefit. For example: (a) 25 at risk middle school youth, (b) 1 Migrant farm worker community (100 pop.).
3. The activities or services the studentprovides. Remember to limit: have just one activity for each objective. For example: (a) tutoring, (b) coalition member recruitment.
4. The standard of success the student and partner hope to meet. For example: (a) the average increase of grade level within the reading class for these (#) of 4th graders, (b) we will recruit 5 migrant community members, two students, and two community members, and two agency representatives.
5. A means of measuring the impact of the provided services or the quality of the product. For example: (a) pre/post-reading tests, (b) the student will recruit 11 community members recruited from... whose roles and responsibilities are outlined in an action plan.

Learning Goals: The learning goals broadly outline the skills and knowledge that the student will acquire by the end of a service experience. Working with the community partner and the Bonner Director or Coordinator, the student should develop the their learning goals through this placement. The community partner should assist the student by: (a) explaining the relevance of certain competencies through qualification, lists included in the job description, and (b) helping the student to understand the potential for development in specific competency “areas” as the student describes the desired levels of competence and proficiency they hope to acquire.

(d) Hours Logs

The Bonner Web-Based Reporting System (Bonner WBRS) has a section for students to use in recording their service and training & enrichment hours. Bonner Directors may choose to continue using their paper hour reporting forms, but the Bonner Foundation requires that these hour logs be entered into the Bonner WBRS forms on a regular basis. This web-based reporting system will make it easier for the student and Bonner staff to keep track of how they are doing during the semester and summer in meeting their hours requirements.

(e) Service Accomplishments

The Service Accomplishments form provides important “baseline” information needed to determine community impact. This information is utilized with other project-specific evaluation strategies. This information should be filled out every semester on BWBRS by the student.

(f) End-of-Semester Reflection

(1) Introduction

There are four components needed for a competent performance assessment: (1) selecting criteria by which to judge, (2) setting standards of performance, (3) measuring performance, and (4) synthesizing results into a judgment of value. Our forms and database attempt to assist you as you address all four of these important dimensions.

Using the orginal Community Learning Agreement gives us the first and second components, while the hours and service activity summary gives us the third. The CLA Review form (which combines all the first three using the data entered in the Bonner Web-Based Reporting System) gives each of the stakeholders an opportunity to engage in the fourth component.

The primary principle of this process is to use the data collected during the semester (or summer) in ways that enhance the achievement of program outcomes, while simultaneously meeting evaluation information needs. The program participants and staff know what is being evaluated and what criteria are necessary for success. As a result of this type of process, the feedback of all results are used to increase program participation and effectiveness. This engages participants more fully and allows for ownership of results and processes.

Because much of this information is tied to communty outcomes, the CLA Review process can become part of the community problem solving process to the extent that it supports and reinforces the accomplishing of desired program or project goals.

(2) Steps

The first step in the CLA Review process is the student’s self-evalution, which:

• offers the student an opportunity to share in the responsibility of evaluating his or her own performance in reaching set goals;
• helps the student and supervisor determine the student's progress and changes or refinement of goals, role at the site, or if other corrective action is necessary;
• opens the door for communication between the student and site supervisor

This evaluation form is created by the Bonner WBRS from the information contained in the original CLA, the hours submitted, and the summary of service activity impact.

(3) Coordinator Review of Student

This evaluation should be filled out annually by the BSP Director/Coordinator in a meeting with the student. Preferably, the student has already completed their self-evaluation (above) in advance for the Coordinator to review. This process can help improve communication and it helps the student and BSP Director determine the student's progress and if changes or refinement of goals, role in the program, or if other corrective action is necessary.

(4) Placement Supervisor Review of Student

This evaluation should be filled out in the mid-point and the end-point of the CLA designated time period for the placement by the supervisor in a meeting with the student. This process can help improve communication and helps the student and supervisor determine the student's progress and if changes or refinement of goals, role in the program, or if other corrective action is necessary. It is important to do this at two points, to ensure the placement stays on the right track for both the student and the community partner. It is also important to have the student complete the Self-Evaluation (see above) in advance.