BRYTE

LOGIC MODEL (UPDATED)

OUTCOMES
OUTCOMES
I.
I. Short-term:
Short-term: tutor-student
tutor-student relationships,
relationships,
improved
improved language
language skills,
skills, Brown
Brown Students
Students
more familiar with Providence,
more familiar with Providence, bi- bi-
directional
directional cultural
cultural learning,
learning, greater
greater
ability
ability to participate in school, relief
to participate in school, relief for
for
IIRI
IIRI staff,
staff, handing
handing in in homework,
homework,
participation
participation in after-school programs.
in after-school programs.
II. Long-term:
II. Long-term: Increased
Increased confidence
confidence for
for
refugees, raised awareness about
refugees, raised awareness about refugeerefugee
resettlement,
resettlement, expertise
expertise inin running
running an
an
organization for student leaders, cultural
organization for student leaders, cultural
awareness
awareness and and intimate
intimate understanding
understanding of of
institutional inequality.
institutional inequality.
OUTCOME
• Improved tutoring resources
• Community Partnerships
(Education)
• Community Partnerships
(Academic support)
• Community Partnerships
(IIRI and Swearer Center)
• Promotional Material and
Record Keeping
WHERE WE ARE
• 150 resource packets ready for distribution, ESL
VDM planned, strengthened relationship with IIRI
education director
• Built relationship with Soledad Cantanzaro – director
of ELL in Providence. She distributed our promotional
pamphlet to teachers and principals to make aware of
BRYTE. WE are working on establishing personal
relationships with teachers, counselors, principals.
• Developed partnership with College Advising Corps,
began research on starting a summer camp, are
collaborating with after-school programming (PASA,
Non-violence institute, New Urban Arts, etc.).
Compiled a list of extra-curricular and academic
advising programs.
• Established relationship with Bill Shuey – director of
IIRI.
• Developed formal relationship with Swearer Center
• Formalized relationship with IIRI such that we are
related to as a partner organization through meetings
with all staff
• Strengthened personal relationship with all members
of staff, including refugee resettlement director.
• Website, general information pamphlet and postcard,
calendars, welcome sheets for families (translated into
respective languages)
• Bi-annual reports made for each semester since
BRYTE’s inception
• organization of BRYTE’s internal documents
TARGET
• Tutors track progress of tutoring sessions and
reflect on possible improvements. Tutors feel they
have access to additional resources; the program
launches a system of academic assessment
• Have individual contacts at each school. Facilitate
connection between teachers and BRYTE tutors to
collaborate on supporting student education.
• Tutors to be actively using resources and
encouraging students to participate in activities and
programming.
• Students are connected to opportunities (art,
music, sport, academic assistance/guidance, etc.)
• Continue to foster collaboration, maintain active
relationships
• As leaders, and a program, constantly reflect on
our model and strategy; be conscious of balance
between our autonomy and partnerships
• Continue updating and developing information –
promotional and internal records
• Have website be used by BRYTE volunteers,
coordinators, and the general public
REFLECTIONS…
 Julia:
 “During my time coordinating BRYTE I have seen a tension between focusing a project on content
versus presentation…Although I believe the outcomes from the Resource Packet and updated
Training Session I created this summer will contribute to those goals, I didn’t expect to switch my
understanding of the importance of content and presentation. Even if you give someone all of the
content they ask for, there is a way to present or communicate the information that will allow
greater understanding between both people.” 

 Tara:
 “I learned that there is not a formula for developing organizations. Each one develops as a result of
a series of choices that construct a philosophy/mission as well as direct operations. I came to
understand that one of my primary roles as a leader of BRYTE is to make sure we remember to ask
ourselves, and the models of social change we draw from, hard questions – to challenge any sense
of inevitability.”