School Based Mentoring Program

Transcription

1 School Based Mentoring Program

2 Mentor Foundation USA The Mentor Foundation USA is an independent 501(c)3 nonprofit organization with a focus on the prevention of drug abuse and the promotion of health and well-being of young people. Mentor Foundation USA seeks to reduce the risks and increase the opportunities for youth. The Mentor Foundation USA s School Based Mentoring program works closely with Title-One schools (schools where 85% of the population receives free or reduce lunch) to provide vulnerable students with a mentor. The goal of the mentoring program is to help reduce the risk factors that could lead to negative outcomes such as high school drop out, substance abuse, or participation in risky behaviors by providing an additional caring adult in the life of a young person. Some risk factors that can be addressed through our mentoring program are: Peer group choice & peer pressure Stress due to the lack of counseling services Lack of parental involvement Academic stress Lack of positive role models in the community where the youth reside Win + Win = Win: Benefits of Mentoring Student Wins Students gain a meaningful and positive adult relationship other than a parent or guardian that will allow students to address issues that are of concern to them Students self-esteem and feelings of self worth increase which will promote healthy decision making skills Exposure to various career fields and learn skills needed to help secure employment and compete with their counterparts Improving interpersonal relationships with teachers and family Mentor/ Sponsor Wins Mentors make a meaningful contribution to a young person s life Mentors build their communication skills and competencies as employees of corporations Mentors help to provide a connection between the corporate world and their local school communities School Wins Schools receive assistance in improving student performance, retention and attendance

3 Target Population/Ratio Mentoring programs begin with 9th grade and matriculate with students until graduation. The ratio for mentoring is 1:1. Setting/ Frequency Mentoring sessions occur on site at school for 2 hours twice a month. Additional sessions occur quarterly on weekends. All lessons and activities are planned and facilitated by Mentor Foundation USA. Stakeholders & Responsibilities MENTORS Mentors must complete an application and background screening prior to being matched with a mentee Mentors are expected to attend their bi-weekly mentoring sessions and communicate with their mentee weekly via telephone or . Mentors are required to participate in follow up sessions with Mentor Foundation USA s Program Director to ensure quality support is being administered. MENTEES Mentees must respectfully work to maintain the mentoring relationship with their mentor Mentees should have permission to contact their mentor within established parameters Mentees are encouraged to participate in activities that are hosted by the Mentor Foundation USA. This includes bi-weekly mentoring sessions, but is not limited to quarterly follow up sessions with the Program Director to ensure quality support is being administered SCHOOLS Schools help to identify the student population for mentoring Schools identify the needs of the mentees Schools assist with getting parent contact information and assisting with family outreach Schools provide space and time for meeting with mentees Schools support Mentor Foundation USA with evaluation, marketing events to families and feedback MENTOR FOUNDATION USA Mentor Foundation will uphold the management of the mentoring initiative Mentor Foundation will support all stakeholders (parents, students and corporate mentors) in training and provide resources for program development and enhancement Mentor Foundation will gather profile information for mentors, mentees and securing background clearances of mentors Mentor Foundation will establish an evaluation of the mentoring program

4 Selection Process Recruitment Plan for Mentors & Mentees Mentors are recruited on an on-going basis. Through information sessions at various organizations, universities and corporations, Mentor Foundation USA is able to recruit a diverse application pool. Mentees are recruited through school presentations and teacher recommendations. At times students are selected based on partnering organization s identified needs. All mentoring opportunities are voluntary. Mentor Screening Mentor Foundation USA s application process eliminates all applicants with felonies and other crimes that would present danger for the youth served. It also allows for the program to provide the best perceived match for the mentor and mentee. All applicants are screened for a criminal background and child abuse registry, in addition to the following: An application process and review Face to Face Interview Reference Checks Suitability Criteria: personal interests, gender, skills, language, level of education, career interests, motivation for volunteering etc... Initial Training Program Module Mentor Foundation USA is dedicated to ensuring that our mentors are prepared to be a supporting adult in our young people s lives. Therefore, we conduct an initial extensive training to address areas such as: Orientation: The mentor orientation serves as an opportunity for participants to gain an overview of the program, learn about their role as a mentor and learn of the expectations of all of the stakeholders. The orientation process also provides a realistic view of mentoring. Skills Development: The skills development portion of the training focuses on the communication skills needed to engage youth in addition to speaking to them about various topics that may arise as the mentoring relationship develops. Cultural Competency: In order to effectively engage youth, as adults we must have an understanding of youth characteristics. This portion of the training will highlight the basic needs of youth and the positive and negative methods of getting their needs met. In addition, this training will explore diversity as it pertains to such factors as age, ethnicity, ability as well as education and professional backgrounds. Policies & Procedures: These are the nuts and bolts of the initial training module. We will look at the policies that needs to be enforced in an effort to reduce any of the risk factors that may jeopardize the mentoring program. These policies may include: the policy for communication, and medical emergencies to name a few.

5 Support Training and Monitoring In addition to providing initial training for mentors, Mentor Foundation USA will conduct four quarterly support trainings for mentors to refresh their skills and seek any resources that would enhance their mentoring experience with their mentee. Mentors will also be contacted on a monthly basis for quality assurance. This may take place in the form of an survey or phone call. Individual personal meetings may be scheduled as warranted. Matching Strategy Based on the applications for the mentors and mentees, we match participants based on personality traits, gender, like interests, career and educational interests and background experiences where applicable. Despite our best efforts, not every mentoring match is an organic one; therefore, when needed we will revisit our matches and add support to help the mentoring relationship flourish. As a last resort, we will discuss the potential need to reassign a mentor or mentee. Recognition Mentor Foundation USA recognizes the tremendous commitment of time and energy that our mentors give to our youth. Therefore, we provide several ways of saying Thank You to our mentors. Examples include but are not limited to our Mentor of the Month feature in our monthly newsletter, celebrations and awards. Evaluation Outcomes - 90% Targeted Benchmark Improved School Attendance: 90% percent of mentored youth showed a reduction in, or absence of, times they skipped a day of school over the 12 months since entering the program. Improved Emotional/ Psychological Well Being: 90% of mentored youth felt that the mentoring they received from the program had helped them in feeling good about themselves as of 12 months since entering the program. 90% percent of mentored youth showed a reduction in substance abuse, or no abuse of substances, as of 12 months since entering the program. 90% of youth showed a reduction in suspensions or office referrals. Improved Academic Achievement: 90% of mentored youth participating for 12 months matriculate to the next grade and graduate from high school. The 4 Mantras The 4 Mantras of Mentor Foundation USA serve as the motivating force that will empower youth to become conduits for change for themselves, their communities and the world. Mentor Foundation USA combines learning with authentic examples and opportunities for youth to practice and apply what they have learned. Mentor Foundation USA supplements our activities using the Botvin Life Skills Curriculum. Scope and Sequence can be found here: %20Sequence.pdf

6 Mantras Defined The 4 Mantras are aligned with the American School Counselor Association Standards as well as the National Commission on Service Learning. These standards have been selected to use for this framework, however, additional standards can be found at and Activities based on these Four Mantras are developed an implements throughout the sessions. Mantra I Have a Plan I Have a Voice I Have a Choice Description Students will make decisions, set goals and take necessary action to achieve goals. Students will gain a deeper understanding of who they are as a person and develop the ability to assert their voice in a positive and productive way. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. ASCA National Standards & National Commission on Service-Learning Standards Develop and implement annual action plan of study to maximize academic ability and achievement. Apply knowledge of aptitudes and interests to goal setting. Seek information and support from faculty, staff family and mentors. Identify post-secondary options consistent with interests, achievement, aptitude and abilities. Apply time-management and taskmanagement skills Demonstrate awareness of the education and training needed to achieve career goals. Be able to articulate strengths and areas of improvement Be able to ask for help when needed Use voice to express themselves in a positive way or to gain resources for academic or professional use. Use a decision-making and problem solving model when appropriate Understand consequences of decisions and choices Demonstrate a respect and appreciation for individual and cultural differences. Know when peer pressure is influencing a decision Use persistence and perseverance in acquiring knowledge and skills. Sample Activities Analyze data from previous school year - attendance, grades, discipline records, achievement Set goals for current school year Explore various careers via internet Develop action plan for achieving academic and personal goals for current school year Develop a resume, cover letter template and successfully complete a mock interview. Mock-Networking Workshop Experience highlighting the importance of planning. Practice and conduct mock interviews Public speaking workshops Creative speaking workshops Exploring the teenage brain and the affects on decision making Using decision model for various scenarios Exploring the dangers of drug and alcohol use Exploring the power of peer pressure I Have A Responsibility Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Learn positive coping skills for managing stress and conflicts Identify and analyze different points of view to gain understanding of multiple perspectives. Develop interpersonal skills in conflict resolution and group decision-making. Identify ways that they can improve their communities Create global awareness surrounding current events Actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service. Recognize and overcome stereotypes.

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