SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1e The school curriculum provides pecific links to continuing education, life and career options.

Standard 3 - Academic Performance - Instruction
3.1b Instructional strategies and learning activities are aligned with the district, school, and state learning goals and assessment expectations for student learning.

Standard 4 - Learning Environment – School Culture
4.1h There is evidence that the teachers and staff care about the students and inspire their best efforts.
4.1k The school/district provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity.

Standard 5 - Learning Environment – Student, Family and Community Support
5.1a Families and community are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning, beyond the initial classroom instruction.

Standard 6 - Learning Environment - Professional Growth, Development and Evaluation
6.1e Professional development is on-going and job-embedded.

Standard 7 - Efficiency –Leadership
7.1g Leadership plans and allocates resources, monitors, progress, provides organizational infrastructure, and removes barriers in order to sustain continuous school improvement.
7.1h The school/district leadership provides the organizational policy and resources infrastructure necessary for the implementation and maintenance of a safe and effective learning environment.

Scenario

Josh, a high school student, is thinking about dropping out of school.  Josh has failed a number of classes and is now over a year behind in credits toward graduation.Most of his friends have already graduated or dropped out.The only reason  Josh stayed in school this year was  because he thought he could enroll in the coop work program for half of the school day, while receiving credits toward his diploma. When he realized students were not eligible for participation in the coop program until their junior year, he lost all motivation for finishing school.

Josh  finds it more and more difficult to drag himself out of bed in the morning.He is not interested in his classes,is not involved in sports or clubs and has no social life at school.He begins cutting classes and leaving early each day.The school staff  assigns after school detention for his unexcused absences and Josh fails to attend. Finally, his mother is called and informed that unless Josh attends the Saturday School Mentoring Progam, he will be referred to the courts for truancy. Reluctantly, Josh agrees to participate in this program.

Introduction

Is there anything schools can do to help students like Josh? 

The answer may seem obvious at first:  provide more individual attention, more encouragement and support.  Yet at a time when teachers are faced with over whelming demands and increasingly diverse student needs, this solution may seem unrealistic. There are, however, unique ways to assist  students like Josh, without placing greater demands on the classroom teacher.

 

One strategy that has received attention during the last decade is mentoring-pairing adult or older student volunteers with children or youth who are having social or academic difficulties, and are possible at risk of dropping out.  Mentoring programs provide friends who are personally involved in student’s success and who can encourage  them to attend class and complete school assignments.

 

Students having academic or social adjustment problems, e.g. failure in school, low self-esteem, language differences, benefit from mentoring programs through the personal involvement of friends (mentors).  Mentoring is one of the strategies recognized as an effective practice for at-risk students because it can be designed to meet individual needs.

 

Structure Mentoring Program

 

Although mentoring occurs in many different formats and settings, most mentoring relationships can benefit from a structured program of support.

 

Examples of structured programs, according to Schargel, Franklin P. and Smink, Jay, in Strategies to Help Solve Our School Dropout Problem, 2001.

 

1)      Traditional Mentoring (school or community-based such as Big Brothers/Big Sisters of America)

2)      Group mentoring or Co-Mentoring (AmeriCorps Chapters)

3)      Peer Mentoring (Pairing of older/younger students, Boys & Girls Clubs)

4)      Intergenerational Mentoring (Retired seniors/teachers; foster grandparents)

5)      Team Mentoring (foster parents; faith based programs)

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Strategies

The main steps to go about in implementing a mentoring program are:

1. Getting started
The importance of careful planning cannot be emphasized enough. In fact, appointing a steering committee to be in charge of planning the mentoring program is one of the first steps to take. Be sure to give the planning committee plenty of time to develop program goals, solicit support, and locate staff for the mentoring program before making contact with potential mentors and mentees. Issues to discuss early in the planning process include:

Goals and objectives—Assess school needs and identify the program’s target group and objectives (Smink, 1990). This is a good time to review current publications on mentoring and look at how mentoring has been used to benefit students at other schools.

Infrastructure—Think about program structure and staff needs. Who will coordinate the program? What kind of support will the program coordinator(s) need? Depending on the size and scope of the program, it may take more than one full-time staff person to recruit mentors and mentees, conduct trainings, facilitate matches, support mentors, solicit funding and oversee daily program operations. Larger, multi-school programs may need to designate site coordinators for each campus in addition to an overall mentoring program director (Crockett & Smink, 1991). Keep in mind that running an effective mentoring program will require a great deal of time, skill, and energy—relying solely on the goodwill of volunteers to run the program is likely to burn people out and quickly compromise the mentoring program’s effectiveness (Freedman, 1993; Sipe, 1996).

Logistics—Discuss what the mentoring relationship will look like: how long will relationships last? When, where, and how often will students and mentors meet (Faddis et al., 1988)? Note that it often takes up to six months for mentoring relationships to develop—for greatest effectiveness, mentors and mentees should meet for an hour or more each week for at least one full school year (Freedman & Baker, 1995).

Liability—Having students and mentors meet on school grounds under the supervision of program staff is the easiest way to limit liability. However, this also limits the privacy and the range of activities available to mentors and mentees (Crockett & Smink, 1991). If students and mentors will be meeting off-site, carefully work out insurance and liability issues with administrators, lawyers, and the district insurance agency (Glasgow, 1996). Ensure that the school, program staff, students, and mentors will be covered in case of accidents, incidents and accusations of abuse, and other emergency situations. Depending on your school’s insurance policy, you may be able to address liability issues through informed consent—discuss transportation and other risks with parents and then ask them to sign a consent form agreeing to allow their child to participate (Crockett & Smink, 1991). Many school districts already have coverage for similar off-site activities built into their insurance policies (athletic and work experience programs, for example)—you may be able to use these as models for extending insurance coverage to mentor/mentee meetings (Glasgow, 1996).

Funding—Calculate program costs and identify funding sources. Whether program funding comes from the school district or in the form of grants from foundations and local businesses, ensure that it will be stable and adequate to cover costs for the duration of the mentoring program (Sipe, 1996).

After the planning committee has mapped out the mentoring program’s basic goals and structure, the next step is to solicit support for the program from parents, teachers, administrators, and the community. Providing an inservice for teachers and administrators is a good way both to garner support and give teachers an opportunity to identify students who would be appropriate for the program (Lengel, 1989).

2. Recruitment and screening
Once you have identified the program’s target group and objectives; you will need to devise strategies for recruiting and selecting appropriate participants.

Recruiting mentees:

• Develop a system for identifying and selecting mentees. For example, if the program will target low-performing students, you will probably want to ask classroom teachers and counselors to identify students with low grades and test scores (Crockett & Smink, 1991).
• Hold a meeting for parents and potential mentees outlining the program goals, structure, and expectations (Lengel, 1989; Smink, 1991).
• Weed out students who are unlikely to benefit from the program. If students are unwilling to participate or are unable to commit to meeting regularly with a mentor, they probably won’t get much out of the program (New York State Mentoring Program [NYSMP], 1991).
• Ensure that parents are willing to cooperate with the program and will make their child available for meetings with the mentor (Crockett & Smink, 1991).
• Have parents and mentees sign an agreement that states they understand the program and consent to participate

Recruiting mentors:

• Identify the qualities you are looking for in mentors and what your expectations of them will be: how much time will mentors need to commit to the program? What skills and experience should they possess?
• Decide where you will look for mentors. Do you want to recruit mentors from within the school (teachers, administrators, and older students), from the community (volunteers from local businesses, churches, community organizations, and colleges), or from both the school and the community (Smink, 1990)?
• Solicit volunteers. Advertising on the radio and in area newspapers, posting fliers around the community, and speaking to community groups are all good ways to attract volunteers (NYSMP, 1991).
• Hold an informational meeting for prospective mentors outlining the program goals and objectives (Lengel, 1989).
• Carefully screen volunteers. Ask applicants to provide information on their experience working with young people, their motivation for becoming a mentor, and the type of students they are interested in mentoring. It is also important to check applicants’ references and criminal histories (Crockett & Smink, 1991).
• Choose volunteers who have good communication and interpersonal skills and who can commit to meeting regularly with their mentee for the duration of the program (Crockett & Smink, 1991; Faddis et al., 1988).
• Don’t be afraid to turn away volunteers who are unqualified or who can’t make the time commitment. Pairing a young person with an unskilled or inappropriate mentor can be discouraging and damaging to the mentee (Freedman & Baker, 1995).

3. Training mentors
Quality orientation and training for mentors is essential to the success of any mentoring program (Grossman & Garry, 1997; Sipe, 1996). Important topics for mentor training include:

• Mentoring program goals and objectives (NYSMP, 1991)
• Strategies for developing effective mentoring relationships
• Methods of building trust with mentees (Crockett & Smink, 1991)
• Listening and communication skills, including training on different styles of communication (Smink, 1990)
• Basic information on youth development: what is reasonable to expect from mentees, how students of specific age groups learn and communicate, and what challenges and issues students targeted by the mentoring program may be facing (Crockett & Smink, 1991)
• Cultural awareness and diversity training (National Mentoring Partnership [NMP], 1991)

4. Matching mentors and mentees
For greatest success, consider the following when pairing students with mentors:

• Student needs: Matches should be made with each student’s individual needs in mind. Mentors should be able to empathize with their mentee and tailor activities according to the mentee’s interests and goals (McPartland & Nettles, 1991; Smink, 1990).
• Common interests: While it is not necessary for students and mentors to have similar personalities, it is important that they share some common interests (Crockett & Smink, 1991).
• Convenience: Students and mentors must be available to meet at the same times and live within reasonably close proximity of each other or their meeting place if they will be meeting off campus (Crockett & Smink, 1991).
• Race and gender: Although researchers disagree on whether same-race and same-gender matches are more beneficial to mentees than pairing students with mentors of a different race or gender, they note that same-race and same-gender matches often make parents feel more comfortable and avoid cultural misinterpretations and misunderstandings between students, mentors, and parents (Project PLUS, 1990).
• Background: In programs designed to provide mentees with successful role models, it is best to match students with mentors who are from similar backgrounds or who have successfully overcome obstacles similar to those the mentees are facing (Freedman, 1993; Project PLUS, 1990; Mosqueda & Palaich, 1990).

No matter how careful program staff are in matching students and mentors, however, some matches just won’t work out. If, after the first few meetings, mentors and mentees still don’t seem to "click," the program coordinator should meet with both parties separately to discuss this. The problem may be worked out by providing the mentor with more training or simply by reminding the pair that it takes time and effort to build a relationship (Crockett & Smink, 1991). However, if it seems unlikely that the pair are compatible—or if there is any evidence of inappropriate behavior on the part of the mentor—do not hesitate to find the student a different mentor (Mosqueda & Palaich, 1990). It is important that the mentoring relationship be positive and productive, even in the early stages as mentors and mentees begin to get acquainted (Sipe, 1996).

5. Ongoing program management and supervision
            To keep the program running smoothly, program staff will need to:

• Decide where, when, and how often mentors and mentees will meet. Ideally, pairs should meet for an hour or more per week for at least a year. Regular, frequent meetings help students and mentors develop the trust and friendship necessary for successful mentoring relationships (Crockett & Smink, 1991; Freedman & Baker, 1995).
• Arrange and confirm off-site mentor/mentee meetings. While students and mentors should have some input into where and when they meet, it is important that program staff contact participants on a weekly basis to confirm that they are meeting regularly (Crockett & Smink, 1991).
• Check in frequently with mentors, mentees, and parents to ensure that the mentoring relationship is positive and productive (Sipe, 1996). If a match doesn’t appear to be working out after the first few meetings, assign the student a different mentor (Mosqueda & Palaich, 1990).
• Provide adequate support and communication structures for mentors. Hold regular meetings in which mentors can discuss their experiences, voice concerns, and get feedback from program staff and fellow mentors (Saito & Roehlkepartain, 1992).
• Recognize mentors and mentees for their achievements and participation in the program (NMP, 1991).
• Facilitate positive closure of mentoring relationships. At some stage, mentoring relationships will come to an end. Whether this is due to mentors and mentees choosing to leave the program, moving from the area, or reaching the end of the planned mentoring program, it is important that program staff provide activities to address final concerns and help bring a positive end to the relationship (McCarthy & Knox, 1993).
• Conduct program evaluations frequently (Crockett & Smink, 1991). Being able to demonstrate program effectiveness is essential in soliciting funding and other support for the program (Harjan, 1994).

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Barriers

While mentoring has been shown to have numerous positive impacts for students, mentors, and schools, it is important to remember that mentoring is not a "fix-all" strategy. Mentoring alone cannot remedy all of the social and environmental factors which contribute to poor student attendance, performance, self-esteem, and behavior (Smink, 1990).

In their two-year study of Project RAISE, a mentoring program for at-risk middle school students in Delaware, McPartland and Nettles (1991) found that while the effects of the mentoring program were "sizable, [they] were not sufficient to neutralize the academic risks with which students entered the program" (p. 568). Although middle school students who participated in Project RAISE improved attendance and report card grades in English, they remained below district averages in attendance, standardized test scores, grade retention rates, and nearly all academic areas.

 Researchers emphasize that mentoring programs targeting low-performing and at-risk students especially are most effective when offered in conjunction with other social and academic services geared toward improving student performance and addressing students’ individual needs (Mosqueda & Palaich, 1990).

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Resources

1. National Dropout Prevention Center

http://www.dropoutprevention.org (Go to stats and facts, solutions and solutions and strategies, then to mentoring/tutoring)

This center functions as a clearinghouse and research center, providing technical assistance on issues related to school reform and dropout prevention.  The National Dropout Prevention Network was created to provide linkages between educators, communities, researchers, parents, and the private sector.

 

2. National Mentoring Partnership

http://www.mentoring.org  You may reprint for personal use provided you list the sources.  Public use requests to reproduce articles for commercial or public use must be made in writing to:  community@mentoring.org

This organization (formerly known as The One to One Partnership, Inc.) is an advocate for the expansion of mentoring and a resource for mentors and mentoring initiatives nationwide.  Its mission is to increase the availability of responsible personal and economic mentoring for America’s youth.

 

3. http://www.mentoring.org/common/effectivementoringpractices

A “nuts and bolts” planning document of mentoring

 

4. www.delawarementoring.org Delaware Mentoring Council

Resources for mentoring program.  Discusses mentoring:  how to start/run a program; how to find/become a mentor, and mentor training.

 

5.www.youthstartswithyou.org

This training program teaches adult volunteers about mentoring troubled children in the elementary and middle school age range.

 

6.  The ABC’s of Mentoring Kit

This is an excellent resource to introduce businesses and other potential partner organizations to mentoring.  Information is included from experienced volunteer mentors that will help others develop and maintain a mentor program.  This kit includes a general guide for building the program, including an introductory video, models of handouts to be used in the program, and even a sample logo.  This kit provides an excellent overall framework for establishing a mentoring program.  Should you want more information about the ABC’s of Mentoring Kit, call 800-272-8306.

 

7.  The Mentoring Guidebook

This is one of the best resources in the field with proven results.  Issues are addressed relating to designing, implementing, and coordinating a successful mentoring program.  Use it to guide you throughout the entire process, from needs assessment and recruiting of both mentors and protégé’s to training and recognition.  The Mentoring Guidebook is available from the National Dropout Prevention Center, 205 Martin Street, Clemson University, Clemson, SC 29634-0726, (864) 656-2599.

 

8.  Elements of Effective Practice

This is an excellent resource produced by One to One/The National Mentoring Partnership.  This nuts and bolts checklist for mentoring programs is a vital tool to use in reviewing the basic standard components of the program.  Write or call:  One to One/The National Mentoring Partnership, 2801 M Street MW, Washington, DC  20007, 202-338-3844.

 

9.  National Mentoring Technical Assistance Corps Directory 1997

This national network has identified some of the foremost experts in the field of mentoring, strategic planning, leadership development, community collaboration, and fundraising, to assist mentoring programs.  The consultants listed in this directory can provide technical assistance in a variety of ways.  One to One/The Mentoring Partnership has established a website on the World Wide Web.  One can access the entire directory on this site:  www.mentoring.org.  This directory is found under Organizations, Resources, and Experts.

 

10.  Northeast Regional Educational Laboratory

http://www.nwrel.org/request/sept98/articles3.html

This article includes specific guidance for designing and implementing a mentoring program:  What makes mentoring work, references, and guidebooks for developing mentoring programs & internet sites.

 

11.  Peer Mentoring

www.nurel.org/mentoring/peer.html

This site provides research/reports, program guides, volunteer management, peer mentoring/cross-age tutoring, funding resources, vocational mentoring and organizations.

 

12. www.caseylifeskills.org

This site lists free resources, including Life Skills assessment, Life Skills Guidebook, and Ready, Set, Fly!  These life and daily living skills and material maybe helpful for developing mentor/mentee relationships. 

 

 

13. http://www.mentoring.org/be-a-better-mentor/things-to-do.adp

This provides fun mentoring ideas as a springboard to find new ways for a mentor and mentee to spend time together.

 

 

14. www.bbsa.org

Big Brothers/Big Sisters of America mentoring program

 

15. Strategies to Help Solve Our School Dropout Problem

Schargel, Franklin P. and Smink, Jay (2001), Strategies to Help Solve Our School Dropout Problem, Eye on Education, 6 Depot Way West, Suite 106, Larchmont, N.Y. 10538, pp. 79-99.

The chapter on mentoring includes: why adolescents need mentors, a variety of structured mentoring programs, goals and expected benefits of mentoring, key components of a mentoring program, planning a mentoring program, limits and concerns, and examples of effective programs and practices.

 

.

 16. Resources cited from Strategies to Help Solve Our School Dropout Problem (Schargel & Smink) 2001 (pg. 96-98)

 

 

17. Telementoring with Students Interested in Math and Science

The Hewlett-Packard (HP) Telementor Program is a program in which the Hewlett-Packard employees volunteer to mentor fifth through twelfth grade students.  The focus of this program is to help students excel in math and science, with a particular emphasis on career explorations.  For more information:  David Neils, International Telementor Center, 3919 Benthaven Drive, Fort Collins, CO 80526, (970) 206-9352, davidn@telementoring.org

  

18. Kentucky Department of Education

www.kyschools.org

This is the Kentucky Department of Education's website.You canchoose Dropout prevention from the area of interest menu and know more information about the dropout rate,the Dropout prevention standards, and much more.

 Kentucky Programs

1. Project Transition, Bryan Station Traditional High School

This program focuses on critical transition points and provides a systematic and comprehensive process that assists student’s success in school. A teacher and a social worker work closely with students and parents to help students succeed. This is a career shadow program linked to eight community businesses. Project Transition has been replicated at all five of Lexington’s high schools and has reduced the number of dropouts. For more information: Lonnie L. Leland, Program coordinator, Bryan Station High School, 1866 Edgeworth Drive, Lexington, KY 40505, lleland@fayette.k12.ky.us

2. The Louisville Education and Employment Partnership

This partnership provides jobs through local businesses and internships to help students find work after high school. The mentoring program provides students with one or two mentors who aid the student with life skills, career planning, and grade improvement. All students who are identified as “at risk” are eligible for participation. Funding is available through the city, county and United Way agencies. For more information: Karen Swinney, 546 S. First Street, Louisville, Ky40202.

3. Project Employ, Kenton County

Community based work transition program for students with disabilities;job coaches are utilized during the two years of high schoolwith the hope of employment after school.

4.Jobs for Kentucky Grads (JKG) - Fern Creek High School, Jefferson Co.

This is a school to work transition program for disadvantaged /at-risk students that provides personalized attention and practical skills. Employability skills such as phone calls, resumes,leadership and problem solving are emphasized. From this program, 90% of students earn a high school diploma and 80% of these seniors have a job after high school, enter the military or continue into higher education.

5.Career Mentor Program - The Owensboro - Daviess Co.Chamber of Commerce

Under the direction the Chamber of Commerce, this program serves WIA eligible students ( at-risk or disabled)  in their junior and senior year of high school. Mentors emphasize practical living, job preparation, and job placement skills.WIA funds are utilized to assist in the placement of students with local employeers. For more information contact Shannon Yeand 270- 926-1860

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Key Words

mentor programs, mentoring, high school mentor, service learning

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