Experience is not what happens to a man. It is what a man does with what happens to him



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Mentor Alabama



Arizona

Arizona Mentoring Partnership


Volunteer Center of Tuscon: The Mentoring Partnership



California

Governor’s Mentoring Partnership


Los Angeles: MENTOR/Los Angeles Mentoring Partnership



Colorado

Colorado Mentoring


Connecticut

The Connecticut Mentoring Partnership


Delaware

Delaware Mentoring Council


Florida

Governor’s Mentoring Initiative


Palm Beach County: The Mentor Center of Palm Beach County

Tampa: The Mentor Connection



Georgia

Georgia Mentoring Partnership


Iowa

Iowa Mentoring Partnership


Maine

The Maine Mentoring Partnership


Maryland

The Maryland Mentoring Partnership


Massachusetts

The Mass Mentoring Partnership

The Greater Springfield Mentoring Partnership
Michigan

Mentor Michigan



Minnesota

Mentoring Partnership of Minnesota


Nebraska

Nebraska Mentoring Coordination Council

All Our Kids, Inc.: The Midlands Mentoring Partnership Omaha
New York

New York City: The Mentoring Partnership of New York

Long Island: Mentoring Partnership of Long Island



North Carolina

North Carolina Mentoring Partnership


Ohio

Columbus


Mentoring Center of Central Ohio
Oregon

Oregon Mentors


Pennsylvania

Philadelphia

The Greater Philadelphia Mentoring Partnership

Pittsburgh: The Mentoring Partnership of Southwestern Pennsylvania



Rhode Island

Rhode Island Mentoring Partnership


Tennessee

Memphis Mentoring Partnership


Texas

Governor’s Mentoring Initiative


San Antonio: Making Mentoring a Partnership



Utah

Utah Mentoring Partnership


Vermont

Vermont Mentoring Partnership


Virginia

Virginia Mentoring Partnership


Fairfax County: The Fairfax Mentoring Partnership

Charlottesville: Mentorville



Washington

Washington State Mentoring Partnership



The most current listing of Mentoring Partnerships can be found at www.mentoring.org/state_partnerships/state_local_profiles.adp?entry=home.
Timeline/Checklist

Implementation of Community Mentoring Programming


  • Evaluate the community for needs and opportunities.

  • Create a unique mission statement specific to your overall goal.

  • Create goals and objectives for the program.

  • Develop a list of potential collaborators/partners and contact them.

  • Identify and investigate sources of potential mentors.

  • Identify potential mentoring sites.

  • Establish connections with local schools.

  • Determine policies and procedures.

  • Investigate potential funding sources.

  • Determine what method of training will be employed.

  • Determine how to recruit and screen mentors.

  • Determine how to monitor and provide support for mentors.

  • Determine what type of activities to offer.

  • Develop marketing materials appropriate to the target group(s).

  • Determine and address potential liability issues.

Attachment A
Who Is at Risk?

Factors Identifying At-Risk Youth:


  • Two or more grades behind in school

  • Emerging sexual behavior, early parenting

  • Comes from a home where one or both parents didn’t finish school

  • Discipline problems, detentions, suspensions

  • Economically disadvantaged

  • Drug or alcohol abuse by youth or parent(s)

  • Unable to get along with teachers

  • Outside employment competes with schoolwork

  • Truant

  • Comes from welfare or single-parent household

  • Criminal justice offender

  • Struggling with a language barrier

  • Has emotional and/or physical disabilities


Attachment B

Communities in Schools

Description

  • CIS is an “in-school” case management system designed to provide students with the resources and support they need to learn, stay in school, graduate from school, and prepare for life.

  • CIS is a year-round program that places professional social work and/or case management staff in the school to work with students (particularly “at-risk” students) and their families to accomplish program objectives.


Objectives

  • Increase school attendance

  • Provide students with academic enhancement and help them graduate from school

  • Increase parental involvement

  • Enhance personal and life skills

These objectives are achieved through CIS acting as a link between students and their families and other community-based organizations and agencies that provide direct support in the following areas:



  • Health

  • Human services (including “basic needs” such as clothing, food, housing, financial assistance, etc.)

  • Tutoring and mentoring

  • Counseling, supportive guidance

  • Enrichment opportunities

  • Pre-employment guidance and employment assistance


Community Agency Service Providers

  • Hillcrest Baptist Medical Center

  • MHMR-Klaras Center for Families

  • Salvation Army

  • Children’s and Family Counseling Services

  • Dept. of Human Services

  • Baylor Health Education & Wellness Dept.

  • Family Practice Center

  • Salvation Army

  • Caritas

  • City of Waco Recreation Dept.

  • Waco Housing Authority

  • Texas Workforce Commission


Attachment C
Community Mentoring for Adolescent Development

Support Service Providers


  • City of Waco Recreation Department

  • The Art Center

  • Hillcrest Baptist Medical Center

  • Baylor University Health Education and Wellness
    MIRRORS Peer Leadership Program
    Alternatives to Violence Program

  • Teen Pregnancy Prevention Council
    “Too Cool for Trouble” Group

  • Waco McLennan County Library

  • The Bluebonnet Council of Girl Scouts

  • McLennan County Extension Services

  • H.O.T. Council on Alcohol and Drug Abuse

  • WISD Parent Involvement Board Program

  • Baylor Department of Education


Attachment D
CMAD Application, Page 1
Community Mentoring for Adolescent Development

Application

Name: Soc. Sec. No.: ____________________________


Address: Date of Birth: ____________________________
Single Married



No. of Children:

Ages of Children:

Driver’s License:
No Yes Local Phone:


Permanent Phone:

Classification:
Major:


Anticipated Graduation Date:


Employer:


Business Address:




Current Position:


Previous Employment (within last 2 years):






Educational Background (schools, degrees, & dates):








Have you ever been a mentor with another group? No Yes




If yes, with what group?




CMAD Application, Page 2

Have you been involved in other programs/activities involving young people? (Explain):






What is your main interest in becoming a mentor?








How long a commitment could you give to this program?


1 year 2-3 years 3-5 years


How much time would you be able to offer on a weekly basis?


3 hours 4-5 hours more than 5 hours


Do you have any special qualities, talents, or interests that could be helpful in the program?






Have you ever been charged/indicted for any criminal offense?


No Yes If yes, please explain:




Have you been convicted of any alcohol or drug related offenses?


No Yes If yes, please explain:




Have you ever had a problem with alcohol? No Yes


Have you ever had a problem with other drugs? No Yes


If you answered yes to either question, please explain:


Do you speak any language(s) other than English? No Yes




If yes, please list:

CMAD Application, Page 3
References: List three references who have known you for at least one year whom we may contact. One of these references must be your employer if you have one (or a supervisor in larger companies). Please give complete addresses and phone numbers. References will be contacted by mail or phone and remain strictly confidential. Other examples of references might be friends, teachers, fellow employees, or clergy; no relatives please.
Name: Relationship:
Address:


Phone #:


Name: Relationship:




Address:


Phone #:

Name: Relationship:




Address:



Phone #:

Affirmation: I agree to adhere to the guidelines of Baylor University Policy and CIS/WISD Guidelines. The above information is true to the best of my knowledge. I grant permission to verify my employment and contact the references provided.
Signature Date


McLennan County Youth

Collaboration Communities In Schools
Baylor University Mentoring Program

CONFIDENTIAL


======================================================================================

School districts are now required by state law to obtain criminal history record information on all volunteers and applicants for employment (Texas Education Code Section 21.917). Communities In Schools is required by funders to follow similar procedures.

Full Name ___________________________________________________

(Print) Last First Middle


Social Security No. ______________ Date of Birth __________
Sex: [ ] Male [ ] Female Ethnicity: [ ] Black

[ ] White

[ ] Hispanic

[ ] Asian

[ ] Other
I understand the information I am providing about age, sex, and ethnicity will not be used to determine eligibility, but will be used solely for the purpose of obtaining criminal history record information.

______________________________ _____________

Signature Date
Attachment E


Community Mentoring for Adolescent Development

(CMAD)

CCS 1100-06

Syllabus—Fall


Class Meeting: Tuesday, 2:00–3:20

Director:

Graduate Asst:

Office: Health Center, Graduate Office

Wellness Office


Goals


  • To educate and train college mentors with the skills necessary to improve the quality of life for the identified at-risk students.

  • To significantly reduce the number of children who enter the criminal justice system and drop out of school.

  • To provide positive role models for at-risk children during critical adolescent developmental stages.

  • To network with WISD, MCYC, and CIS for improving the quality of care given to students.


Objectives



  • To train and place 60 new mentors by May.

  • To provide 100 mentors for 100 at-risk children by December.

  • To reduce by 90 percent the number of at-risk students enrolled in CMAD who enter the criminal justice system.

  • To improve the attendance rate, academic performance, and self-esteem of each child matched with a mentor.

  • To support, evaluate, and reward performance of mentors.

Expectations
1. Attendance and participation in class.* Baylor’s mandatory 75 percent attendance policy will be enforced for both semesters of participation. You may miss no more than three Tuesday class meetings during the first semester and still pass the course. Calling to notify a graduate supervisor of an anticipated or recent absence will not count as an absence if the absence is due to illness, death of a family member, or an otherwise excusable cause.

*Missing your scheduled time with your mentee will also adversely affect your grade. If you are expecting to miss a meeting with your mentee you MUST notify your graduate supervisor (at the office or at their home telephone number) so that they can send word to the mentee, who will be awaiting the arrival of his/her mentor!!!! Once placement is assigned, you will spend at least two hours per week with your mentee. Even if the mentee is not there at the scheduled time, the two hours is still required. If the mentee repeatedly fails to come at the mutually scheduled time (at least two weeks consecutively), notify your graduate supervisor for help with the situation.
2. Journal keeping. Students are required to complete and turn in the journal form each Tuesday in class; they will be reviewed and returned the following week. Journal entries should be neatly written or typed on the form provided. Journals turned in on time may receive a grade of (+) that is worth one point. If a journal is turned in by the end of the week, the student will receive a (√) that is worth half a point. Journals turned in after one week will receive zero points (-). (Refer to the grading policy.)
3. Article/Book Review. You may choose to read three journal articles or one book—whichever you prefer—and complete a two-page, double-spaced report on the subject of mentoring and its effect(s) on adolescents in reference to your reading materials. If you choose to use an article not on the book/article list, the articles must come from reputable periodicals/journals (i.e., not People magazine, but perhaps Psychological Reports or Youth Today). The review should take an introspective look at the aspects, impacts, and/or unique qualities of mentoring discussed in the journal article. Due March.
Grading



I First Semester:

Attendance*: 15 classes x 1 point each = 15 points

Retreat: 2 days x 5 points each = 10 points

Meetings with Mentee: 10 meetings x 5 points each = 50 points

Journals: 10 journals x 1 point each = 10 points

Article Review: 1 report x 10 points = 10 points

Reflection Paper: 1 paper x 5 points = 5 points

Total 1: 100 points


II Second Semester:

Meetings with Mentee: 10 meetings x 5 points each = 50 points

Returning Mentor Meetings:

4 meetings x 7.5 points each = 30 points

Experience Summary: 1 review x 20 points each = 20 points

Total 2: 100 points



A = 200–180 B = 179–160 C = 159–140 D = 139–120

Students will receive their final grade for CCS 1100 sec. 06 after completing two semesters of mentoring service at a specified middle school. This requires the mentors to commit at least two semesters to the program in order to fulfill the criteria for the course as agreed upon acceptance into the program. At the end of the first semester, students will receive an IN PROGRESS on their grade report, which will be replaced with the earned grade at the end of their second semester. During the second semester, students do not attend the mentoring class. Please notice that the second semester activities contribute to half of the overall grade. Second semester mentors continue their relationship with the same middle school student (unless circumstances necessitate a rematch) for at least two hours per week and *attend several mandatory continued-training meetings and write an experience summary in order to complete the requirements for the course.



Course Outline

Community Mentoring for Adolescent Development

CCS 1100-06

Fall

=================================================================




September: 2 Introduction/Orientation

9 Stages of a Mentoring Relationship

Interest Inventories

13 Retreat

(Mandatory for all mentors)

16 CIS Orientation

23 Mentoring Assignments Given

30 Listening and Communication Skills


October: 7 Developmental Stages

14 Self-Esteem Building

21 Goal Setting and Decision-Making

Report Due!!

28 Cultural Sensitivity

November: 4 Cultural Sensitivity

11 Cultural Sensitivity

18 Conflict Resolution

Video: “Working with Hostile Teens”

25 CIS Mid-Term Update
December: 2 Crisis Intervention

9 Final Week of Mentoring at Middle Schools Last Journal Due Briefing on Responsibilities for Returning in Fall




Mentoring Guidelines
1. Students must sign up for a two-hour mentoring period between 3:30–6:30 p.m. for one day between Monday and Thursday. The scheduled mentoring time and day at the appointed WISD middle school should be adhered to for the entire semester. If a mentoring time needs to be modified, mentors should notify the graduate supervisor responsible for scheduling. Using student and mentor profiles, we will match mentors with prospective mentees.
2. Once mentoring begins at the designated WISD middle school, students are to sign in and out in the Baylor Mentor Notebook located with the after school Lighted School Outreach Coordinator. If a mentor does not sign this list when mentoring, credit will not be recorded.
3. Students must mentor two hours per week. Exceptions include Baylor or WISD school holidays on scheduled mentoring days with mentees—these are the only days that a mentor may miss a meeting and not subsequently make up the time. Mentors who need to reschedule a weekly meeting because of an emergency and/or illness should call their graduate supervisor as soon as possible. This will enable the supervisor to notify your mentee of your absence and of the rescheduled time. The student should accumulate 20 hours of mentoring time during each semester; because consistency is essential, the weekly hours will be monitored carefully over the semester.
4. If a mentee is terminated from the Lighted Schools program, or the mentor/mentee relationship is unsuccessful, then you will be re-matched as soon as possible. If the Coordinator makes a rematch, mentors must report the change to the graduate assistant responsible for scheduling. Your specific graduate assistant will help you rematch if needed.
5. Mentors are required to contact their mentee’s parent(s) or guardian(s) to explain the goals of the mentoring program, the personal goals for the mentoring relationship, their child’s progress, and upcoming activities. Contact with mentee’s parents should be made at the beginning of the mentoring relationship and at least once per month thereafter. The contact with mentee’s parents will give mentors more background information on their mentee and will increase parental involvement.
6. Returning mentors are required to attend monthly meetings in order to track their progress with their mentees and participate in further training. It is the mentor’s responsibility to inform his/her graduate assistant of a change in address or phone number before the start of the new semester. These returning mentor training meetings are mandatory for a grade to be determined in the course. Various materials, including this syllabus, will detail information necessary to the proper conduct of the second semester activities. These materials will be given at the end of the first semester and it is solely the mentor’s responsibility to keep up with this information and be in attendance when required.
7. Reflection papers will be written at the end of the first semester of the program. Each student will write a two-page reflection on his/her participation in the program thus far. The paper should attend to the impact the student believes he/she has had on the assigned mentee, the Mentoring program, the Lighted Schools program, etc., as well as what he/she has learned/experienced from his/her involvement.
8. Experience summaries will also be written at the end of the second semester of participation. This assignment will be very much like the reflection paper assignment but more comprehensive and reflective in nature.

Attachment F

Journal Form

Community Mentoring for Adolescent Development

CCS 1100
Mentor: _________________________ Date: ______________________


Mentee: _________________________

1.) Describe this week’s mentoring activities.

2.) Discuss the state of your mentoring relationship. Evaluate the progress, setbacks, etc., of your relationship.

3.) Describe your plans for your next meeting.

4.) Describe any problems you encountered with the Mentoring Program.

5.) Describe any contact made with the CIS staff, Lighted School Site Manager, or your mentee’s parents.


Attachment G

Student Interest Inventory, Page 1


Student Interest Inventory

Name _____________________________ Grade _________ Female ______ Male

Address

Telephone Number _______________________ Date of Birth

Parent/Guardian Name

Who do you live with?

Circle One: My parents are: Single Married Divorced Widowed

Do you work? _______ Where? _____________________ Title?

How many brothers/sisters do you have?

What school subject would you like help with?

Why?

Have you ever thought about quitting school?



What areas can you improve on in school?

Hobbies:

____ Crafts ____ Music ____ Sewing ____ Computers

____ Cooking ____ Basketball ____ Golf ____ Reading

____ Football ____ Baseball/Softball ____ Art ____ Biking

____ Tennis ____ Skating/Rollerblading ____ Writing ____ Working out

Other


Any collections (stamps, baseball cards, etc.)?

What do you plan to do when you graduate?

Do you want to go to college? _____ Yes _____ No

Would you like help planning career choices? _____ Yes _____ No

What would you like your “mentor” to be like?

Would you prefer a: ____ male ____ female _____ either

Are you willing to commit to spending two hours of Lighted School time each week with
your mentor? _____ Yes _____ No

Why do you want a mentor?

Student Interest Inventory, Page 2

Please check all of the below that describe your personality:

____ quiet ____ outgoing ____ happy ____ loving

____ shy ____ talkative ____ moody ____ sensitive

____ nervous ____ friendly ____withdrawn ____ energetic

____ insecure ____ a leader ____ bored ____ loyal

____ lonely ____ honest ____ athletic ____ confused ____ dumb ____ wonderful ____ talented

____ upset ____ hardworking ____ serious ____ musical

____ clumsy ____ dependable ____ a follower ____ confident

____ lazy ____ a listener ____ mixed up ____ timid

____ smart ____ silly ____ average ____ calm


For Office Use Only: (check applicable items)

  • General Information

    Gender

    Race/Ethnicity

    Age Group

    Educational Needs

    Family Status/Living with

    Male

    White


    0-4




    Special Education



    One parent


    Female




    Black




    5-8




    Emotional Education




    Both parent

    Grade level

    Hispanic




    9-12




    Remedial Education




    Relative or guardian

    Pre-K




    Asian




    13-16




    ESL




    Foster family

    Elementary




    Native American




    17




    Vocational




    Other group living situation

    Jr. High




    Other







    Other




    High School



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