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.
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:
Human services (including “basic needs” such as clothing, food, housing, financial assistance, etc.)
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.
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.
McLennan County Youth
Collaboration Communities In Schools Baylor University Mentoring Program
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.
Community Mentoring for Adolescent Development
Class Meeting: Tuesday, 2:00–3:20
Office: Health Center, Graduate Office
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.
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 Peoplemagazine, 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.
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 betweenMonday 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 solelythe 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.