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| Mentoring
in the LAUSD Beyond the Bell Branch The California Mentor Initiative (CMI) was founded in 1995 and reviewed best practices in mentoring in order to establish quality assurance standards to promote quality programs and safe mentoring environments. The Office of the Secretary for Education developed State standards for implementation of academic mentoring programs participating in the State of California Academic Volunteer and Mentor Service Program. Academic mentor programs aim to improve student performance, attendance, and disciplinary referral rates. All schools participating in the LAUSD Beyond the Bell Academic Mentor Program adhere to the following rigorous standards: 1. A statement of purpose and long-range plan that includes: · Who, what, where, when, why and how activities will be performed. · Input from originators, staff, funders, potential volunteers, and participants. · Assessment of community need. · Realistic, attainable, and easy-to-understand operational plan. · Goals, objectives, and timelines, for all aspects of the plan. · Funding and resource development plan. 2. A recruitment plan for both mentors and participants that includes: · Strategies that portray accurate expectations and benefits. · Year-round marketing and public relations. · Targeted outreach based on participants' needs. · Volunteer opportunities beyond mentoring. · A basis in your program's statement of purpose and long-range plan. 3. An orientation for mentors and participants that includes: · Program overview. · Description of eligibility, screening process, and suitability requirements. · Level of commitment expected (time, energy, flexibility). · Expectations and restrictions (accountability). · Benefits and rewards they can expect. · A separate focus for potential mentors and participants. · A summary of program policies, including written reports, interviews, evaluation, and reimbursement. 4. Eligibility screening for mentors and participants that includes: · An application process and review. · A face-to-face interview and home visit. · Reference checks for mentors, which may include character references, child abuse registry check, driving record checks, and criminal record checks where legally permissible. · Suitability criteria that relate to the program statement of purpose and needs of the target population. This could include some or all of the following: personality profile; skills identification; gender; age; language and racial requirements; level of education; career interests; motivation for volunteering; and academic standing. · Successful completion of pre-match training and orientation. 5. A readiness and training curriculum for all mentors and participants that includes: · Trained staff trainers. · Orientation to the program and resource network, including information and referral, other supportive services, and schools. · Skills development as appropriate. · Cultural/heritage sensitivity and appreciation training. · Guidelines for participants on how to get the most out of the mentoring relationship. · Do's and Don'ts of relationship management. · Job and role descriptions. · Confidentiality and liability information. · Crisis management/problem solving resources. · Communications skills development. · Ongoing sessions as necessary. 6. A matching strategy that includes: · A link with the program's statement of purpose. · A commitment to consistency. · A grounding in the program's eligibility criteria. · A rationale for the selection of this particular matching strategy from the wide range of available models. · Appropriate criteria for matches, including some or all of the following: gender; age; language requirements; availability; needs; interests; preferences of volunteer and participant; life experience; temperament. · A signed statement of understanding that both parties agree to the conditions of the match and the mentoring relationship.· · Pre-match social activities between mentor and participant pools. · Team building activities to reduce the anxiety of the first meeting. 7. A monitoring process that includes: · Consistent, scheduled meetings with staff, mentors, and participants. · A tracking system for ongoing assessment. · Written records. · Input from community partners, family, and significant others. · A process for managing grievances, praise, re-matching, interpersonal problem solving, and premature relationship closure. 8. A support, recognition, and retention component that includes: · A formal kick-off event. · Ongoing peer support groups for volunteers, participants, and others. · Ongoing training and development. · Relevant issue discussion and information dissemination. · Networking with appropriate organizations. · Social gatherings of different groups as needed. · Annual recognition and appreciation event. · Newsletters or other mailings to participants, mentors, supporters, and funders. 9. Closure steps that include: · Private and confidential exit interviews to de-brief the mentoring relationship between: o participant and staff. o mentor and staff. o mentor and participant without staff. · Clearly stated policy for future contacts. · Assistance for participants in defining next steps for achieving personal goals. 10. An evaluation process based on: · Outcome analysis of program and relationship. · Program criteria and statement of purpose. · Information needs of board, funders, community partners, and other supporters of the program. In 1996, El Camino Real High School became the first school in LAUSD to participate in the Academic Volunteer and Mentor Service Program through a grant from the Office of the Secretary for Education. From 1998-2002, LAUSD received nearly $2 million a year to fund academic mentor programs in the District. Mentors undergo the same background and health checks required of District employees who work with children. They receive training, support, and recognition for their contribution. Mentors meet with children during and after school and make the commitment to meet with their mentees for one hour per week for one school year. Programs at the elementary and middle schools focus on improving reading and math skills and the high school programs at Crenshaw and Dorsey serve at-risk foster youth. The Academic Mentor Program is sustained by partnerships between the schools, community organizations, businesses, and government agencies. Over 11,000 students in LAUSD have benefited from mentoring relationships since the program began. |
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