Hands Across the Water

In Touch Youth Mentoring Program

Our Philosophy and Mission

“We must fix broken schools!”   That seems to be the mantra today of every politician trying to get elected lately. However, we at In Touch Youth Mentoring believe that trying to fix broken schools is an impossibility. It is not the schools that are broken, it is the community in which those schools are located that is broken. Schools are simply reflections of those communities. The problems with inequities we have failed to solve in society exist in our schools. Whether it be unemployment, the loss of good manufacturing jobs, or simply the endless cycle of poverty, there are certain endemic issues that keep some communities from prospering.

It is not a coincidence that, regardless of race, communities with low socioeconomic status have broken schools. We believe that building positive relationships between the schools and the communities is what is needed. If we support the community it would then in turn support the schools.

Our approach to youth mentoring comes from decades of experience working in education. We believe that our unique blend of both the school-based and community-based mentoring models is more effective than any other approach to school reform today. Our youth mentoring program is called In Touch for a reason. All of our mentors are certified, highly-qualified, public school teachers housed in the same buildings as their mentees. This gives them the opportunity to keep “in touch” with their mentees throughout the day (school-based) and because our program is not affiliated with the public schools our mentors have the freedom to meet with their mentees anywhere and at any time after the school day ends (community-based). This allows us to overcome the disconnect between the time the students are released from school and the time they return in the morning. This is a very precarious time for our students. Whether it be the call of the streets, peer pressure, hormonal pressures from the opposite sex, boredom, or any of the other myriad societal issues facing our youth, many of our students get lost during this period of time.

In Touch youth mentors are able to remove or reduce some of these pressures from our students by making themselves available at any time for their mentees, during this precarious, period of disconnect. Whether it be face to face time, phone, email, or even through texting, our mentors are always “in touch” with their mentees and their mentees always know that their mentor is there whenever they need them. We go a step further in trying to keep our students from straying on the right path by actually trying to reduce the period of disconnect that causes so many problems for our kids. We keep them involved and attached to the safety of the school by offering things like: tutoring, project-based learning activities, sports, computer training, AIDS, gangs, and drug awareness training, job skills and work readiness programs, guest speakers, and whatever else the students request, after school hours. At some of our locations (with the capabilities) we are doing things like web design, culinary arts, cosmetology, movie production, and audio recording. We also take an inventory of the skills our mentors, parents, and community partners have in an attempt to widen the range of offerings that the students can take advantage of – a the while keeping the community involved and engaged at all times.

Lastly, we are in the business of expanding horizons. Like Dante’s cave, many of our students are stuck in a corner of their city that they perceive to be the whole world. It is only when they are removed from their everyday surroundings and brought to a different place that they are able to see broadened horizons and expanding opportunities. Most of all they are able to see that some of the problems inherent in low socioeconomic areas, that over time have come to seem “normal” to them, are just not there in other areas.

When everything is said and done, and the mentoring program is over, quite simply we offer one very special thing that the majority of our inner city youth never understood that they had – possibilities.

“RISK-FOCUSED PREVENTION”

An "Evidence-Based" Model for Youth Mentoring

The In Touch Youth Mentoring Program utilizes a “risk-focused prevention” strategy that strives to eliminate or reduce those risk factors that lead to problem behavior, while increasing protective factors to counter those risks, based on the Big Brothers/Big Sisters model. In Touch also utilizes a creative mix of the “community-based” and “school-based” mentoring models. Using only highly-qualified, state-certified teachers as mentors and data driven tutoring programs to help the students, we use the “school-based” model, but meeting for a longer duration and in locations of the mentee’s choice outside of schools, we use the “community-based” model.

THEORETICAL CONTEXT

Youth today are faced with a host of risk factors that increase their chances of problem behaviors. Research indicates that effective prevention programs must both reduce risk factors that increase the risk of problem behavior and enhance protective factors that buffer children from risk. This "risk-focused prevention" strategy identifies risk factors and introduces protective factors at the earliest possible time to reduce and counter risks (Hawkins and Catalano, 1992). Thus, the goal of mentoring programs is to support the development of healthy individuals by addressing the need for positive adult contact and, thereby, reducing risk factors (e.g., early and persistent antisocial behavior, alienation, family management problems, and lack of commitment to school) and enhancing protective factors (e.g., healthy beliefs, opportunities for involvement, and social and material reinforcement for appropriate behavior). The strength of the mentoring concept comes from the fact that it can impact so many different risk factors and can support many different protective factors at the same time. In fact, the mere presence of a mentor "can provide a youth with personal connectedness, supervision and guidance, skills training, career or cultural enrichment opportunities, a knowledge of spirituality and values, a sense of self-worth, and perhaps most important, goals and hope for the future" (U.S. Department of Justice, 1998).

Resilience research provides clues to the possible reasons for the success of mentoring programs. Resilience is defined as the capacity of those who are exposed to identifiable risk factors to overcome those risks and avoid long term negative outcomes such as delinquency or school problems (Rak and Patterson, 1996). The two factors that are frequently cited as predictors of resilience are: 1) the presence of someone to relate to; and 2) the ability to generate that relationship (Werner, 1984). Similarly, these two factors are the foundations of the mentoring concept. As a result, resilience research demonstrates that at risk youth who are involved with at least one caring adult are more likely to withstand the range of negative influences, including poverty, parental addiction, family mental illness, and family discord than are peers who are not involved in a similar relationship.

EVIDENCE OF SUCCESS

Not all mentoring programs are successful, researchers (Tierny and Grossman, 1995) evaluating the BIG Brothers/Big Sisters (BB/BS) program found that certain aspects of are essential in implementing mentoring programs. These include

• A high level of contact between mentor and mentee
• A relationship that defines the mentor as a friend rather than an authoritative figure

The researchers also found several factors that serve as prerequisites for successful mentoring programs. These recommendations are all included in the In Touch Youth Mentoring Program:

Include the following:

1. Volunteer screening to eliminate unfavorable mentors
2. Communication and limit-setting training for mentors
3. Procedures that take into account youth and volunteer preferences
4. Intensive supervision and support of each match.

Measurement of success for In Touch Youth Mentoring is accessed using a variety of “evidence-based” methods. A weekly progress report is issued, which includes both qualitative and quantitative measurements. Achievement based on grades, attendance/tardies, and disciplinary records are all recorded quantitatively. Personal outlook, social interaction, and personal/family issues are recorded qualitatively on the same progress report.

The software application En Grade is used to record and measure the mentee’s success. All of the quantitative measurements are based on a mentee’s baseline records – attendance/tardies, grades, and disciplinary action – against post mentoring results. A minimum 30% increase in positive factors is mandatory.

To ensure that our mentoring program is successful we utilize an intervention technique called – Cooperative Pupil Redirection. This method involves consistent and positive contact between all parties – the mentors, the mentees, their teachers and administrators, and the family and community. Regular meetings between the interested parties keep the mentors in touch with everyone involved with the mentee and works to keep “risk-focused” factors low and positive factors high.

IMPORTANT FACTORS OF THE PROGRAM

• 100% highly-qualified, state-certified public school teachers as mentors ONLY
• An evidence-based approach to Youth Mentoring. Data collection and evaluation is used to measure the success of the program
• Tutoring by certified teachers that is data driven and needs-based is an integral part of the In Touch Youth Mentoring Program

Parent and Community Involvement

• The mentor is there for support rather than parent/guardian replacement
• Monthly parent socials – at which community partners are present to involve parents
• Rotation of community speakers/training at weekly “Jam” sessions
• Community seminars and/or programs open to parents/guardians and mentees together

Outcomes

• Self-efficacy – confidence in one’s capabilities to influence outcomes and behaviors – control of one’s life and future, rather than feeling helpless – Using I instead of They.

• Education to employment: high school completion, college attendance, employment

• Positive/optimistic mental state

• Increased self-esteem

• Life satisfaction/happiness

• Problem behaviors eliminated

• Gang and drug addiction prevented

• Lessen/eliminate fighting and confrontational behaviors

• Teen pregnancy reduction

• HIV/AIDS preventionReduce risk taking and/or risky behaviors

MENTOR INFORMATION

Screening Process

• Produce copy of state certification showing highly-qualified status

• Prospective mentors are to be knowledgeable about the In Touch Mentor Handbook

• Personality traits that will produce a dyactic mentor/mentee relationship

• Appreciation of socio-economic situation of the student as well as a sense of efficacy

• Must model positive behaviors and skills while refraining from inappropriate actions

• Ability and willingness to commit for the established time period

• No criminal history

Mentor Training

• Must attend MANDATORY 2-hour mentor training session
• Must read and follow the In Touch Youth Mentoring Training Guide
• Register with and follow the Youth Mentoring Forum http://mentoringforums.educationnorthwest.org 
• Build relationships, trust, respect
• Observation of privacy and non-disclosure guidelines
• Morality/ethics training – proper/improper activities
• Consistency – mentor/mentee meetings scheduled regularly
• Data collection – Engrade training
• Prescriptive techniques with a youth-centered orientation
• Duration – one year minimum commitments required
• Scheduling of weekly mentor meetings
• Ability to adapt and be flexible
• Family - relationship building with parents/guardians
• Contextual variables – understanding societal/situational circumstances
• Connections between the mentor and the mentee’s broader interpersonal contacts
• Group contexts with peers and mentors
• Building connections between the mentor and the greater community/partners
• Coordinating efforts with interns and volunteers
• All to lead to greater success

EVIDENCE OF IMPACT

Formal mentoring programs have been established to compensate for the lack of positive influences or protective factors. Traditionally, formal mentoring programs can be either school-based or community-based. The basic difference between the two is that in community-based mentoring programs the mentor and mentee meet wherever the youth chooses. On the other hand, in a school-based mentoring program the mentor and mentee meet at a school in a supervised setting. We have decided to utilize a creative mix of both.

Mentors in school-based programs spend more time working on academics or doing homework with their mentees (who are more often selected based on their lack of school success). School-based mentors also have more contact with teachers and feel more effective in influencing their mentee's educational achievement. This is why we utilize this model. However, in community-based programs, mentors spend more time in social activities, have more contact with parents and feel more effective in influencing their mentee's social behavior. We feel like this is a more effective way to bring the community together and in touch with our program. Another important distinction is that school-based programs deliver only half the number of mentor-mentee contact hours (6 hours a month, compared with 12), and are also significantly less expensive per youth ($567 compared with $1,369, annually) (Herrera, Sipe, and McClanahan, 2000). In summary, the results indicate that the "school-based approach to providing disadvantaged youth with volunteer mentors provides a promising complement to the traditional community-based model. School-based mentors report relationships with youth that are similar in quality to those observed among mentors in community-based programs. On the other hand, well-implemented community-based programs yield a wide range of benefits that may not be realized in school-based programs" (Herrera, Sipe, and McClanahan, 2000; 9). It is evident that there are benefits to both programs – that is why we utilize portions of both. Our mixed method is both less expensive (school-based) AND delivers more contact hours (community-based).

DATA COLLECTION – QUANTITATIVE/QUALITATIVE MEASUREMENTS

Discipline

• Fewer Out of School Suspensions and/or In School Suspensions
• Fewer detentions
• Fewer write-ups of any kind

Absences and Tardies

• Fewer absences without good reason/doctor's note
• Fewer unexcused absences
• Fewer tardies

Achievement

• Use of daily progress reports

• Evidence of improvement monitored

• Academically

• Behaviorally

• Self-esteem, outlook on life

• Social Skills

• Motivation

Health

• Mental health – utilize school behavioral and mental health counselor

• Physical health – utilize drug/alcohol counselor

• Physical activities – utilize Health/PE teacher

• Healthy eating - utilize Health/PE teacher

Individual Behavioral Modification Plan

• Changes in self-esteem

• Positive modeling in peer situations to lead to better solutions

• Individual positive reinforcement plan

• Identify problem behavior for which a plan will be derived

• Utilize the Cooperative Pupil Redirection (CPR) program throughout

Data Collection Method

• Grades and communication between the mentors and mentees will be done through Engrade

• Comprehensive progress report to be filled out by each of the mentee's teachers daily

• Individual spreadsheets to track 2 weeks of data at a time (10 days tracked on each sheet)

• Quarterly measurements compared to baseline data

• Data will be reviewed quarterly and corrections/modifications will be initiated accordingly

• Feedback from mentors, mentees, interns, parents, and volunteers will be sought – suggestions implemented and criticisms addressed

MENTEE INFORMATION

• Must be on a volunteer basis – no mentee will be forced to participate

• Needs assessment established – utilize teachers and counselors to identify needs

• All repeating 9^th grade students will be offered a mentor

• Bridge program for incoming 9^th grade students – assign a mentor in the summer to prepare for high school

• Background check required (not for exclusion, but for understanding)

• Likes/dislikes/expectations questionnaire

SUPPLEMENTAL ACTIVITIES

Weekly “Jam” Sessions (group meetings): all mentors, mentees, interns, and volunteers

Additional Offerings: students will be able to choose from these activities on a rotating basis:

• Art for Learning
• Foreign Language (Spanish and French)
• Model UN
• Chess
• Music
• Leadership Training
• Computers and Technology
• Job Skills/Work Readiness
• Life Skills
• HIV/AIDS Awareness and Prevention
• Gang Awareness
• Community Partnerships
• Guest Speakers

Family BBQs and dinners

• Community partner promotions, seminars, trainings, and meetings
• Cultural classroom extension activities (field trips)
• Food – healthy snacks for meetings and information about healthy diets

End of the year - Success Celebration:

• Awards
• Scholarships/grants
• Internships awarded
• Food
• Music and dancing
• Activities

To be part of the In Touch Youth Mentoring Program please do not hesistate to Contact Us. To contribute to the success of the program please click on the link below: