Introduction
There were four main elements in the Mentor/Advisor Project:
The Mentor/Advisor Project brought small groups of students (6-8) together with one or two adult mentors to develop supportive relationships and learn life skills through community service and other applied projects. Some mentors chose to pair up so they could cover for each other when scheduling conflicts arose. Mentors who were special educators, guidance or mental health counselors often stayed with the program longer than classroom teachers because of the greater flexibility in their schedules. Each group of students included some students who exhibited emotional disorders and some who had healthy coping and social skills. The groups were designed this way so that students with or at risk for an emotional disorder were able to interact with other students who modeled appropriate social behavior.
Efforts were made to create an even mix of genders and ages in each mentor group, and to place students with at least one other member from their regular social group so there were no "lone wolves". For example, if one high achieving student was put into a group filled mostly with students who had minimal interest in school-based activities, the chances were very low that the high achiever would feel comfortable enough to participate. However, heterogeneity was just as important as preventing "lone wolves." More than one student commented that the Mentor/Advisor Project helped him or her become friends with other students they "wouldn't normally be friends with."
Because participation in a Mentor/Advisor group was voluntary, the project used all possible incentives to encourage the participation of students with ED. Attracting students to the project proved to be a natural process. Students were particularly drawn by the opportunity to do community projects that were outside the school building. Many were excited by the chance to participate in fun events throughout the year, such as canoe trips, ropes courses, and dinner events. Numerous students also liked the non-traditional format of the class in which students had a strong voice and leadership role. Some students were attracted by the opportunity to present at state and national conferences. Having mixed groups with respect to academic achievement protected the project from the stigma of being for "at risk" students. Often, enthusiastic reports passing from student to student were the most effective incentive for joining the Mentor/Advisor Project. Guidance personnel particularly encouraged students who were perceived by teachers as having behavioral, social or academic difficulties to sign up for a mentor class.
Each group met approximately 2-3 times per week during the regular school day. Having the mentor groups as a credit bearing class helped to ensure consistent attendance. One school tried to hold mentor meetings during an end of school activity block, but found that attendance was erratic. It was difficult for mentors to compete with sports, other activities, or free time. For this school, irregular meetings impeded the kind of close relationships the Mentor Advisor Project tried to foster among students and mentors.
The
Mentor Advisor Project
Social Skills Development
Meetings were structured using a collaborative team model. Students rotated taking on different roles, such as facilitator, time keeper, recorder, and process observer. At the start of the school year the mentor explained how to perform each role, and modeled appropriate behavior for each role. From meeting to meeting, the entire group rotated roles so that everyone tried different responsibilities in meetings, and concurrently, developed skills relevant to these roles. The mentor encouraged students to take responsibility for their meetings and their projects by helping them to set their own agenda and identify relevant tasks. Through this process, students were able to learn valuable skills in communication, problem solving and collaborative leadership. Students also had the opportunity to practice communication and leadership skills by serving the projects steering committee, which met monthly, and by presenting at state and national conferences.
Each meeting began with a brief "check-in" time during which students talked about how they were doing. Often, during check-in, very serious personal problems would come to the surface. It was important for mentors to have someone they could turn to for advice about helping with students' emotional issues. Often check-ins would result in a referral to guidance or other human services. Mentors who did not feel comfortable dealing with such difficult problems often chose to structure the check-in process by asking a specific question, such as, favorite foods, dreams, etc. In this way, the check-in was used more as a way of getting to know each other. The last five minutes of the mentor class was "process time," during which the group reviewed how they worked together. Researchers noted that the effectiveness of the project was influenced by the closeness of the mentors' relationships with the students in their groups.
For the first few weeks of meetings, groups spent time participating in team-building activities drawn from numerous resource books (i.e. Sakofs & Armstrong, Into the Classroom: The Outward Bound Approach to Teaching and Learning.) A popular team building activity was the Ropes course which involved a series of challenges that encouraged students to work cooperatively to find solutions. These activities encouraged students to develop social skills that facilitated cooperation in preparing for work together on Community Service Learning projects.
Students were given the chance to develop social skills in real world contexts during Community Service Learning Activities.
The
Mentor Advisor Project
Community Partnerships through
Community Service Learning Projects
After the members of the group felt comfortable working together, they began planning their first Community Service Learning Project. Groups began by looking through a community resource book compiled by the on-site coordinator of the project. The book contained information about the needs of local community organizations and businesses that had expressed an interest in receiving help. Selecting listed CSL projects was not a requirement, but it often served as a launching point for ideas. Without such a resource, groups would often get stuck in a cycle of indecision about what CSL Project to tackle next. It also provided an overview of existing community needs. Each group generally completed multiple projects each semester. Students in each mentor group had to reach consensus about which project to take on, create a plan for how to complete the project, and then assign tasks to members of the group for which each would be responsible. This process helped students develop valuable skills for communication, compromise, organization and responsibility. Learning these skills in the context of a meaningful CSL activity seemed to make more sense to students than trying to learn these social skills in an abstract or hypothetical way. Students were also more invested and motivated in projects they selected.
Mentor/Advisor groups were often quite creative about types of CSL projects to pursue. One Mentor/Advisor group painted all the trash cans in town with bright colors and environmental slogans. One group used their time to visit a nearby nursing home, while another went to the animal shelter in town to spend time with neglected animals. A group planted a flower garden on their school campus while another remodeled a bathroom in the nearby elementary school. One of the most popular projects was a community garden maintained by students which provided fresh produce to the community food shelf. It was within the context of Community Service Learning that students truly learned and practiced cooperation, patience, and caring. Being generous with their time and hard work showed students that they could indeed be a positive force within their community. Many students spoke of how helping others bolstered their self esteem. Receiving gratitude for their positive contributions was a new experience for some students and helped the community to perceive teenagers in a positive light.
Community partnerships also developed through students' Independent Projects.
The
Mentor Advisor Project
Student Goal Setting in Independent Projects
with Community Partners
Students were encouraged by their mentor to develop Independent Projects that would help them realize their own personal goals. A volunteer from the community assisted in this process by asking students about their hobbies, job interests and strengths and guided them as they developed their own independent projects based on what they had learned about their interests and abilities. Once students identified their goals, the community volunteer found members in the community who would provide a good match for the students in the areas of their interest. After parents approved the projects, the mentor and the site coordinator gave students whatever support they needed to explore their interests and carry through with their goals. One student volunteered his time to teach Spanish, his favorite academic subject, in a second grade classroom, an activity which led to his plan to go to college to become a teacher. A number of students participated in job shadowing or job exploration activities, interviewing professionals in fields such as forensic medicine, cartoon animation, making snow boards, hairdressing, restaurant management, etc. Some students found community mentors who gave them more information or assistance with their hobbies, such as song writing and hockey; or taught them new skills, like making quilts, yoga or sign language. Some students extended the work they had done through their CSL activities by continuing to volunteer on an individual basis (e.g., animal shelter, nursing home). Independent projects were a way to encourage students to gain skills and knowledge in areas that may not be taught in the traditional curriculum, explore possible careers, envision a positive future for themselves, and to take responsibility for their own lives in a constructive way.
The
Mentor Advisor Project
Family Involvement
Family involvement typically declines as youth enter middle and high school, due in part to the multi-teacher structure of high school, as well as to adolescents' increased needs for independence. Too often, when parents get feedback from their son or daughter's high school, it tends to be around negative events. This can be alienating for some parents. One of the key goals of this project was to promote positive connections between the school and families. The Parent Liaison, a project staff member, facilitated parent involvement by contacting parents regularly to keep them informed of their child's involvement in project activities and to solicit their input and concerns. The Parent Liaison organized many family events, such as dinners and picnics, invited parents to participate on steering and advisory committees, and conducted the parent component of the evaluation process. Other possible duties for a Parent Liaison are the production and distribution of many letters, flyers, and newsletters about the Mentor/Advisor Project, or working with volunteering parents to develop opportunities for students' independent projects.
General community involvement was promoted by the On-Site Coordinator who worked to establish connections with various community organizations and businesses. Community organizations were asked if they could be sites for student Community Service Learning (CSL) and Independent Projects and were invited to participate on the project's Advisory Council. In this way, community members became an active part of students' learning experience. Community members were also kept informed of Mentor/Advisor Project activities through contacts with the On-site Coordinator, letters, flyers, project newsletters, and news articles in the local papers.
The Mentor Advisor Project
Staffing
While Community Service Learning Projects were student directed, the project ran much more smoothly when groups were provided with options they could choose from. This involved considerable community outreach to local businesses and organizations in search of possible CSL project sites. The Mentor/Advisor Project created a half-time position called "On site coordinator" whose responsibilities included establishing a community network of CSL placements. The coordinator also communicated with the local newspaper to get coverage of mentor advisor group activities, and orchestrated CSL projects among groups to make sure that the Project wasn't duplicating efforts. The coordinator compiled a Community Resource book with descriptions of places where Mentor/Advisor groups could volunteer and what they would be doing. The On-Site Coordinator also took care of day to day logistics associated with the project. A volunteer Independent Project Coordinator worked individually with students to determine their strengths, interests, and goals. The Independent Project Coordinator then found community volunteers who were willing to serve as appropriate matches for these students. Although for the Mentor Advisor Project this was a volunteer position, it would be possible that a single full time staff position would be enough to cover the duties of both the Community Service Learning Coordinator and the Independent Project Coordinator.
Mentors can be regular classroom teachers, special educators, guidance personnel, administrators, members of the community, or other school staff. Although technical assistance from the original project staff is not necessary to establish the Mentor Advisor Project in a school, some expertise in issues surrounding students with emotional disorders is necessary. Mentors needed someone with experience and background in ED to go to for advice about handling issues that came up in meetings, whether these were conflicts between students, discipline problems, or personal problems students shared in meetings. It was extremely important for mentors to have regular meetings (i.e., biweekly or monthly) to discuss curriculum issues, resolve logistical issues that arose throughout the school year, and to give each other support. At the start of the project, mentors were offered the opportunity to take this as a graduate course and receive graduate credit from the University of Vermont.
The project also hired a Parent Liaison to work half time communicating with parents of students participating in the project. The parent liaison made regular phone calls to parents to keep them informed about their son or daughter's progress, organized parent events such as pot luck dinners or outdoor barbecues, and addressed any concerns or questions parents had. The Parent Liaison should be someone from the community with good communication skills who can develop a good rapport with other parents, and who preferably has children attending high school.
Mentor & Advisor Project
Resource Requirements Summary
Population Receiving Services from the Mentor/Advisor Project:
Approximately 40 students per year participated in the Mentor/Advisor
Project, out of a total school population of 500. Some students were eligible
for special education services due to emotional /behavioral problems, some
students had been identified by teachers to be at risk for developing E/BD,
and some students were high functioning, academically and socially.
| Mentor/Advisor
Staff Position Titles |
Total Staff Time | Duties |
| 6 Mentors | 2-4 Hours per week, per mentor | Mentor/Advisor to students, CSL activities |
| 1 Parent Liaison | 50% FTE | Parent communications, organize parent events |
| 1 On Site Coordinator | 50% FTE | Maintain Community Resource Book, Organize student events, Public Relations, Support to Mentors, Coordinate CSL, Facilitate Mentor Meetings, Facilitate Steering Committee and Advisory Council Meetings |
| 1 Independent Project Coordinator | 50% | Guide student one-on-one to identify goals, facilitate individual learning plans, coordinate with community resources |
Categories of Activities
| Activity Category | Staff Hours Required | Staff Responsible |
| Training of Mentors (including bi-monthly mentor meetings.) | 36 hours/year | On Site Coordinator, Guidance Staff, Mentors |
| Community Service Learning, project coordination, and maintaining community connections. | 5-10 hours / week | On Site Coordinator |
| Independent Projects | 20 hours / week | Independent Project Coordinator |
| Parent/Community Involvement | 20 hours / week | Parent Liaison, On Site Coordinator |
| General Administrative/Public Relations | 10 hours / week | Administrator, On Site Coordinator, |
| Mentor Groups | 2-3 hours / week per Mentor | Mentors |
| Dissemination Activities | 80 hours / year | On Site Coordinator, Mentors |
Resource Requirements for Start-Up
| Start-Up Duties | Staff Responsible | Time Required | Supplies Required |
| Recruit Advisory Committee | On Site Coordinator | 10 Hours | Stationery, Phone, Postage |
| Recruit Mentors | Administrator | 2 Hours | |
| Train Mentors and Staff | On Site Coordinator, Guidance | 2 Days | Curriculum Manual, Readings, Audio/Visual, Flip charts, Markers |
| Recruit/train On-Site Coordinator (OSC) | Administrator, UVM Staff | Variable | Advertisement |
| Hire Parent Liaison (PL) | Administrator | 5-10 Hours | Advertisement |
| Send Project Description to Parents | Administrator/Support Staff | 3 Hours | Stationery, Postage |
| Recruit Students | Guidance, Mentors | 2 Hours | |
| Fit Mentor Classes into School Schedule | Administrator, Registrar | Depends on Schedule Flexibility | |
| Establish Steering Committee | Administrator, OSC | 2 Hours | |
| Set up weekly/biweekly mentor meetings | OSC, Mentors | 2 Hours | |
| Develop Curriculum | OSC, Mentors | Variable | |
| Establish Community Resource Book (Ideas for Community Service Learning Projects.) | OSC | 40 Hours | Stationery, Notebook, Phone Calls |
| Set up Mentor Groups | Mentors | 2 Hours | |
| Recruit / Train Independent Project (IP) Coordinator | Administrator, On Site Coordinator | 5-10 Hours for Recruitment, 8 Hours for Training |
Resource Requirements for Continuous
Operations
| Operations Duties | Staff Responsible | Time | Supplies |
| Mentor / Student Group Meetings and Activities | Mentors | 2-3 Hours /Week | Flip charts, Group Notebook, Note paper, Materials for CSL Projects (i.e. paint, tools, trash bags, totals roughly $4,000.00/ Year.) |
| Monthly Mentor Meetings. | Mentors, On-Site Coordinator (OSC), Administrator | 1 Hour/meeting | Flip chart, Notepads |
| Bi-Annual Family Events | Parent Liaison (PL) | Plan: 40 Hours
Event: 2 Hours |
Food, Decorations, Stationery |
| Bi-Annual Advisory Council | OSC, Volunteer Community Members | Plan: 10 Hours
Event: 2 Hours |
Food, Stationery |
| Phone Calls to Parents | Parent Liaison | 10 Hours/Week | Phone Time |
| Bi-Annual Student Events, such as ropes courses, canoeing, bowling. | Mentors, OSC, all students | Plan: 40 Hours
Event: 1 Day |
Money, Parent Permissions |
| Maintain Community Resource Book | OSC | 5-10 hours/week | Phone, Stationery |
| Work with students to identify Independent Project Goals | Independent Project (IP) Coordinator | 15 Hours/week | Goal Sheets |
| Contact Potential Community Mentors for IPs. | IP Coordinator | 40 Hours/year | Phone |
| Letters to parents, Community Mentors re: IPs | IP Coordinator | 6 Hours/year | Stationery |
| Modify/Update Curriculum | Mentors | 2 Weeks | Curriculum Book |
| End of Year Mentor Retreat | Mentors, UVM Staff | Plan: 4 Hours
Retreat: 4-8 Hours |
Flip chart
Meeting place Food |
| Student-Run Presentations at State and National Conferences | Approximately 3 Conference Presentations per Year | Prep: 10 Hours
1 Day Conference |
Flip Charts, Audio Visual |
| Public Relations
Brochure, Bi-Annual Newsletter, Articles in Local Newspapers, Radio Spots, Photo Album of CSL Activities and Conferences, Bulletin Board, Web Site |
On-Site Coordinator and Students, Parent Liaison | 2-5 Hours/Week | Professional Paper, Printing, Photo Album, Camera, Film, Bulletin Board Space, Preferably Enclosed in Glass. |
| Recruit mentors for next year. | Administrator | 2 Hours/Year | |
| Recruit students for next year. | Guidance, Mentors, Teachers | 2 Hours/Year | |
| Train new mentors. | 1-2 UVM Staff | 1-2 days |
Contact: Julie Welkowitz, University
of Vermont, Center on Disability & Community Inclusion,
5 Burlington Square, Suite 450, Burlington, VT 05405 jwelkowi@zoo.uvm.edu