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Callahan Middle School: Mentoring Program

Callahan Middle School: Mentoring Program. 2011-2012. How many of you feel as though you do everything possible to enhance and maximize learning for students?. What if you could improve student achievement by simply establishing a relationship?.

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Callahan Middle School: Mentoring Program

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  1. Callahan Middle School: Mentoring Program 2011-2012

  2. How many of you feel as though you do everything possible to enhance and maximize learning for students?

  3. What if you could improve student achievement by simply establishing a relationship?

  4. A local high school recently conducted a mentoring program for 9th and 10th grade RTI students.

  5. Among participants they saw the following results: • The number of RtI students decreased by 69% • The mean developmental scale math score increased 78 points • The mean developmental scale reading score increased 115 points • The number of participating RtI students scoring in the school’s lowest percentile decreased by 42% • The number of out-of-school suspensions decreased by 41% • The number of classes failed by 9th graders decreased by 86% and 44% among 10th graders

  6. What if mentoring was used preemptively to prevent the necessity of RtI and/or failure altogether amongstudents who are struggling?

  7. “Empirical studies have shown that the quality of teacher-student relationships tend to decline after students enter junior high school and worsen thereafter.” (Freeman, Andermon & Jensen, 2007)

  8. By utilizing time before schoolto establish relationshipswith struggling students, the chances of academic success can be dramatically improved.

  9. Requirements How to begin • Conferencemonthly with students and parents • Monitor& document students’ progress • Identifyappropriate services and/or interventions • Select a student from the list of “at risk” students previously identified

  10. Next • Ask students to identify barriers to success they have experienced in the past • Help students develop a plan to eliminate the barriers they have identified • Study habits: Communities in Schools • Behavioral/social: Sutton Place • Guide the student in setting short term and long term goals as this demonstrates an intention to achieve • Weekly quizzes or assignments • Progress report / Report cards • Attendance and/or behavior

  11. Then • Maintain monthly contact with the student to monitor their progress and identify any new barriers • Contact parents to share the students goals/barriers (be cognizant not to betray student trust) and find what they feel may benefit the their child • Work on student motivation • Approval, in and of itself, is a motivator • Informal interactions effect student motivation • Help students find personal value and meaning in courses/assignments • Make yourself available to the student when they may need assistance

  12. Document monthly

  13. Remember • Listen, be casual, genuine, warm and accepting • Help students feel they are valued members of the learning community • Allow students to work in their own way • Use praise as informal feedback • Use specific feedback when available • Offer encouragement to boost or sustain the student’s engagement • Be responsive to student generated questions • Communicate with empathetic statements to acknowledge the students perspective • Document contact with students and parents

  14. Tips & Ideas • Use your mentee for special projects (errands) to help with esteem issues and offer extra opportunities for interaction • Pair with another student to address social needs or for tutoring • Encourage students to find a role model • Positively confront erroneous beliefs that may underlie a negative attitude (example “that teacher does not like me”)

  15. According to students, their sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class. (Anderman and Leake, 2005)

  16. References • Bernstein, L., Dun Rappaport, C., Olsho, L., Hunt D., & Levin, M. (2009). Impact evaluation of the U.S. Department of Education’s Student Mentoring Program: Final report. Institute of Education Sciences, NCEE 2009-4047. • DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30(2), 157-197. • Freeman, T.M., Anderman, L., & Jensen, J.M. (Spring 2007) Sense of Belonging in College Freshman at the Classroom and Campus Levels. The Journal of Experimental Education. Volume 75, number 3, p. 203. Retrieved from http://serc.carleton.edu/resources/37489.html • Herrera, C., Grossman J. B., Kauh, T. J., Feldman, A. F., & McMaken, J., with Jucovy, L. Z. (2007). Making a difference in schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study. Philadelphia: Public/Private Ventures. • Kirk, K. (n.d.) Affective domain: Motivating students. On the Cutting Edge. Retrieved from http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html. • MENTOR. (2009). Elements of effective practice for mentoring. Retrieved from www.mentoring.org • Rhodes, J., & DuBois, D. L. (2006). Understanding and facilitating the youth mentoring movement. Society for Research in Child Development Social Policy Report, 20(3), 1-19.

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