Journal of the Effective Schools Project, Volume 6, 2000 Page: 24
60 p. : ill. ; 28 cm.View a full description of this periodical.
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nity-based programs like ours, men-
toring programs are showing very
positive results. Big Brothers and Big
Sisters reports that mentored students
are:
* 46% less likely to use illegal
drugs
* 53% less likely to skip school
* 33% less likely to hit someone
Studies and polls indicate that 59% of
mentored students improved their
grades, were more likely to go on to
college, and had improved school-re-
lated behavior, self-confidence, and
personal skills. Mentored students
from impoverished circumstances are
less likely than their non-mentored
peers to drop out, receive food stamps
or welfare, be arrested, be pessimis-
tic about their future, or avoid com-
munity services opportunities.
In a school that has a free/reduced-
lunch population approaching 60%,
these studies made it clear that we
should start a mentoring program.
What follows is a step-by-step de-
scription of what we did and what oth-
ers can do to begin, expand, and main-
tain a successful mentoring program.
Purpose
The main goal of the Bowie Mentor
Program is to help our students have
at least one sustained relationship with
one caring adult. This relationship
should focus on the interest of the stu-
dent, enhance student strengths, and
provide nonjudgmental interaction
which allows the student to feel a posi-
tive connection with the adult.
It is our belief that in providing a car-
ing relationship, the students will de-
velop skills in resiliency as well as
improve academic performance. The
mentor becomes a positive influence
in assisting the student to feel capableand connected. The mentor also pro-
vides incentive and motivation as the
students gain perspective of the people
and world in which we live and work.
Policy
If a program is to be successful, it is
important to have proper procedures
and guidelines in place. The basis of
our program is the Partnership in Edu-
cation Mentor Program that has been
approved and is supported by the
WISD Board of Trustees. The Part-
nership is an agreement and philoso-
phy of support between local busi-
nesses, community members, and the
school district. The program is di-
rected through the Community Ser-
vices Department and campus coun-
selors. A handbook is published and
includes the following information:
* Responsibilities of the Mentor.
Mentors are required to complete an
application/profile and are screened
and interviewed by the coordinator.
Upon approval, the applicant receives
training conducted by the district or
campus coordinator. Training materi-
als that outline responsibilities and
guidelines that we believe are neces-
sary to ensure success for both men-
tor and student are given to each men-
tor.
* Mentor Checklist. The checklist pro-
vides procedures to follow while on
campus such as signing in at office,
wearing name badge, recording hours
of service, and confidentiality.
* Mentor Guidelines. Guidelines ad-
dress other issues important to the
success of the program such as appro-
priate dress, campus rules, depend-
ability, importance of being a positive
role model, and procedure for han-
dling any difficulty experienced while
in the mentoring process.
* Dedicated and Effective Mentor.The main goal of the
Bowie Mentor Program
is to help our students
have at least one
sustained relationship
with one caring adult.The dedicated and effective mentor
24
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 6, 2000, periodical, 2000; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201683/m1/25/: accessed April 26, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.