DEVELOPING A PROCEDURAL MANUAL FOR A SCHOOLBASED MENTORING PROGRAM

1
DEVELOPING A PROCEDURAL MANUAL FOR A
SCHOOL-BASED MENTORING PROGRAM

• Created By
• The LINK Mentoring Program
• Detroit, MI

2
The Purpose of a Procedural Manual

• A manual contributes to the long-term stability
  and safety of the program.
• The Purpose for Your Program
• To provide students with strong role models with
  a focus on
• caring
• positive relationships
• personal and social responsibility
• academic achievement
• motivation
• self-esteem

3
Why is it Beneficial to Have a Program Manual?

• Administering written procedures for a youth
  mentoring program will
• contribute to the long-term stability and
  safety of the program.
• This manual will serve as a guide for the
  following areas
• written rules, guidelines and procedures
• consistency of service
• training
• staff retention
• grant renewal
• leadership
• responsibility and compliance
• positive one on one relationships
• program success stories

4
Goals of a Manual

• A manual provides documentation of your
  organizations vision
• and operating principals
• vision
• mission
• values
• framework of program
• Goals for your program
• positive attitudes
• achieve at higher levels
• improve relations with peers
• self-confidence
• responsibilities for actions

5
The Importance of a Procedural Manual

• A manual provides staff with clear guidelines on
  how to
• administer a program and address management
  issues
• step-by-step instruction
• define staff roles
• agency expectations
• routine operating guidelines
• how to safely, effectively, and consistently run
  your program

6
The Importance of a Procedural Manual (cont.)

• A manual ensures consistent operations
• if your procedures are not documented your
  organization will be at risk
• minimize organizational loss and program
  disruption
• maintain continuity of services by training your
  new staff
• allows you to expand your program by following
  the proper guidelines
• written procedures will enhance your ability to
  grow
• procedures force your program to be explicit and
  honest about its operations
• your program will have a concrete start and your
  program services can be refined

7
The Importance of a Procedural Manual(cont.)

• Define Procedures by representing foundational
  decisions, requirements, and activities to run
  your mentoring program.
• Procedures should consist of
• statements on how the operation of the program
  will be implemented
• who will manage the program
• description of step-by-step process to implement
  the policies in your program
• who will carry out the daily tasks
• details of consequences for failing to comply
• matching a mentor/mentee

8
In the Absence of a Procedural Manual

• You face challenges relating to
• leadership
• guidelines
• roles and responsibilities
• non compliance
• consistency of service
• training
• confusion
• crisis during staff turn over
• funding
• program at risk for failure

9
Tips to Consider for School-Based Program
Development

•  Be sure that your policy does not conflict with
  school regulations.
• Your school district should have policies already
  in place about mandatory reporting as defined by
  state law. The school should also be able to
  provide information or training to your mentors
  on mandatory reporting requirements and
  processes.
• Your school or district most likely has a zero
  tolerance policy that your mentoring program
  could use or adapt to as needed. Some of these
  zero tolerance behaviors may also be covered as
  part of an unacceptable behavior policy.
• Your school district policy might also include
  roles and responsibilities for securing and using
  student data that is maintained by the school,
  district, or state department of education.
• Depending on who refers youth to your program
  (and their reasons for doing so) you may wish to
  modify the information gathered on these forms to
  more accurately reflect the reasons youth have
  been referred.
• Other tips to consider for creating a procedural
  manual confidential records/information
• policy, transportation policy, and immunizations.
•  
•  

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WHAT TO INCLUDE IN YOUR MANUAL

• The LINK Mentoring Program

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What T0 Include In Your Manual

• Mission Statement - The development of your
  mission statement is
• the beginning of your program design
• The mission statement should state what the
  program hopes to achieve, who will benefit and
  how this will be done.
• Sample Mission Statement - To improve the lives
  of young people and enable them to become
  productive, responsible adults by creating
  one-on-one mentoring relationships between
  identified students and qualified, caring adult
  volunteers.

12
Recruitment Strategies

• Great volunteer recruiting environments include
• local colleges and universities
• campus groups such as fraternities, sororities,
  athletic teams
• retirement communities
• social, civic, and fraternal organizations
• local businesses
• local / regional government agencies
• faith-based organizations
• professional associations

13
Recruitment Strategies (cont.)

• Tailor your message to appeal to these groups
• Program brochures and flyers
• Presentations
• Media advertising
• Program web sites
• Word of mouth

14
Mentor Screening Process

• The screening process has two major goals
• determining the suitability of the mentors
• ensuring the safety of the youth
• Programs need to employ several additional
  screening tools. These must include but are not
  limited to
• a written application
• a face-to-face interview
• personal references that are verified by staff
• Criminal Conviction Disclosure Statement
• fingerprinting criminal background check

15
Mentor Screening Process (cont.)

• Another component of your screening process is
  the mentor job description
• The job description should outline the mentors
  responsibilities and obligations, minimum
  requirements for becoming a mentor (such as
  minimum age, time requirements, any history of
  criminal activity, etc.), and the benefits and
  responsibilities associated with being a mentor.
• Set a clear criteria for accepting or rejecting
  applicants
• While most of your screening activities are
  geared to accepting qualified applicants, its
  also critical that you develop a list of events
  or offenses that automatically disqualify a
  potential mentor (i.e. - a felony record).

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MENTOR SCREENING ASSESSMENT FORMS
The LINK Mentoring Program
17
Mentor Forms

• The mentor screening procedure provides the
  step-by-step process that the program coordinator
  must follow to determine if a candidate meets the
  defined criteria for becoming a mentor.

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Mentor Screening Procedure Forms

• Application Packet
• job description
• application
• contract
• Interest survey/profile
• background check
• personal interview
• reference check
• mentor rejection/acceptance letter
• mentor evaluation
• mentor journal
• mentor exit survey

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Job Description

• A clearly written job description assists in
  clarifying the roles, responsibilities,
  participation requirements, and program
  expectations.
• It should include
• detailed listing of tasks
• functions
• responsibilities
• reporting structure
• The job description provides direction and focus
  for the prospective mentor.

20
Volunteer Mentor Statement of Interest

• The mentor application summarizes basic personal
  information
• about the prospective mentor such as
• interest and ability to fulfill the commitment
• work history and references
• individual demographics is given

21
Mentor Interest Survey

• Information to include on the form
• personal likes
• goals
• hobbies interests
• what qualifies the individual to be a mentor
• This information will help the coordinator learn
  more about the prospective mentors interests and
  ensure a good match.

22
Contract

• The contract is a binding agreement.
• The form states that you agree to follow the
  rules and guidelines as outlined by program
  coordinator.
• The contract should also include a photo release
  agreement.
• The agreement gives consent that any photographs
  may be published and used to promote the program.
• The contract is then signed by the mentor and the
  program coordinator.

23
Criminal History Check

• The criminal history check helps ensure a safe
  and healthy program.
• Participants need to complete a release form
  agreeing to have a personal background check to
  insure there are no convictions.
• Most criminal history checks are done via
  fingerprinting, internet, police departments and
  state agencies.

24
Personal Interview

• The interview provides
• An opportunity to meet the prospective mentor and
  screen him/her to assure suitability for your
  program.
• Helps to evaluate a person's skills, capabilities
  and personality traits.
• Provides tremendous insight into a prospective
  mentors confidence level and ability to handle
  themselves.
• A chance to communicate the program's mission,
  and expectations.
• Finally, select the best talent! The volunteer
  who is focused, confident and excited.

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Reference Check

• The purpose of checking references is to verify
  the prospective mentors experience in order to
  select the best person for the program.
• Check references after the interview process so
  that you may objectively evaluate the prospective
  mentors information gained during the
  interview.
• References help you get the full picture of the
  candidate's skills, work habits, reliability and
  personality.
• Reference checking is all about making sure the
  prospective mentor is right for the program.

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Mentor Journal

• The mentor journal allows the volunteer to
  document how the relationship is developing and
  log activities completed.
• Activities
• homework
• book club
• projects
• arts crafts
• workshops
• board games
• playground

27
Mentor Evaluation

• The mentor evaluation provides important feedback
  for the coordinator.
• The purpose of the evaluation
• gain feedback
• make sure objectives guidelines are followed
• assess the effectiveness of program
• helps with program development

28
Mentor Exit Survey

• The exit survey provides feedback regarding the
  closure of a relationship.
• This survey provides
• reasons why match has ended
• assess the effectiveness of program
• learning tool to improve program effectiveness

29
MENTEE ASSESSMENT FORMS
The LINK Mentoring Program
30
Mentee Assessment Procedure

• This procedure allows your program to obtain all
  information needed from the mentees in your
  mentoring program. This includes information
  regarding the students academic scores, behavior
  issues, social abilities, personal interests and
  parent approval.

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Mentee Assessment Summary Name
____________________________________________
DOB _______________ Emergency Contact
__________________________________________________
____ Start Date ___________________________
End Date _________________________ Does the
mentee applicant meet all eligibility criteria?
Yes ______ No________ If no, please explain
mitigating circumstances.
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Mentee Referral Form

• MENTEE PROGRAM REFERRAL FORM
• Student's Name __________________________________
  ________________
• Grade __________ Age _________ Birthday
  __________________
• Referred By _____________________________________
  _________________
• Family History ___________________________________
  _________________
• __________________________________________________
  __________________________________________________
  ____________________________
• The child is being referred for assistance in the
  following areas (check all that apply)
• Other, specify
• Why do you feel a mentoring program would benefit
  this child? ______________
• __________________________________________________
  ________________________________________________
• How does he/she behave in class?
  ____________________________________
• The child is being referred for assistance in the
  following areas (check all that apply)
• Academic Issues  Behavioral Issues Attendance
• Vocational Training Self-Esteem Study Habits
• Social Skills Peer Relationships Family Issues
• Special Needs Attitude
• Other, specify___________________________________
  ___________________________

• This form allows the teachers and school staff
  to refer a student. The following information is
  required
• family history
• what area(s) the student demonstrates weakness
  in
• how they behave in class
• academic strengths and weaknesses
• suggested effective strategies to get through to
  the student
• number of disciplinary office visits
• estimated GPA

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Parent Permission and Release

• Parent Release Form
• This form also goes out to the parents of each
  mentee.
• Signing this form releases the volunteers as well
  as the school, its managers and staff from any
  liability associated with the child's
  participation in your program.
• It also requests permission to use photos taken
  of their children to be published for program
  materials.

•  Parent Permission Letter 
• This letter goes out to the parents of each
  mentee. It explains
• the program, its goals and potential
• the application process placed on all volunteers
• the role the parents are requested to play
• the confidentiality of the program

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Mentors R Us

• Mentee shopping list is a matching tool that
  helps the coordinator with the matching process.
• The form allows the mentees to share what they
  value most in a mentor.

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Mentee Questionnaire

• First Name _________________Last
  Name_________________
• Age _______ Birthday _________________________
• Write a short paragraph describing yourself
  __________________________________________________
  __________________________________________________
  ____________
• I would like to learn this from my mentor
• __________________________________________________
  ________
• __________________________________________________
  ____
• I am really good at_______________________________
  ______
• Three things I really like about myself
• 1.________________________________
• 2.________________________________
• 3.________________________________
•  My Favorite Things
  
• Book __________________________
• Color ________________ Sport _______________
  
• Type of Music___________________ School
  Subject__________
• Hobby _________________ Movie
  _____________________
• Song _____________________ Food
  ________________
• Person (family, friend, star) ___________
  Television

• This questionnaire assists the coordinator with
  matching the mentor and mentee. It gives the
  mentor a preview of the child they will be
  mentoring.

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Mentee Interview Questions

•  

The questions asked in the interview with the
students are valuable to the matching process.
Questions such as why they want to be in the
program what type of mentor they would like to
have how they perceive themselves their
hobbies/interest and their academic strengths
weaknesses.
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Parent Contract

• This form introduces the program to the
  potential mentees and their parents. It
  provides
  
• contact information in case the parents have any
  questions
• an overview of the program
• the requirements of the program
• a description of the selection process for both
  mentees and mentors
• a description of the mentee/mentor relationship
• an explanation of the function and the purpose of
  a mentor
• an explanation of the mentor agreement
• a description of the screening process of the
  mentors prior to entering the program
• an explanation of the mentor training process
• a description of what is expected of the mentees
  and their parents
• This form requires the signature of the mentee,
  mentor and parent(s).

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Mentee Match Letter

• Dear Joseph Tandy,
• Welcome! You are officially a mentee in the
  L.I.N.K. Mentoring Program at Joy Preparatory
  Academy. Your mentors name is Terence Baker of
  the WSU Mens Basketball Team. He will be
  meeting you every Friday from 1045a.m. until
  1130 a.m., in room 106 of Joy Preparatory
  Academy, beginning the week of April 13, 2009. I
  have enclosed your mentors profile. Please keep
  this information to yourself and use it as a tool
  to get to know him. If for any reason you are
  unable to attend please give me a call or an
  e-mail to let me know and I will pass on the
  message to Mr. Baker.
•   Remember during your mentoring relationship you
  must
•   be respectful
• attend your sessions
• enjoy yourself
• never forget to bring an open mind
•  
• Thank you and I look forward to your
  participation!!!!!
• include phone number email address
•  
•  

• This letter solidifies the fact that the student
  is now a mentee in the program and introduces
  him/her to their mentor. It informs them of
• their mentors name
• what they do for a living
• the day and time of their sessions
• when their sessions will begin
• where their sessions will be held
• explains the mentors profile which is attached
  and makes sure he/she knows to keep the
  information in that profile confidential
• what to do if a session will be missed
• thanks them for their participation in the
  program

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Mentee Feedback

Hows your relationship going with your mentor?
Circle One Great Good Fair No
relationship How do you feel when youre with
your mentor Circle One Important
Excited Bored Sad Are you getting
along with your mentor? Circle One Yes No Do
you feel comfortable with your mentor? Circle
One Yes No Not Yet Do you enjoy
participating in the LINK Mentoring Program?
Explain _______________________________________
____________ _____________________________________
______________ Share one thing about your
relationship with your mentor? ___________________
________________________________ _________________
__________________________________

• This form lets the coordinator know how the
  mentees in your program truly feel about their
  mentoring experience.
• This can be given throughout the mentoring
  relationship to help better manage it as well as
  improve the program.
• This may be filled out anonymously.

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Mentee Assessment Summary Name
____________________________________________
DOB _______________ Emergency Contact
__________________________________________________
____ Start Date ___________________________
End Date _________________________ Does the
mentee applicant meet all eligibility criteria?
Yes ______ No________ If no, please explain
mitigating circumstances.
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THE MATCHING PROCESS

• The LINK Mentoring Program

42
The Matching Process

• Designing a matching strategy
• If your recruitment, orientation, and pre-match
  procedures are well designed, you should have
  gathered a great deal of relevant matching
  information about your mentors and mentees from
  their applications, interviews, reference checks,
  training sessions, and other interactions.
• The guiding principle in making solid matches is
  to consider the needs and circumstances of the
  mentee first, then try to find a mentor with
  suitable skills and qualities for that mentee.

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The Matching Process (cont.)

• Some common matching criteria are
• same gender
• similarity of racial/ethnic/cultural/language
  background
• shared interests between the mentor and student
• the mentee and mentors personality and
  temperament
• special needs of the mentee that may be met by a
  particular mentor
• compatibility of available meeting times
• similarity between the mentors career and the
  career interests of the youth 

44
Monitoring, Support Supervision

• Monitoring and supervising matches is an
  essential aspect of running a
• successful program.
• Research has shown that, on average, it takes six
  months to a year to begin seeing the desired
  outcomes from mentoring (Grossman Rhodes, 2002
  Sipe, 1996).
• Research also shows that unsupported mentor /
  mentee matches frequently fail, leaving the
  volunteer dissatisfied and potentially harming
  the youth the program was designed to help
  (Grossman Rhodes, 2002).
• Monitoring and supporting your matches can help
  ensure that the relationships develop positively
  and are more likely to last.
• Monitoring your matches is also one of your
  primary risk management tools enabling you to
  proactively assess not only whats going well,
  but to also assess whether there may be serious
  problems with the behavior of the mentor or
  mentee.

45
Monitoring, Support Supervision (cont.)

• Suggested Match Monitoring Tools
• Keep detailed written records about the progress
  and problems of each match. Keeping written
  records ensures that, in the event of staff
  turnover, new staff can learn the history and
  characteristics of an individual match.
• Contact the mentor, mentee, and parent/guardian
  (if the parent is involved) within the first two
  weeks of the match.
• Survey the parent/guardians, and teachers to see
  if theyve noticed a change
• Check in with the mentor and mentee periodically
  for the first few months of the match.

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Monitoring, Support Supervision (cont.)

• Check in monthly with the mentor and mentee
  during the first
• year. Some possible questions to include
• How often do the mentor and mentee meet?
• Are the mentor and mentee following the program
  rules?
• How is the relationship developing?
• What activities are they doing?
• How are they selected?
• Are there any particular problems, issues or
  concerns?
• Is there any additional information or support
  needed?
• Are both the mentor and mentee satisfied with the
  relationship?

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Match Closure

• It is inevitable that some of your programs
  matches will end
• In an ideal situation, the formal matches your
  program creates will end naturally after a period
  of time.
• For some programs, the structure of services may
  dictate the end of a formal match.
• In a school-based program matches may terminate
  at the end of the school year.

• In less than ideal circumstances, some matches
  may terminate because of a variety of factors,
  such as
• an obvious incompatibility (bad match)
• problems within a match (such as disinterest by
  the mentee or communication problems)
• mentee or mentor moving out of the area
• a change in the amount of time a mentor is able
  to devote to the program
• violation of your rules of conduct

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Match Closure (cont.)

• The end of the relationship, regardless the
  reason, can be difficult for both the mentor and
  mentee.
• Provide support services for both to help them
  make the transition out of the relationship and,
  when appropriate, prepare them for a possible new
  mentoring relationship.
• Because matches end for a variety of reasons,
  your program should have written procedures and
  policies for handling each type of closure.
• Even if you have just one closure procedure, be
  sure that it has the flexibility to handle the
  many circumstances that lead to matches
  dissolving, (i.e. the child is moving away, or
  there are problems with the mentors level of
  commitment).

49
Mentee Closure Process

• Chances are that some of the children
  participating in your program have already been
  let down by adults in their life. For this
  reason, programs must take great care to offer
  support and provide context for students whose
  matches are ending. Strategies for helping
  mentees through this process include
• giving the mentee ample warning of the closure of
  the match (if possible)
• having the mentor discuss the end of the match
  with the youth (preferably in person)
• having staff explain to the mentee why the match
  is ending
• encouraging the match to do something special
  together on their last meeting
• encouraging the youth to express his or her
  feelings about the match ending
• providing opportunities for another match where
  possible

50
Mentor Closure Process (cont.)

• Your mentors should also be provided the
  opportunity to have closure with their mentee.
• How you handle closure with mentors will depend
  on why the relationship is ending.
• You may prefer to handle the situations in a
  one-on-one setting at the time of closure so that
  the process can be customized to the particular
  match.
• The mentor may want to be matched with another
  mentee if appropriate.
• No matter how your program handles closure with
  mentors, keep this thought in mind volunteer
  mentors are a rare and precious commodity. If the
  termination of the relationship is handled with
  care, they will be much more likely to want to
  continue making a difference in someones life as
  a mentor.

51

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Your Manual Should Explain

• PURPOSE FOR TRAINING THE MENTORS AND MENTEES
• HOW OFTEN TRAINING WILL OCCUR
• TRAINING ATTENDANCE POLICY
• THE FORMAT OF THE TRAINING
• SPECIFIC TOPICS THAT WILL BE COVERED

53
TRAINING YOUR MENTORS/MENTEES

54
Training Your Mentors/Mentees

• TOPICS TO DISCUSS AT THE TRAINING
• check-in procedures
• school rules
• program expectations
• roles, behaviors
• attendance to workshops, fieldtrips and sessions
• communication
• weekly updates to program participants and staff
• what to do during the visit?
• program calendar, and activity instructions

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Training Your Mentors/Mentees (cont.)

• Training is MANDATORY for all participants.
• Training is important because it helps everyone
  understand their roles expectations.
• Distribute evaluation forms for feedback.
• Stress the tips for supporting relationships.
• Let the participants know that there is someone
  to help, if needed.
• Schedule follow up meetings throughout the year.

56
SESSION ACTIVITIES
57
Session Activities

• The manual should include resources for the
  session activities
• all activities should be fun relate to your
  program theme
• example academic, character education, social
  etiquette, etc..
• provide monthly calendars
• contact mentors weekly with updates
  instructions for each activity
• incorporate education with fun by using games and
  interactive workshops
• math bingo, Boggle, workbooks, videos, role play

58
Session Activities (cont.)

• ACTIVITY INSTRUCTION SAMPLE
• CAREER MOBILE
• Objective For students to recognize things they
  do well now identify what they want to do in the
  future and visualize themselves achieving the
  goal
• Materials Picture of yourself, scissors,
  magazines, construction paper, paper plates,
  glue, hole puncher, crayons, markers, paint,
  ribbon/yarn
• Instructions
• place a picture of you at the top of the mobile
  (paper plate)
• find pictures that represent what you do well now
  what you want to do in the future from a
  magazine, newspaper, etc.
• cut them out glue them to construction paper
• punch holes in the construction paper, insert the
  string hang the pictures from the plate with
  your picture facing up.
• make sure all of the strings are different
  lengths with all future pictures hanging
  longer.

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Other Topics to Include

• RECOGNITION PROCEDURE
• How do you recognize your program participants?
• MANDATORY REPORTING
• Include the schools procedure for reporting
  Abuse, Suicide, Homelessness, etc.
• PROGRAM EVALUATION
• decide the data to measure
• create a baseline and endpoint
• determine deadlines to collect and analyze the
  data
• specify who and how the data will be analyzed
• compare year- end information and publish the
  outcome for the staff, school board and district

60
RESOURCES CONTACTS
A template can be found on the following
websites www.nwrel.org/mentoring/pdf/wholetemplat
e.doc www.edmentoring.org/pub www.edmentoring.org/
forms LINK STAFF CONTACT INFORMATION Nina
Jackson- nina.jackson_at_leonagroup.com Linda Gross-
linda.gross_at_leonagroup.com Rita Dotstry-
rita.dotstry_at_leonagroup.com Derra Chatman-
derra.chatman_at_leonagroup.com Asia Nelson-
asia.nelson_at_leonagroup.com