Mentoring Proposal ; Page 1 Proposal-Mentoring Program Lane College, Jackson State Community College, Tennessee College of Applied Technology, Union University, University of Memphis-Lambuth Prepared by: Mary Anne Poe, Director, Center for Just and Caring Communities School of Social Work, Union University Updated: January 16, 2015 Brief Description and Rationale: 7 Quality education is a key to empowering the poorest and most at-risk children. Starting early with at-risk youth by providing assistance and encouragement to plan for a university/vocational education can be one way to reduce dropout rates and ensure that a cycle of poverty is not perpetuated. Weare proposing a collaborative effort coordinated among post-secondary institutions and in concert with mentoring/tutoring/after school programs and the Jackson-Madison County School System to identify young people on an annual basis and to mentor them from 6" grade through high school. In the first year, a pilot program could begin with 5-8 6" grade students per college. Participants would be recruited from the existing mentoring programs and/or a local middle school. The colleges would provide mentors to the students as well as enrichment opportunities on the college campuses. Mentors (college faculty, staff or students) would meet regularly with each participant and the colleges would host all students on campus once a month during the school year, rotating the location from one campus to the other, resulting in one event per campus every 5 months in session. The colleges would collaborate in planning with the expectation that they would work together in this effort to mentor and host students on their respective campuses. Incentives for middle school student participation could include annual awards, gifts, and learning experiences and perhaps ultimately scholarships for a college education. Incentives for the colleges include the hope and expectation that students will attend their schools; service-learning opportunities for students, staff, and faculty; and positive relations in the community. Student participants and the colleges would conduct annual reviews to evaluate the appropriateness of continued involvement in the program. One coordinator from each campus would serve as liaison between the universities and with community partners. The Center for Just and Caring Communities and the graduate social work program at Union could serve as coordinator of the overall program.Mentoring Proposal Page 2 Overall Goals: + College/career preparation for at-risk young people + Building assets/networks of support for at-risk youth + Service-leamning for college students/faculy/staff + Nurturing community partnerships/supporting public education + Pursuing research opportunities re: mentoring, service-learning, education, ete + Increasing high school graduation rates for young people + Enrolling at-risk young people at colleges/ vocational schools Year One of the Program: ‘© Identify 25-35 students in 6" grade to serve as part of the pilot program. Identify mentors for each student, divided among the five participating schools. The School of Social Work is prepared to facilitate the overall program with college coordinators. Provide orientation in August/ September for patticipants and mentors Mentors meet with student at least 1x/week Once a month meeting for all participants on a participating campus (rotating universities) Develop tutoring resources and other services when needed Utilize existing summer camps/programs for student participation (music, art, physics, etc.) * Assistance with academic planning with participants through middle and high school * Conduct evaluative review for participation next year Year Tw ‘© Identify 25-35 new students in 6" grade and continue program with participants returning from year one for a total of 50-70 participants (approximately 10-15 students per school). * Same programming structure as Year One with distinctive enrichment opportunities for each grade level. Mentor/College expectation: ‘Commitment to contact at least 1x/week Commitment to training/orientation to program Commitment to monthly meetings Assistance with special needs. e.g, tutoring, social support Minimum of 1 year commitment Modeling healthy, positive behaviors- mature, disciplined, ete, Clear background check Sign confidentiality agreementMentoring Proposal Page 3 Mentee expectations: Commitment to participate fully by attending events and meeting with mentors Commitment to model positive behaviors Commitment to seek help with homework and school assignments when needed Commitment to seek help with personal issues when needed Commitment to be involved with all aspects of the program The schedule is set on a semester basis, a Fall and Spring programming schedule to help students understand and reach their “life calling” in a structured, goal-oriented way. Potential topics for year 6" grade, 9" grade, and 11" grade, 6" Grade Program- Year One Fall- Orientation to the program, meet the mentor Team-building exercises Setting goals and reaching them ‘One day in the life of a college student Career options Challenges of middle school Spring-More career options Problem-solving Identity development ‘The importance of my choices End of year celebration ‘Summer-Camp options (music, writing, physics, art, nursing, education, etc) 9" Grade Program-Year Four Fall- Orientation to program, meet the mentor Preparing for college-what high school courses do I take? Career options Job readiness Planning for college begins now Spring-My strengths and interests-what are my options Leading or following More career options What are my obstacles End of year celebration Summer-Camp options (art, music, writing, nursing, education, science, etc.). Possible development of a leadership camp. 11" Grade Program-Year SixMentoring Proposal Page 4 Summer/Fall Orientation to 11" grade year program Possible Career Exploration & Testing (some costs involved here) More career options College visits Preparing for college testing Possible internships/jobs/dual enrollment courses Financial aid options and opportunities Spring- Building resumes Citizenship responsibilities Ethical challenges Conflict resolution Research Colleges and Undergraduate Programs Budget Coordinator: (1 and 2" years facilitated by Union University Center Director with help from MSW student assistants) $0 (year 1 and 2) University Liaisons: ‘$0 (year | and 2) Supplies: $1,000 Programming Materials: $1,000 Benefit Analysis: Direct benefit possibilities for colleges are: + Students/faculty/staff gaining service-learning experience; © Positive community relations and partnerships with Union University, Lane College, University of Memphis-Lambuth, Tennessee College of Applied Technology, and Jackson State Community College, Jackson-Madison County Schools, and local social service agencies. Indirect benefits include: * Directing youth who may be at risk of underachieving and becoming a burden to the community into productive roles in the community. «Enhanced relations with area high schools for recruiting youthMentoring Proposal Page 5 Mentee Participation Data from 2015-2020 assuming 100% return rate. (We could allow for attrition and not replace participants or we could add students at various grade levels, perhaps at least until high school age.) [ 2015 | 2016 | 2017 | 2018 | 2019 2020 Grade level | # # # # # # of students | students | students | students | students | students | students 6 5 25 25[ 25 25 25] 7 25 25 25 25 25| 8 25 25 25| 25 9 25 | 25 25| “10 — — 25 25 i = Z 25 Total oo 30 B 100 125 150 students | participating é * NOTE: If we achieve 60% rate of retention with our mentees through this program, by 2021 we will have 15 students in college or vocational school, by 2022 we will have 30, and by 2023 we will have 45. Of course, the ultimate goal is to achieve 100% retention. whereby all students will attend college or vocational school somewhere. Evaluation The program would be evaluated annually in a variety of ways. Program Feedback: * _ Student/faculty/staff mentors and participants annually * Participants would be given an opportunity to provide feedback about their satisfaction and engagement with the program. Participant Feedback and Outcomes (both mentors and mentees): * Student grades in school would be analyzed for potential impact that the mentoring program had, Program completion rates of participants Risky behaviors assessments annually Mentors would be evaluated by the university/program coordinators