Harding Peer

Mentoring
Program
Justin E.R. Blietz
Drake EDL 271

Objective
Create a peer mentoring program
that prepares 5th grade students
for their transition to middle
school
Develop and practice leadership
skills with 7th grade mentors.

Key Components
Partner with 4 feeder elementary schools
(Cattell, Moulton, Findley, and Oak Park)
Pair one 7th grade leader with one or two
5th grade students at each elementary
Use data to identify and address
transitional issues
Expose 5th graders to norms and
expectations at Harding

Need for Program

Extension of Behavior First model
(Wolfpack, 7 Levels of Intervention,
GGI)
Address dip in 6th grade behavior data
(suspensions and physical fights)
Address dip in 6th grade proficiency
data (literacy and math)

Need for Program

(Behavior)

Need for Program

(Academic)
2012-2013 Iowa
Assessment
Reading
Proficiency
2012-2013 Iowa
Assessment Math
Proficiency

6th
Grade

7th
Grade

8th
Grade

36.6

41.8

43.9

36.0

55.1

64.3

Theory (Mobility)
Hattie (2009) asserts the negative impact of
student mobility is quite marked (d= -.34)
Galton and Willcocks (1983) followed
students longitudinally and every change in
school had negative effects
A key to success during periods of mobility
is student relationships. It is imperative
schools help students develop friendships
and make them feel welcomed if they are to
reduce the negative impact of mobility
(Hattie 2009)

Theory (Peer Mentoring)

Hattie (2009) identifies peer
mentoring as having an effect size of
.55
Reviews of mentoring literature have
shown that peer mentoring has
many academic and social benefits
for both those mentoring and those
being mentored (Cook, Scruggs,
Mastropieri, & Castro, 1985).

Personnel Required
2 staff members to plan and
facilitate program
Guidance Counselor support from
each elementary school

Budget Items and

Facilities
Cost of transportation to each
school.
Possible substitute teacher cost for
missing class time.
Open area at each of the
participating elementary schools
(i.e. cafeteria or gym)

Timeline
Prior to school year Form Survey and
schedule dates
Mentoring Dates 6 visits throughout
the year (1 per term) with content
driven by survey data and school needs
End of school year Collect data from
survey and analyze results
Summer Leadership Academy for
identified 5th grade leaders (10 per
school)

Communication
Prior to school year Collaborate with V.P. and
elementary guidance counselors to form
shared vision for program and create survey.
Mid-year Meet with guidance counselors to
evaluate progress and effectiveness of
program.
End of school year Share data with
elementary schools and V.P. to evaluate
effectiveness of program and modify future
plans.

 Cook, S.B., Scruggs, T.E., Mastropieri, M.A.,

&Castro, G.C. (1985). Handicapped students as
tutors. Journal of Special Education, 19(4).
Galton, M.J., & Willcocks, J. (1983). Moving from
the primary classroom. London: Routledge and
Kegan Paul.
Hattie, J.A.C., (2009). Visible learning. A synthesis
of over 800 meta-analyses relating to
achievement. New York, NY: Routledge.