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September2005
Developed and Published by: Partners for Youth with Disabilities, Inc.
Telephone:617-556-4075Voice617-314-2989TTYWebsite:http://www.pyd.org
Thismanualwasfundedinpartunderagrant/contractsupportedbytheOfficeofDisabilityEmploymentPolicyoftheU.S.DepartmentofLabor,grant/contract#E-9-4-3-0080.Theopinionscontainedinthispublicationarethoseofthegrantee/contractoranddonotnecessarilyreflectthoseoftheU.S.DepartmentofLabor.
Thismanualwasalsofundedinpartthroughagrant/contractsupportedbytheTechnologyOpportunitiesProgramoftheU.S.DepartmentofCommerce,NationalTelecommunicationsandInformationAdministrationgrant/contact#25-60-I01037.Theopinionscontainedinthispublicationarethoseofthegrantee/contractoranddonotnecessarilyreflectthoseoftheU.S.DepartmentofCommerce.
ThismanualwasalsofundedinpartthroughTheMitsubishiElectricAmericaFoundation,anon-profitfoundationjointlyfundedbyMitsubishiElectricCorporationofJapananditsU.S.affiliateswiththemissionofcontributingtoabetterworldforusallbyhelpingyoungpeoplewithdisabilitiesthroughtechnology,tomaximizetheirpotentialandparticipationinsociety.
Otherfundingandsupportprovidedby:
MCJFoundation
MillbankFoundationforRehabilitation
UnitedWayofMassachusettsBay
BenjaminSmithPrinting
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A special thank you to the members of the National Disability Mentoring Council for their support in the development of this best practices guide:
NationalDisabilityMentoringCouncil:
CindyAikens,EasterSealsofMassachusetts
NancyAnderson,MaineMentoringPartnership
EleanorAxelrod,PartnersforYouthwithDisabilities
RaynaAylward,MitsubishiElectricAmericaFoundation
NancyBazanchuk,ChildandFamily’sDisabilityResource
DebbieBechard,MaineMentoringPartnership
JulieCamerata,DCPublicCharterSchoolCooperative
GenelleCampbell,PartnersforYouthwithDisabilities
MaryCerreto,BostonMedicalCenter,DepartmentofFamilyMedicine
PattiJ.Clay,CTDeptartmentofRehab.Services,ConnecttoWorkCenter
JustinCoppolaSr.,HewlettPackard
MichelleDiLisi,MassachusettsGeneralHospital
BethFleurant,MassachusettsServiceAlliance
MaureenGallagher,PartnersforYouthwithDisabilities
DebraHart,InstituteforCommunityInclusion
NaomiHupert,EducationDevelopmentCenter,CenterforChildrenandTechnology
MichaelJackowitz,MassachusettsAssistiveTechnologyPartnership
AndreaStanley,PartnersforYouthwithDisabilities
JulieLongley,PartnersforYouthwithDisabilities
CoreyManning,MassachusettsMentoringPartnership
RebelMcKinley,PartnersforYouthwithDisabilities
JoyMcMahon,MassachusettsRehabilitationCommission
OsvaldoModejar,Governor’sCommissiononEmploymentofPeoplewithDisabilities
ShelleyNuckols,SpringfieldTechnicalCollege,TechPrepTeam
BradParmenter,PartnersforYouthwithDisabilitiesMentor
KathyPetkauskos,MABusinessLeadershipNetwork/TheResourceCenter
MartinPierce,MABusinessLeadershipNetwork/TheResourceCenter
JenniferPodgur,PartnersforYouthwithDisabilities
JosephQuinn,ComputerTechnologiesProgram,Inc.
NicoleRoos,MassachusettsDepartmentofPublicHealth
DanaRosanelli,VABusinessLeadershipNetwork/SunTrustBank
ReginaSnowden,PartnersforYouthwithDisabilities
Jo-AnnSowers,OregonHealth&ScienceUniversity’sCenterforSelf-Determination(CSD)
JTTansey,AmericanAssociationofPeoplewithDisabilities
MarieTrottier,Governor’sCommissiononEmploymentofPeoplewithDisabilities
SusanTufts,ParentsUnitedforHealthCare,LeadtoOpportunitiesforYouthwithDisabilities
HollyVernon,BostonCenterforIndependentLiving
GlennaWeiss,Psychologist,PrivatePractice
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Partners for Youth with Disabilities Board of Directors
TracyAtkinson-President
BenjaminGolub
ChristopherHart
KeithJones
JudgeReginaldC.Lindsay
NeilLeonard
LindaLong-Secretary
AllanMacurdy,Esq.
PeterMontgomery,Esq.
MarkA.Popovsky,M.D.-VicePresident
GeorgeRecck
SeanRiley
AnnP.Rose
JayK.Smith
KendraSnavely
PeterSouthard-Treasurer
JohnTalvacchia,Esq.
TinaZiegler
Authors
EleanorAxelrod
GenelleCampbell
TyHolt
Graphic Designer
TomWard
Partners for Youth with Disabilities Staff
EleanorAxelrod
GenelleCampbell
DeepChinappa
MaureenGallagher
LarryHaile
JulieLongley
RebelMcKinley
SusanNicastro
ReginaSnowden
AndreaStanley
Editors
MaureenGallagher
SusanNicastro
ReginaSnowden
RebelMcKinley
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Preface
TheBestPracticesGuideinMentoringYouthwithDisabilitiessignalsanimportantmilestoneinthehistoryofourorganization.Sinceourfoundingin1985,wehavereceivedmanyrequestsforinformationfromindividualsandorganizationsacrosstheUnitedStateswantingtostartmentoringprogramsforyouthwithdisabilitiesintheirarea.WithournewNationalMentoringInitiativenowinplace,weareabletoprovidetrainingandtechnicalassistancetomanyoftheseorganizations.
Itisourhopethatyoufindthisguidetobeausefultooltohelpyoustartyourownmentoringprogramorexpandoneyoucurrentlyruntoincludeyouthwithdisabilities.Youthwithdisabilitieshavesomuchtogainfromrelationshipswithmentorswhocanguidethemontheirpathstowardindependenceandfullparticipationintheircommunities.Adultswithdisabilitieswhohavegrownuptobesuccessfulleadersofthecommunityaretheperfectresourceforyouthwithdisabilities.Thesementorscandemonstratebyexamplewhatispossibleandhelpyouthdefineandachievesuccessforthemselves.
Thehundredsofmentormatcheswehavemadeoverthelasttwentyyearshavebeenaninspirationtousandkeptourbeliefinourprogramsalive.Ourgroupandonlinementoringprogramshavefoundinnovativewaystoconnectmentorstoyouthwhomightnototherwisehavehadthebenefitofamentoringexperience.Wehaveseentheimpactofmentoringinsomanyways:
•Youthwhohavegivenuphopehavebeguntobelieveinthemselves;
•Youngadultswhohavebeentoldtheywouldnevergotocollegehavedegreesandarenowworking;
•Parentswhohavesearchedforafter-school,socialorrecreationalprogramsfortheirsonordaughterhavefoundaplacefortheirkidsto“hangout”andmakefriendsinthecommunity;
•Mentorswhofeelfulfilledtobepartofayoungperson’ssuccess;
•Menteeswhohavegrownuptobecomementorsthemselvesbecauseofthedifferencetheirmentormadeintheirlives.
Theseandsomanyotherstorieshavedemonstratedtousthepowerofmentoringandthelastingbenefitsitcanbringtoayoungperson’slife.
WehopeyouwillconsiderjoiningourNationalDisabilityMentoringCounciltohelpuspromotementoringforyouthwithdisabilitiesthroughoutthe
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UnitedStates.Itisonlythroughourcollectiveworkthatwecanhelpbuildasocietythattrulyembraces,accepts,andvaluespeoplewithdisabilitiesandalltheyhavetooffer.
Firstwe’dliketothankthementorswhohavevolunteeredthousandsofhoursworkingwithyouthinourprograms.We’dalsoliketothankourcolleagues,familymembers,staff,boardmembers,funders,andotherswhohavebelievedinourworkandprovideduswiththesupportweneededtohelpourorganizationgrowovertheyears.Itisourhopethatthisisthefirstofmanypublicationsandresourceswewillbeabletosharewithothers.We’despeciallyliketorecognizetheU.S.DepartmentofCommerce,NationalTelecommunicationsandInformationAdministration,TechnologyOpportunitiesProgram;theU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy;andMitsubishiElectricAmericaFoundationfortheirfundingtodevelopourmentoringprogramsintoreplicablemodelsandtocreatethisbestpracticesguide.
ReginaSnowdenandMaureenGallagher,PartnersforYouthwithDisabilities
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Table of Contents
1)IntroductionTheHistoryofMentoringTheMentoringMovementandtheInclusionofYouthwithDisabilitiesResearchontheEffectivenessofMentoringYouthwithDisabilities
2)MentoringModelsTypesofMentoringModelsExamplesofMentoringModelsintheU.S.
3)BestPracticesBestPracticesforRecruiting,Screening,andTrainingBestPracticesforMatching,Follow-up,andRetention
4)E-MentoringBenefitsofE-MentoringConsiderationinSetting-UpandRunningMentoringProgramPartnersOnlineCaseStudy
5)StartingaProgramStart-UpInstructionsPossibleChallenges/RedFlagsandSuggestionsforOvercomingThemDocumentationandLegalIssues
6)SustainingProgramsBudgetingFundingResourcesChallenges/RedFlags
7)EvaluationPurposesofEvaluationPlansDevelopingScientifically-BasedProgramEvaluationTools
8)TransitionElementsofSuccessfulTransitioningKeyStrategiesforWorkingwithEmployersUnderstandingtheWorkforceDevelopmentSystem
9)Resources
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-1
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
An Introduction to the Mentoring Movement for Youth with Disabilities
Thepracticeofmentoringhas
beenrecognizedforcenturies
asaneffective,relativelysimple
waytohelpyouthdevelop
skills,knowledge,confidence
andmotivation.Those
involvedinmentoringbegan
amovementinthe1980sto
includepreviouslyunderserved
youthintheirefforts.Mentoringprogramsforat-riskyouth
sprangupacrossthecountry,butmostdidnottargetorserve
averyimportantsectorofat-riskyouth:youthwithdisabilities
(Snowden,2003).Thedisabilitymentoringmovementhas
onlybeguntocatchthelimelight.Thischapterwillprovide
youwithabriefhistoryofthementoringmovementasawhole
andintroduceyoutothedisabilitymentoringmovementof
today.Itwillalsopresentevidenceshowingtheeffectiveness
ofmentoringat-riskyouthandhighlighttheimportanceof
incorporatingmentoringforyouthwithdisabilitiesintothe
mentoringmovement.
Chapter1
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-2
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Tracking the Mentoring Movement as a Whole
YouwouldhavetolookallthewaybacktotheancientGreekstofindtheoriginsofmentoring.Theinformalpracticeofmentoring,whichinvolvesanolder,moreexperiencedperson(oftentimesafamilymember,familyfriendorteacher)guidingayouththroughhisorherdevelopment,hasoccurred
throughouthistoryaswell.AnexampleofmorestructuredmentoringmaybefoundintheFriendlyVisitingCampaign,whichstartedinthelate1800s.Throughthiseffort,hundredsofmiddle-classwomenmentoredindividualsinpoorandimmigrantcommunitiestohelpbringthemoutofpoverty.BigBrothersBigSisters,whichwasfoundedin1904,isasuccessortotheFriendlyVisitingCampaign(Freedman,1993).BigBrothersBigSistersnowincludes470agenciesnationwide(BigBrothersBigSisters,2004).
Fastforwardseveraldecadestotheearly1980s,whenthegrowthofmentoringprogramsfordisadvantagedyouthbegan.In1983,MargaretMahoney,thenpresidentofTheCommonwealthFund,noticedthatoursocietylackedwaystobuildmeaningfulconnectionsbetweenyoungadultsandcaringolderadults.Shecalledfora“renaissanceofmentoring”tocompensateforthe“absenceoftraditionalfamilyandcommunitylinkagestobringyoungerpeopletogetherwitholderones”(Sipe,1998,p.11).
Followingthenewspotlightonmentoringinthe1980s,RayChambersandGeoffBoisi,financiersandphilanthropists,foundedMENTOR/NationalMentoringPartnershipin1990toleadtheefforttoconnectyouthwithmentors.MENTORandotherorganizationsacrossthecountrywereresponsibleformuchgrowthinthementoringmovementduringthe1990s.Initiativesatthenational,stateandlocallevelsemerged.MENTOR’sdirectoryofmentoringprogramscontainedlistingsfor1700programsinthemid-1990s(JohnsonandSullivan,1995).In2004,thedirectorycontainedover5000programs.Thefederalgovernmentrespondedtotheneedformentoringprogramsforat-riskyouthin1992,whenCongressamendedtheJuvenile
“Whatmentorsdoisnotalwaysspectacular;whattheydowillnotalwaysmaketheheadlinesofthepaperorbetheleadstoryonthenightlynews.Butifalltheydoisdiffusetheangerofoneindividual,theyhavemadeadifferenceintheworld.Ifalltheydoisrelievethefrustrationofoneindividual,theyhavemadeadifferenceintheworld.Ifalltheydoismakeonepersonlesslonely,theyhavemadeadifferenceintheworld.Ifalltheydoisfortifythecourage,inspirethedreams,sustainthehopeandbuildtheself-esteemofoneindividual,theyhavemadeadifferenceintheworld.Mentorshavemadethatdifferenceintheworldbecausetheyhavebeenandareapositiveforceinthelifeofatleastoneperson.”–JudgeReginaldC.Lindsay,UnitedStatesDistrictJudge
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-3
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Justice&DelinquencyPreventionActof1974tocreatetheJuvenileMentoringProgram(JUMP).AccordingtotheJUMPwebsite,thefederalgovernmenthasfundedover300JUMPsitessince1994(JuvenileMentoringProgram,2005).
Thementoringmovementpickedupevenmoremomentumin1997,whentheCorporationforNationalService,PointsofLightFoundationandUnitedWayofAmericajoinedforcestosponsorthePresident’sSummitforAmerica’sFuture.FourU.S.presidentsattendedtheevent,whichurgedAmericanstomakechildrenandyouthanationalprioritybyfulfillingtheFivePromisesforyouth(America’sPromise,2003).ThefirstPromiseistoprovide“ongoingrelationshipswithcaringadults–parents,mentors,tutorsorcoaches”(Powell,2003,p.1).AfterthePresident’sSummit,GeneralColinL.PowellfoundedAmerica’sPromise–AllianceforYouth,whichisanetworkthathelpseverycommunity,organizationandindividualinthenationfulfilltheFivePromises(America’sPromise,2003).
Mentoringhasbeenattheforefrontofthenation’sconsciousnessforthelastseveralyears.In1997,theHarvardMentoringProjectbegananationalmediacampaigntodrawattentiontomentoringandtheneedformentors.Thegroupisstillcontinuingthiseffort,andrecentlyaddedtwonewinitiatives,the“WhoMentoredYou?”and“ThankYourMentorDay”campaigns(HarvardMentoringProject,2001).TheMENTOR/NationalMentoringPartnershipwebsitehighlightsrecenteventsthathavefocusednationalattentiononmentoring.In2002,theNationalMentoringPartnership,alongwiththeHarvardMentoringProject,launchedJanuaryasNationalMentoringMonth.Thatsameyear,theU.S.PostalServiceunveiledits“MentoringaChild”stamp.In2004,PresidentBushdeclaredJanuary“NationalMentoringMonth”andmentionedtheimportanceofmentoringinhisStateoftheUnionaddress(NationalMentoringPartnership,2002).U.S.News&WorldReportwriterMichaelGersonsaidthat“discovering”aroleformentoringinthesocialpolicyarenahasbeen“thesinglegreatestpolicyinsightinthelastcentury”(Grossman,1998,p.8).
Milestones in the Disability Mentoring Movement
Despitethestridesthatthementoringmovementhasmade,ithaslargelyoverlookedonekeygroupofat-riskyouthinitsefforts:youngAmericanswithdisabilities.Advocatesofyouthwithdisabilitieshavestruggledtogetthemincludedinmentoringprogramsandtomakethepublicawareoftheimportanceofcreatinginitiativesforthisunderservedgroup(Snowden,2003).Thoughmanytypesofprogramshavegrownoutofpolicymakers’recentshiftofattentiontotheneedsofyouthwithdisabilities,fewincludementoringcomponents.
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-4
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Onlywithinthelastfewyearshavelargenumbersofdisabilityserviceprovidersrecognizedthespecialimpactthatamentorhasonthelifeofayouthwithadisability.However,thementoringmovementforyouthwithdisabilitiesactuallybeganbackin1983,whenBoston-basedsocialworkerReginaSnowdennoticedthelackofqualityprogrammingfortheteenagerswithdisabilitiessheserved.Realizingthatthereisnobetterrolemodelforayoungpersonwithadisabilitythanasuccessfuladultwithadisability,Ms.SnowdenbeganPartnersforYouthwithDisabilities(PYD),apilotmentoringprojectwithafewone-to-onematches.Manyofthementorsandmenteesfromthosematchesstillkeepintouchalmosttwentyyearslater,andby2004,Ms.Snowden’ssmallpilotmentoringprojecthadgrowntoserveover600youthperyearinone-to-one,groupande-mentoringprograms.OtherdisabilityserviceproviderscaughtwindofPYD’ssuccess,andsoongroupsaskedforadviceandassistancewithstartingdisabilitymentoringprograms.
By1999,thefederalgovernmentfocuseditsattentiononmentoringyouthwithdisabilities.TheWhiteHouseheldthefirstNationalDisabilityMentoringDay,whichwaspatternedafterschool-to-workactivities,toincreasetheprofileofNationalDisabilityEmploymentAwarenessMonthinOctober.TheAmericanAssociationofPeoplewithDisabilities(AAPD)incollaborationwiththeU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy(ODEP)tookoveradministrationofNationalDisabilityMentoringDayin2001,andbuiltitfromaprogramserving1500participantsfrom32statesin2001toonewithover8000studentandjobseekerparticipantsfromallfiftystatesplustheDistrictofColumbia,PuertoRico,U.S.VirginIslandsandfourteenothercountriesin2003.TheAAPDdroppedtheword“national”fromthetitlein2003duetointernationalparticipation.Today,DisabilityMentoringDayrecruitsmentorsfromemployersandincludesactivitiessuchasjobshadowingandhands-oncareerexplorationforstudentsandjobseekerswithdisabilities(AmericanAssociationforPeoplewithDisabilities,2005).
In2003,severalfederalagenciesandnonprofitgroupsexpandedthementoringyouthwithdisabilitiesmovement.TheU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy(ODEP)createdanIntermediaryGrantsforMentoringYouthwithDisabilitiesInitiativein2003,issuinggrantfundstodisabilityserviceprovidersacrossthenationtohelporganizationsintheirareasstartmentoringprogramsforyouthwithdisabilitiestransitioningintoemploymentorpost-secondaryeducation.Alsoin2003,theRehabilitationServicesAdministration,undertheDepartmentofEducation’sOfficeofSpecialEducationandRehabilitativeServices,notedtheimportanceofmentoringyouthintransitioninitsAmericanRehabilitation(Autumn2003)magazine,andmadegrantfundsavailabletoentitiestostartmodelmentoringdemonstrationprojects.
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-5
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
• 800BC-300BC:AncientGreekspracticementoring
• Late1800s:FriendlyVisitingCampaigncreated
• 1904:BigBrothersBigSisterscreated
• 1980s:Growthofmentoringprogramsfordisadvantagedyouth
• 1983:MargaretMahoney,presidentofTheCommonwealthFund,callsfora“renaissance”ofmentoringprogramsforyouth
• 1983:PartnersforYouthwithDisabilitiesiscreatedtoformmentoringrelationshipsbetweenyouthandadultswithdisabilities
• 1990:RayChambersandGeoffBoisicreateMENTOR/NationalMentoringPartnership
• 1992:CongresscreatestheJuvenileMentoringProgram,whichsupports93mentoringprojectsforat-riskyouth
• 1994:Thefirstformallyrecognizede-mentoringprogram,“TelementoringYoungWomeninEngineeringandComputingProject,”wascreatedbyEducationDevelopmentCenter’sCenterforChildrenandTechnologythroughfundingfromtheNationalScienceFoundation
• 1997:President’sSummitontheFutureofAmericaisheldinPhiladelphiaandattendeescallforthecreationofmentoringprogramsforat-riskyouth
• 1997:America’sPromise–AllianceforYouthiscreatedbyColinPowellandRayChambers;theorganizationcallsonAmericanstoprovideyouthwith“ongoingrelationshipswithcaringadults”(Powell,2003,p.1)
• 1997:TheHarvardMentoringProjectlaunchesanationalmediacampaigntodrawattentiontomentoringandtheneedformentors
• 1999:NationalDisabilityMentoringDayisstartedintheWhiteHouse
• 2001:AmericanAssociationforPeoplewithDisabilitiesandU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicybegancosponsoringNationalDisabilityMentoringDay
• 2001:PartnersforYouthwithDisabilitiespilotsane-mentoringprogramforyouthwithdisabilitieswithfundingfromtheU.S.DepartmentofCommerce,NationalTelecommunicationsandInformationAdministration,TechnologyOpportunityProgramanddevelopstheMassachusettsDisabilityMentoringCounciltoadvisetheproject
• 2002:U.S.PostalServicedrawsattentiontothementoringmovementbyissuingits“MentoringaChild”stamp
Key Events in the Mentoring Movement and PYD’s National Growth
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-6
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Researchersfromvariousfieldshavestudiedtheoutcomesofmentoringatriskyouthusingdifferentmentoringmodels.Overall,studieshavefoundthatmentoringpositivelyaffectsyouths’livesinseveralareas.Onestudy,anevaluationoftheSponsor-a-ScholarprograminPhiladelphia,PAfoundthatat-riskyouthinvolvedinamentoringprogramthatstressesacademicgoalshadimprovedhighschoolandcollegeoutcomes.Youthhadsignificantlyhighergradepointaverages,higherratesofcollegeattendanceineachofthefirsttwoyearsfollowinghighschoolgraduation,andhigherratesofparticipationincollegepreparationactivities.Thissamestudyalsofoundthatyouthmostat-risk,thosewithfewerresourcesattheirdisposal,benefitedmostfrommentoring(Johnson,1999).
• 2003:NationalDisabilityMentoringDaybecomesDisabilityMentoringDaywhenstudentsandjobseekersfrom14countriesparticipate
• 2003:IntermediaryGrantsforMentoringYouthwithDisabilitiesInitiativestartedbytheU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy
• 2003:AmericanRehabilitationmagazinenotesimportanceofmentoringyouthwithdisabilities
• 2003:RehabilitationServicesAdministrationstartsagrantinitiativeforcreationofmodelmentoringprograms
• 2003:PartnersforYouthwithDisabilitiescreatestheNationalMentoringYouthwithDisabilitiesInitiativewithfundingfromtheU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicyandformstheNationalDisabilityMentoringCounciltohelpspreadmentoringforyouthwithdisabilitiesacrossthecountry
• 2003:BostonMedicalCenter,DepartmentofFamilyMedicineandPartnersforYouthwithDisabilitiesreceivefundingfromtheCentersforDiseaseControlandPreventiontoexpandMakingHealthyConnections,ahealthpromotionmentoringprogramforyouthwithdisabilities
• 2004:PresidentGeorgeBushdeclaresJanuary“NationalMentoringMonth”andmentionstheimportanceofmentoringinhisStateoftheUnionaddress
• 2004:TheU.S.DepartmentofHealthandHumanServices,OfficeonDisabilityholdsakick-offevent,promoting“ICanDoIt,YouCanDoIt,”amentoringprogramforyouthwithdisabilitieswhichpromotesphysicalfitness
The Effectiveness of Mentoring
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-7
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Inits1998reporttoCongress,theOfficeofJuvenileJusticeandDelinquencyPreventionreportedoutcomesfromthementoringprogramsfundedbyitsJUMPinitiative.Theirstudyfoundthatat-riskyouthwhoreceivedmentoringthroughtheprogramswerelesslikelytousealcoholanddrugs,avoidedfightsandfriendswhostartedtrouble,didnotjoingangs,anddidnotusegunsorknives.Thestudy’sauthorsexpressedthatregularyouthparticipationinmentoringactivitiescouldprovideanat-riskyouthwith“personalconnectedness,supervisionandguidance,skillstraining,careerorculturalenrichmentopportunities,aknowledgeofspiritualityandvalues,asenseofself-worth,andgoalsandhopeforthefuture”(JuvenileMentoringProgramReporttoCongress,1998,p.10).A1995studyofBigBrothers/BigSistersfoundthatyouthwhoparticipatedintheprogram’sone-to-onementoringwere46%lesslikelytoinitiatedruguseand27%lesslikelytoinitiatealcoholusethantheirnon-mentoredcounterparts.Theyalsomissedhalfasmanydaysofschool,feltmorecompetentwithschoolworkandreceivedhighergrades,andenjoyedmorepositiverelationshipswithparentsandfriends(TierneyandGrossman,1995).
Potential Benefits of Mentoring for Youth with Disabilities
Itseemsclearthatmentoringprogramsforat-riskyouthyieldpositiveresults.Whatabouttheeffectivenessofmentoringyouthwithdisabilities?Canweexpectthesamepositiveresults?Dothespecialneedsofthisparticularat-riskgroupimplydifferentoutcomes?Unfortunately,researchershaveconductedveryfewstudiesofmentoringprogramsforyouthwithdisabilities.Toofewprogramsexisttoprovideavalidsamplesizeacrossprograms,andmostofthecharacteristicsofat-riskyouthtakenintoaccountinotherstudiesdonotincludedisability-relatedissues.However,thereisevidencetosuggestthatmentoringforyouthwithdisabilitiescanyieldimportantoutcomes.
OnestudythatappearedintheJournalofRehabilitation’sJanuary/March1995issuedidlookattheimpactofmentoringonadolescentswithseverephysicaldisabilities.Theresearchshowedthatmentoredyouthreportedsignificantlyhigherlevelsofdisability-relatedself-efficacyandsignificantlymoreknowledgeofstrategiesusedtoovercomebarrierstocommunityindependence.Inaddition,parentsofmentoredyouthperceivedtheirchildrenassignificantlymoreknowledgeableaboutstrategiestopromotecommunityindependenceandhadsignificantlyhigherlevelsofconfidenceinthecommunity-basedcapabilitiesoftheirchildren(Powers,Sowers,andStevens,1995).Mentorsinthestudyprovidedqualitativeevidencethattheirmentees“(1)learnedhowtoconquerdisability-relatedbarriers,(2)becamemorepositiveabouttheircapabilitiesandfuturepotentialforindependence,(3)becamemore
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-8
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
self-reliant,and(4)expressedincreasedinterestinworking,goingtocollege,andlivingintheirownhomes”(Powers,SowersandStevens,1995,p.12).
Anotherstudyofyouthwithmilddisabilitiesinmiddleschoolsubstantiatesthatmentoringcanhelptheseyouthimproveselfesteemandgradepointaverages,improveattendanceandreceivefewersuspensions(Campbell-Whatley,2001).Moccia,Schumacher,Hazel,Veron&Dessler(1989)alsofoundthatmentoringcanbeastronginterventionrelatedtoacademicoutcomes.Whileexaminingademonstrationmentoringprojectsetuptohelphighschoolstudentswithlearningdisabilities,theyfoundpositiveeffectsongraduationratesandenrollmentinpostsecondaryschools.
Whiletheremaybealackofpublishedscientificresearchrelatedtomentoringforyouthwithdisabilities,manymentoringprogramsforyouthwithdisabilitieshavedocumentedoutcomes.BasedonPYD’sexperiencementoringyouthwithdisabilities,belowareexamplesofpotentialoutcomesforyouthwithdisabilities:
• Increasedindependentlivingskills
• Improvedmotivationandself-esteem
• Healthierrelationshipswithfamily,friends,teachers,etc.
• Increasedinvolvementincommunityandextracurricularactivities
• Increasedinterestincontinuingeducationandtheknowledgeofhowtodoso
• Increasedinterestinhavingajob/careerandtheknowledgeofhowtodoso
• Increaseddisabilitypride
• Increasedknowledgeofdisabilityrights
• Improvedself-advocacyskills
Merging Two Mentoring Movements
Thepurposeofthisintroductorychapteristoincreaseawarenessofthementoringmovementanditsachievementsand,mostimportantly,toemphasizethenecessityofincludingyouthwithdisabilities—aspecialsectorofat-riskyouthoftenoverlookedandunderservedinthemovement.AsthestatisticsreportedbytheNationalOrganizationonDisability/HarrisSurveyofAmericanswithDisabilities(2004)intheboxbelowindicate,youthwithdisabilitiesfaceincrediblebarrierstosuccessfulself-developmentandfullparticipationinsociety.
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-9
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Youthwithdisabilitiesareinneedofpositiverolemodelswhohaveovercomebarrierstobecomesuccessfuladults.TheevidencepresentedbyPowers,SowersandStevens(1995)pointstothepromisethatmentoringholdsforyouthwithdisabilities.Itiscriticalformentoringorganizationstoproactivelytakestepstoprovidementoringservicesfortheseyouth.Itisalsojustasimportantforleadersofthementoringmovementtoincludeyouthwithdisabilitiesintheireffortstoraisepublicawarenessabouttheimportanceofmentoring.
Incorporating Youth with Disabilities into Existing Mentoring Programs
Therestofthismanualpresentsinstructions,resources,suggestionsandadvicetohelporganizationsstart,runandsustainmentoringprogramsforyouthwithdisabilities.However,organizationsdonothavetotakethebigstepofcreatingentirelynewmentoringprogramsinordertoincludeyouthwithdisabilitiesintheirefforts.Agenciesmaytakeafewsmallstepstomaketheirprogramsmoreaccessible.AccordingtoSwordandHill(2003),someissuesformentoringprogramstafftoconsiderwhenmakingprogramsaccessibleandwelcomingforyouthwithdisabilitiesincludethefollowing:
• 35%arecompletelyuninvolvedintheircommunities,comparedto21%withoutdisabilities
• 22%failtocompletehighschool,comparedto9%withoutdisabilities
• 32%aged18-64areworking,comparedto81%withoutdisabilities
• 28%postponehealthcarebecausetheycan’taffordit,comparedto12%withoutdisabilities
• 41%votedinthe2000presidentialelection,comparedto51%ofthosewithoutdisabilities
• 28.4%haveaccesstotheInternetathome,comparedto56.7%withoutdisabilities
• 30%haveaproblemwithinadequatetransportation,comparedto10%ofthosewithoutdisabilities
Participation Gaps for Youth with Disabilities
• Doweneedtoprovidereasonableaccommodationsinorderfortheyoungpersontoparticipate?Ifso,whatarethey,andhowmightweprovidethem?
• Arementorsinourmentoringprogrampreparedtomentorayoungpersonwhomayhaveacademiclimitations,socialproblemsand/ormedicalcomplexities?Oftentimes,thebestmentorforayouthwithadisabilityisamentorwhohasthesameorsimilardisability.
• Whatdisability-relatedinformationdoweneedtoprovideforthementors?Wheremightwefindtheinformationweneedtoprovide?
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AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-10
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
• Howcanthementoringprogramstafftrainandsupportmentorstohelpthemunderstandtheneedsofmenteeswithdisabilitieswhilealsoteachingthemtoexpectthebestfromtheirmentees?
• Whatisthementoringprogram’spolicyondisclosingthedisability?
Besidesaddressingtheissuesabove,existingmentoringprogramsshouldestablishsomebasicprovisionsforservingyouthwithdisabilities.ThestepsbelowarebasedontheexperienceofPartnersforYouthwithDisabilitiesandrepresentrelativelysimpleactionsthatwilldrawyouthwithdisabilitiestoyourprogramandmakesurethattheybenefitfromtheexperienceoncethey’vejoined.
• Makeyourmentoringwebsiteaccessibletoyouthwithallkindsofdisabilities.VisittheWorldWideWebConsortium’sWebAccessibilityInitiativeathttp://www.w3c.org/WAIformoreinformation.
• Designyourprogramrecruitmentandpromotionalmaterialstoclearlyshowthatyouthwithdisabilitiesareencouragedtoparticipate.Itisagoodideatoincludeadirectstatementassuch.
• Designmentoringprogramtrainingstocoverissuespertinenttoservingyouthwithdisabilities,suchasdisclosureofdisability,specialaccommodations,health-relatedissuesandlimitations,mentorandmenteeexpectations,mandatoryreportingofabuseandneglect,andsoforth(SwordandHill,2003).
Onceyouhavemadethecommitmenttoserveyouthwithdisabilitiesthroughamentoringprogram,itiscriticaltounderstandthestepsneededtoensurethatyourprogramexperiencessuccessandproducespositiveresultsfortheyouthserved.Theremainderofthechapterswillhighlightresearchinthefield,discussbestpractices,anddetailtheexperiencesofPartnersforYouthwithDisabilities,providingyouwitharoadmapforstartingandmaintainingyourprogram.
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MentoringProgramModels2-1
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Mentoring Program Models
Whenyouhearthe
word“mentoring,”
youmaythinkofa
traditionalone-to-one
relationshipbetween
anadultandayounger
personwhospendtime
together.Although
manymentoringprogramsdooperateusingthisconventional
method,mentoringmayactuallyoccurinotherformsaswell.
Startingamentoringprogramrequiressometoughbutimportant
decision-making.Makingthedecisionaboutwhatformyou
wouldlikeyourmentoringprogramtotakeshouldbeatthe
topofthelist.Thevariousmentoringprogrammodelsrequire
differentamountsofspace,personnel,stafftime,andmonetary
resources.Somemayaugmentorsupplementotherservices
foryouthwithdisabilities.Somemaybeembeddedinemployer-
basedorschool-basedprograms.Chapter2outlinesdifferent
typesofmentoringmodels,comparesthemodels,andgives
shortdescriptionsofexistingexampleprogramsthatareusing
themodels.
Chapter2
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MentoringProgramModels2-2
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
One-to-one models One-to-one community-based model
Description:
• Ayouthismatchedwithanadultvolunteerfromthecommunity-at-large.
• Mentorsandmenteescommunicateviaface-to-facemeetings,telephoneconversations,emails,andletters.
• Mostactivitiestakeplaceinthecommunity,outsideworkorschool.
• Programstaffaskmatchedpairstocommunicateacertainnumberoftimesperweekormonth,andtostaymatchedforacertainlengthoftime.
• Matchesareoftenfocusedonbuildingrelationshipsandsocialskills,althoughsomehaveanacademicand/orcareerfocusaswell.
Exampleprogram:
PartnersforYouthwithDisabilities,Inc.’sMENTORMATCHPROGRAMforyouthwithdisabilitiesprovidesuniquerolemodelrelationshipsbycarefullypairing“mentoring”adultsfromthecommunitywhohaveadisabilitywithyouthwhohavesimilardisabilities.Thisprogramisdesignedtoencourageasocialrelationshipbetweenmentorandmenteewherebytheycanidentifycommonground(suchashobbies,interests,etc.)andworkonindividualmenteegoals.Theprogramfacilitatesone-to-onemeetingsandoffersparticipantscustomdesignedworkshopsandrecreationalactivitiestoassistthemindevelopingtheirrelationships.Theprogramstrivestoconveytotheyouthandtheirfamiliesthatgrowingupwithadisabilityneednotlimitself-esteem,social,careerandlifestyleoptions(PartnersforYouthwithDisabilities[PYD],2004).
“AsaformerpublicschoolteacherIhaveafirsthandunderstandingofwhatyoungpeoplecanaccomplishwhentheytrulystrivetorealizetheirdreams,andIwholeheartedlyembracetheartsasavehicleforhelpingthemfindtheirway.AccesstoTheatrehascreatedaremarkableroadmapforsuccess.”FirstLadyLauraBush,HonoraryChairofthePresident’sCommitteeontheArtsandtheHumanities,discussingPYD’sAccesstoTheaterprogram,aninclusivegroupmentoringprogramwhichbringstogetheryouthwithandwithoutdisabilitiestoworkwithartistsfromthecommunitytocreateoriginaltheaterproductions.
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MentoringProgramModels2-3
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
One-to-one school-based model
Description:
• Ayouthismatchedwithanadultvolunteerthroughaprogramintheyouth’sschool.Mentorsmaybecollegestudents.
• Mentorsandmenteescommunicatemostlyviaface-to-facemeetings,butmayalsocommunicateviaemailorletters.Communicationmaytaketheformoftutoring.
• Mostactivitiestakeplaceduringschoolhoursonschoolgrounds.
• Matchesareusuallyfocusedonbuildingacademicand/orcareer-relatedskills.
Exampleprogram:
PhiladelphiaFutures’SPONSOR-a-SCHOLARPROGRAM(SAS)“isdedicatedtomotivatingstudentswhomightnototherwiseconsiderhighereducationtostayinschoolandattendcollege.Theprogramselectsat-riskstudentsfromthePhiladelphiapublicschoolsystemandoffersthemanopportunitytoparticipateinamentoringrelationshipwithanadultvolunteer.Studentsentertheprograminhighschool-usuallyin9thgrade-andremainintheprogramthroughthefirstyearofcollege.”Studentsreceiveacademicassistance,collegecounselingandotherservicesinadditiontomentoring(Johnson,1999).
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MentoringProgramModels2-4
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
One-to-one employer (business)-based model
Description:
• Ayouthismatchedwithanemployee-mentorthroughaschoolorcommunityorganization.
• Mentorsandmenteescommunicatemostlyviaface-to-facemeetings,butmayhavesomecontactviatelephoneand/oremail.
• Matchactivitiestakeplaceatthementee’sschoolorattheemployee’splaceofbusiness.
• Matcheshaveanemployment-relatedfocus,withactivitiessuchasjobshadowing,internships,andresumewriting/interviewingskills-building.
Exampleprogram:
JohnsHopkinsHospital’sTHEHOSPITALYOUTHMENTORINGPROGRAMpairsyouthwithemployeesatlocalhospitals.“Oneafternoonaweekfortwotofourhourschildrenbetweentheninthandtwelfthgradesmeetwithamentoratoneofthehospitals,observingtheworkofallofthehospitals’departments,spendingseveralmonthsworkinginoneofthedepartments,andparticipatinginvariouscareerdevelopmentandsocialactivities”(Jaffe,1999).
“Tuesdayisoneofthebestdaysoftheweekforme.IhaveamentorandwespendTuesdayafterschoolwitheachother.Heislikeabigbrothertome.Heisspecialtome;heteachesmethingsthatarerightandthingsthatarewrong.Heisinawheelchair,too,becauseheisdisabled.Iwisheverybodycouldhaveamentorjustlikemine-thentheycouldbeashappyasme.”-PartnersforYouthwithDisabilitiesmentee
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MentoringProgramModels2-5
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Group mentoringGroup mentoring model
Description:
• Acertainnumberofadultvolunteers(fromonementortoseveralmentors)mentoryouthinagroupsetting.
• Groupsizesmaybesmallorlarge.
• Mentorscommunicatewithmenteegroupsmostlyviaface-to-facecontact,possiblyviaInternetchatrooms.
• Mentoringactivitiescantakeplaceataschool,businessorcommunityorganization’sspace.
• Mentoringactivitiescanbefocusedonacademics,employment,careers,relationships,socialskillsorindependentlivingskills.Manyprogramsfocusonacombinationofthese.
• Menteesbenefitfrominteractionswithothermenteesaswellasmentors.
• One-to-onematchesmayresultfromgroupmentoringinteractions.
Exampleprogram:
LosAngelesTeamMentoring’sTEAMWORKSMENTORINGPROGRAMservesmiddle-schoolagedyouthfromdisadvantagedcommunities.“Adultteamsofmentors,comprisedofteachersfromtheschool,collegestudentsandbusiness/communityvolunteers,workwithgroupsof12-15studentsusinganactivity-basedcurriculumthatfocusesonleadershipdevelopment,teambuilding,communityservice,academicachievement,andculturaldiversity”(LosAngelesTeamMentoring,Inc.,2005).
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MentoringProgramModels2-6
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
• Lesslikelytoinitiatedrugandalcoholuse
• Lesslikelytohitsomeone
• Betterschoolattendance
• Improvedfeelingsofcompetenceabouttheabilitytodowellinschool
• Highergrades
• Morepositiverelationshipswithfriendsandfamily
Proven Benefits of Standard Mentoring Models
Manystudieshavebeendonethatshowthebenefitsofstandardmentoringprograms(Sipe,1999;Grossman,1999;Johnson,1999).Studieshavemainlyfocusedontheeffectsofmentoringon“at-risk”youth.Theresultsseemclear-whenaprogramiswell-runandusesbestpractices,therearemanybenefitstomentoring.Benefitsoftendifferdependingonthefocusoftheprogram.Belowisabreakdownofbenefitsbasedondifferenttypesofprograms:
One-to-one mentoring model
Note.From“MentoringAdolescents:WhatHaveWeLearned?,”byCynthiaL.Sipe,1999,Contemporary
IssuesinMentoring,p.16.Copyright1999byPublic/PrivateVentures.AdaptedwithPermission.
One-to-one academically-oriented mentoring model
• Improvedacademicperformance
• Morelikelytoparticipateincollegepreparatoryactivities
• Morelikelytoattendcollegeimmediatelyafterhighschoolgraduation
• Remainedlongerinschool
Group mentoring model
• Betterattitudestowardschool,familiesandcommunities
• Betterschoolattendance
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MentoringProgramModels2-7
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
New Innovations to Existing Mentoring Models
E-mentoring model
Description:
• Ayouthismatchedwithanadultvolunteerasinotherone-to-onementoringmodels.
• Mentorsandmenteescommunicateprimarilyviaemail,listserves,chatorinstantmessaging.
• Programsmaybecommunity-based,school-based,oremployer-based.
• Peermentoringmaytakeplaceviaforumsand/ormoderatedchats.
Exampleprogram:
PartnersforYouthwithDisabilities’PARTNERSONLINEPROGRAM(POL)isane-mentoringprogramthatenablesyouthandadultswithdisabilitieswhomightbeisolatedduetohealth,mobility,orgeographytoparticipateinamentoringrelationshipthroughtechnology.POL’sobjectivesincludeimprovingaccess,facilitatingfrequentcommunicationandbuildingthetechnologyskillsthataresoimportanttotheeducationalandprofessionalgoalsofpeoplewithdisabilities.Matchedpairsareprovidedthemeanstocommunicatethroughaninnovativecommunitywebportalthatincludesemail,forums,one-to-onemessagingandchatinasecureenvironmentmonitoredbyPYDstaff.Foranindepthexplorationofe-mentoringandthePOLmodel,seechapter4(PYD,2004).
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MentoringProgramModels2-8
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Peer-to-peer mentoring model
Description:
• Youtharematchedwithotheryouthinsteadofwithadultmentors.
• Mentoringmaytakeplaceviaone-to-onematchesorinagroupmentoringsetting.
• Mentoringactivitiesmaybeschool-basedorcommunity-based.
• Peermentorscommunicatewithpeermenteesviaface-to-facecontact,telephone,email,orletters.
Exampleprogram:
BESTBUDDIESINTERNATIONAL’Sprogramsservemiddleschool,highschool,andcollege-agedyoungadultswithintellectualdisabilitiesbypairingtheminone-to-onefriendshipswithpeers.Peermentorshelptheirpeermenteesdevelopsocialskills,leadershipskills,andjobskills(BestBuddiesInternational,2005).
Exampleprogram:
PartnersforYouthwithDisabilities’MENTORINGTHROUGHPEERLEADERSHIPPROGRAM.Thiscommunityservicementoringprogramtrainsyoungadultswithandwithoutdisabilitiesages16-24tobecomeleadersintheircommunitiesandplacestheminservicepositionsinavarietyofsettingswheretheyworkasmentorsandrolemodelsforyouthwithdisabilities.Peerleaderslearnthevalueofcommunityservicewhilesimultaneouslydevelopingtheirownleadership,independence,andemploymentskills(PYD,2004).
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MentoringProgramModels2-9
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Senior citizens-as-mentors mentoring model
Description:
• Youtharematchedwithvolunteermentorswhoareseniorcitizensinthecommunity.
• Mentoringmaytakeplaceviaone-to-onematchesorinagroupmentoringsetting.
• Mentoringactivitiesmaybeschool-basedorcommunity-based.
• Seniorcitizenmentorscommunicatewithmenteesviaface-to-facecontact,telephone,emailorletters.
Exampleprogram:
ThroughGenerationInc.’sEXPERIENCECORPSBOSTON,adultsoverage55mentorareaschoolchildrenduringschoolhoursbyactingasreadingcoaches,classroommentors,andlunchtimementors.Olderadultsalsomentoryouthone-to-oneoutsideofschoolthroughExperienceCorpsGenerationClubs.Groupmentoringtakesplaceviaspecializedcommunityservicelearningactivities(ExperienceCorps,2005).
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MentoringProgramModels2-10
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
• Youtharematchedwithvolunteermentorsfromreligiousdenominationsandfaith-basedorganizationsinthecommunity.
• Mentoringmaytakeplaceviaone-to-onematchesorinagroupmentoringsetting.
• Mentoringactivitiesoftentakeplaceatthereligiousdenomination’splaceofworshiporatthefaith-basedorganization’ssite,butmayalsotakeplaceinthecommunity.
• Faith-basedmentorsandtheirmenteescommunicateviaface-to-facecontact,telephone,emailorletters.
• Ifthementoringinitiativeissecularlyfunded,faith-basedmentorsmaybeaskednottoproselytizetotheirmentees.
Faith-based mentoring model
Description:
Exampleprogram:
BatonRouge,Louisiana’sWALK-BY-FAITHCOLLABORATIVEmatchesat-riskyouthinone-to-onementoringrelationshipswithEastBatonRougechurchgoers.MentorsaremainlyrecruitedfromAfricanAmericanBaptistchurches.Besidesone-to-onementoring,theprogramoffersmonthlyrecreationalactivitiesandaweeklyoptionalBiblestudy.Duetosecularcollaborationsandfunding,theprogramasksthatitsmentorsnotproselytizetomentees(Bauldry&Hartman,2004).
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MentoringProgramModels2-11
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Quick Comparison of Mentoring Models
MentoringModel
TypeofMentoringRelationship
MentorCharacteristics
LocationofMentoring
CommunicationMethod
MentoringFocus
One-to-onecommunity-based
One-to-one Adultvolunteerfromthecom-munity
Inthecom-munity,outsideworkorschool
Face-to-facemeet-ings,telephone,email,letters
Developingsocialskills&relationships/overallpersonaldevelopment
One-to-oneschool-based
One-to-one Adultvolun-teersfromthecommunityorcollegestudents
Atthementee’sschool
Mostlyface-to-facemeetings;sometimestele-phone,emailorletters
Buildingacademicorcareer-relatedskills;tutoring
One-to-oneemployer-based
One-to-one Adultemployeeofasponsoringemployer
Atthementee’sschoolortheemployee’splaceofbusi-ness
Face-to-facemeet-ings,telephone,emailorletters
Buildingemployment-relatedskillsorfindingemployment;activitiesincludejobshadowing,internships,resumewrit-ing,mockinterviews
E-mentoring
One-to-oneand/orgroup
Adultvolun-teersfromthecommunity
Placeswherementees&men-torsaccesstheInternet
Email,chatorin-stantmessaging,forums
Developingtechnologyskillsaswellassocialskills;canfocusonaca-demicsand/oremploy-mentaswell
Group Oneorsev-eralmentorstoagroupofmentees
Adultvolun-teersoryoungadultpeersofthementees
Atacommu-nity-basedsite,schoolorplaceofbusiness
Face-to-facegroupdynamics;mayincludeInternetforumsand/orchats
Developingsocialskillsandrelationships;mayhaveadditionalfocusonacademics,employmentandindependentlivingskills
Peer-to-peer One-to-oneand/orgroup
Youngadultpeer(s)ofthementee(s)
Inthecommu-nity,ataschooloratacom-munity-basedmeetingsite
Face-to-face,telephone,email,lettersand/orface-to-facegroupdynamics
Developingsocialskillsandrelationshipswithpeers;mayhaveanad-ditionalacademicfocus;peermentorsdevelopleadershipandjobreadi-nessskills.
Seniorcitizens-as-mentors
One-to-oneand/orgroup
Seniorcitizensinthecommu-nity
Inthecommu-nity,ataschooloratacom-munity-basedmeetingsite
Face-to-face,telephone,email,lettersand/orface-to-facegroupdynamics
Developingsocialskillsandintergenerationalrelationships;mayhaveadditionalfocusonaca-demicsand/oremploy-ment
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MentoringProgramModels2-12
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Blending Mentoring Models
Combining one-to-one with structured group mentoring
Description:
• Youthbenefitbyhavinganopportunitytoworkwithmentorsindividuallyaswellasinagroupsetting.
• Byusingtwoapproachestomentoring,menteeshaveanincreasedchanceofgainingmentoringexperiences(i.e.,iftheone-to-onerelationshipfails,thestructuredgroupmentoringexperiencecontinuestoprovidelearningopportunities).
• Menteescanhavetheopportunitytolearnfromavarietyofmentorsandpeerssotheyhaveahigherlikelihoodofachievingtheirgoals.
• Supportsformentors,menteesandparentsofthementeescanbebuiltintogroupactivitiesandmeetingswherepeoplecanshareandbenefitfromeachother’sexperiences.
Exampleprogram:
PartnersforYouthwithDisabilities’MAKINGHEALTHYCONNECTIONS(MHC)PROGRAMprovidesauniquehealthpromotionmentoringandskillsbuildingprogramdesignedtomotivateyouthwithdisabilities,ages14-22,tomaintainwellnessandmakeafullyinformedtransitiontoadulthealthcareservices.Unliketraditionalmentoringprogramsforyouthwithdisabilities,whichfocusonprovidingone-on-onerolemodelinginordertoprovidesupporttoyouth,MakingHealthyConnectionsprovidesstructuredgroupmentoringincombinationwithindividualmentoringtoempoweryouthtomakethechallengingtransitiontothecomplexworldofadulthealthcare.TheMHCmodelintegratesgroupandindividualactivities,hypotheticalproblem-solving,andexperientiallearningwithinthegroupandindividualmentoringstructure.TheMHCprojectdesignincorporatesthreeinterrelatedtracks:YouthLearning(a12-weekgroupmentoringskillstrainingcurriculum);ParentsLearning(a12-weektrainingcurriculumfocusedonbuildingrelationshipsbetweenparents,children,healthcareproviders,schools,andcommunities);andIndividualMentoring,throughwhichadultswithdisabilitiessupportyouthparticipantsinthepracticeofnewlyacquiredskillsandserveasrolemodelsthroughthesharingoftheirownexperiences.Withthesethreetracks,MHCprovidesacomprehensiveapproachtohelpingyoungpeoplesuccessfullytransitiontoadulthood(PYD,2004).
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MentoringProgramModels2-13
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Combining E-mentoring and group mentoring in a transition-to-work model
Description:
• Youthenrolledinatransitiontoworkprogramorclassarematchedwithanadultmentor
• Mentoringactivitiesarepartofatransition-to-workcurriculumwithinaclasssetting.
• Teacherinvolvedintalkingtostudentsaboutmentoring,andindevelopingcareerrelatedtopicsandassignmentsforstudentsandmentortoengageinandexplore.
• Allparticipants(teacher,mentor,students)haveaccesstoelectroniccommunicationviae-mentoringwebportal
• Groupmentoringtakesplaceinblendedcombinationofelectronicgroupchatandforumdiscussions,incombinationwithin-persongroupmeetingswiththeclass.
Exampleprogram:
ComputerTechnologiesProgramE-MENTORINGPROJECTWITHTHECALIFORNIASCHOOLFORTHEDEAF(CSD).Thispilotprojectallowsstudentstoexploretechnology-relatedcareerswithmentorsinaclassroom-basedgroupsettingusingablendedmixofe-mentoringandin-personmeetingswithstudents.AllCSDfreshmenareenrolledinacareerdevelopmentclassaspartoftheschool’stransition-to-workprogram.Studentsaresplitintosixdifferentclasses,andeachclassofstudentsismatchedwithamentorinvolvedinatechnology-relatedcareer.Theclassinstructorhaswoventhementorshipexperienceintothecareerdevelopmentcurriculum.Students,mentorsandteacheraretrainedinthePartnersOnline(POL)software.POLemail,chatandtalkfeaturesareinstrumentalingettingstudentsusedtobusinesscommunication,whilebeingusedastoolstoexploretechnologycareersthroughe-mentoring(ComputerTechnologiesProgram,2005).
Choosingamentoringmodelcanbeachallengingdecision.Asyouhaveseenfromthischapter,therearemanymodelstochoosefromandeachhasitsownadvantagesanddisadvantages.Whenmakingyourdecision,somethingstoconsidermaybetheageandgeographyofyourtargetpopulation,theoutcomesyouaremostinterestedin,andyourpotentialreferralsourcesformentorsandmentees.Theremainderofthechapterswillwalkyouthroughthestepstostartandmaintainyourmentoringprogram.
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BestPracticesforMentoringYouthwithDisabilities3-1
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Best Practices for Mentoring Youth with Disabilities
ChapterOneshowedevidence
thatmentoringprograms
canyieldimpressiveresults.
However,researchhas
shownthatprogramsmustbe
structuredandimplemented
effectivelyinordertohave
impact.Thischapterpresents
bestpracticesforsuccessfulmentoringprograms.Whilethis
chapterfocusesontraditionalone-to-onementoringbetween
anadultandayouth,manyoftheideasareapplicableto
otherstypesofmentoringaswell.Thebestpracticesaredrawn
fromPYD’stwentyyearsofexperienceimplementingeffective
programsforyouthwithdisabilities,fromMENTOR/National
MentoringPartnership’s“ElementsofEffectivePractice,”and
fromstudiesofothersuccessfulmentoringprogramsacrossthe
country.Bestpracticesaregroupedaccordingtothenecessary
structuralelementsofaneffectivementoringprogram.Chapter
Threeendswithsomeadditionalbestpracticesformentoring
programsforyouthwithdisabilities.
Chapter3
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BestPracticesforMentoringYouthwithDisabilities3-2
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Best Practices for Recruiting
Manyprogramsreportthatrecruitmentisoneofthemostimportantactivitiestheydo.Makesurethatyoudonotunderestimatetheamountoftimeitwilltaketobuildrelationshipswithreferralsourcesandpublicizeyourprogramwithinyourcommunity.Also,keepinmindthatifyouragencyisnewtoservingyouthwithdisabilities,itwilltaketimetolearnaboutcommunityresourcesrelatedtodisabilityaswellasnetworkwiththesedisability-specificagencies.Belowaresomesuccessfulrecruitmentstrategies.
Use word of mouth to recruit program participants, especially mentors.
• Encouragethementorsinyourprogramtorecruitnewmentorsfromtheirfriends,family,co-workersandacquaintances.Studiesshowthatwordofmouthisthemosteffectivewaytorecruithigh-qualitymentors.
• Tryhostinga“bringafriend”event,wherementorsbringindividualswhoareinterestedinlearningmoreaboutmentoring.
Use mass media advertising, such as local Public Service Announcements, to recruit youth.
• Studiesshowthatmassmediaadvertisingrecruitsmorepotentialmenteesthanmentors.
Identify sources of potential mentors and mentees in your area, and concentrate your efforts on those sources.
• Foryouthwithdisabilities,someideasforsourcesincludeprivatespecialeducationschools,parentadvisorygroups,healthcareproviders,specialeducationdepartmentsinpublicschools,andsocialserviceagencies.
• Foradultswithdisabilities,someideasforsourcesincludelocalemployers,IndependentLivingCenters,StateVocationalRehabilitationagencies,associationsandlocalchaptersofvariousdisabilityorganizations,localreligiousdenominations,volunteerorganizationsandvolunteerfairs,andChambersofCommerce.
• Createamailinglistwithsources’contactinformation.Keepthisupdated.
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BestPracticesforMentoringYouthwithDisabilities3-3
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Employ marketing techniques when creating and disseminating program information.
• Designattractive,eye-catchingpromotionalliteratureanddisplays.
• Advertisebydistributinginexpensiveusefulitemssuchasmagnets,pensandnotepadsemblazonedwithyouragency’swebsite,logoandphonenumber.
• Designalternativeformatsofyourrecruitmentmaterials,suchasfliersinlargeprintandinBraille.
Promote your program in-person whenever possible.• Createabrief,persuasivespeechtorecruitprogramparticipants.
• Contactsourcesofpotentialprogramparticipantsinyourareapersonallyviaphone.Sendpromotionalliterature;thenarrangetospeaktothegroupbrieflyaboutyourprogram.
• Remembertobringpromotionalliteratureandadvertisingitemstodistributetopotentialrecruitsafteryoudeliveryourspeech.
• Lookforopportunitiesatalltimestotellothersaboutyourprogram.Rememberthatwordofmouthisthemosteffectiverecruitmenttool.
Design a written recruitment plan to keep track of your efforts.• Listthesourcesyou’lltargeteachmonthandtherecruitmentmethodsyouplantouse
foreachsource.Frequentlyupdatetheplanasyouconductrecruitmentefforts.
• Includeyourentirementoringprogramstaff/agencystaffinrecruitmentactivities.Askeveryonetokeeptrackofhis/herefforts.
“Utilizingthe‘ElementsofEffectivePractice’fromMENTOR/NationalMentoringPartnership,willensurethatyourmentoringprogramisanappropriateresponsetotheidentifyingneedofyourchildrenandyouth.It’saboutthesafetyformentorsandmenteesandtheeffectivenessofthementoringrelationship.”-NancyAnderson,ExecutiveDirector,MaineMentoringPartnership
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BestPracticesforMentoringYouthwithDisabilities3-4
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Best Practices for Screening
Screeningiscriticaltothesuccessofyourmentoringprogram.Thoroughscreeningcanservethefollowingpurposes:
• increasethechancesthatpotentialparticipantsareappropriatefortheprogram
• reducethelikelihoodofanunsafeenvironmentforyourmentees
• protecttheagencyfromlegalliability
• protecttheprogram’sreputation
Therefore, it is important to follow best practices for screening, including:
Initiate the screening procedure with a brief conversation in person or by phone.
• Beginbyfullyexplainingyourprogram’smissionandguidelines.
• Makesureprospectivementors,mentees,andmentees’parent(s)/guardian(s)understandtheprogram’sexpectationsandarewillingtomakethetimecommitment.
• Choosepotentialmentorswhounderstandthattheirprimaryresponsibilitywillbetodevelopafriendshipwiththementee(Sipe,1999).
• Beupfrontwithprospectivementors.Letthemknowthattheprocessofmentoringmightbedifficultandsomewhattime-consuming.Askthemhowtheywillfitmentoringintotheirschedules(Sipe,1999).
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BestPracticesforMentoringYouthwithDisabilities3-5
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Conduct personal interviews with program applicants. • Requireprospectivementees’parent(s)/guardian(s)tobepresentatmenteeinterviews
ifpossible.
• Interviewapplicantsattheirhomesifpossible.Thisallowsprogramstaffaglimpseofapplicants’lifestyles.
• Interviewersshouldexplainthementoringprogramindepthagain,answeringanyquestionsfullyandmakingsurethatapplicantsunderstandthescreening,trainingandmatchingprocess.
• Askprospectivementeestofilloutanapplicationduringtheinterview.Havementees’parent(s)/guardian(s)signconsentforms.
• Prospectivementorsmayfilloutanapplicationbeforeorduringtheinterview.
Design program applications for potential mentors and mentees to be as comprehensive as possible.
• Collectallnecessarydemographicandbackgroundinformation.Askmentorsandmenteestodescribetheiridealmentormatchpartner.Documentanyhealth-relatedconcernsorneededaccommodations.
• Askmentorsandmenteestosignastatementagreeingtomeetprogramlengthandtimerequirements.
Require mentees’ parent(s)/guardian(s) to sign consent forms.
• Formsshouldaddresslegalconcerns,confidentiality,releaseofmedicalinformationandresponsibilityformentormatchsupervision.
• Youmayconsiderhavinganattorneyreviewyourconsentformspriortotheiruse.
Require prospective mentors and mentees to sign forms agreeing to abide by program rules and regulations.
• Rulesshouldarticulatefrequencyofcontactandlengthofthematch.
• Firmpoliciesshouldbeinplaceregardingunsupervisedcontact;for example,noovernightvisits.
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BestPracticesforMentoringYouthwithDisabilities3-6
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Ask prospective mentors to provide contact information for at least three references.
• Atleastonereferenceshouldbeanemployerifpossible.Otherreferencesshouldknowtheapplicantwell,butnotbefamilymembers,significantothers,orsomeoneemployedbythementor(i.e.,aPersonalCareAttendant).
• Createareferencecheckquestionnairedesignedtogaugetheapplicant’ssuitabilityforthementorrole.Askpertinentquestionsabouttheapplicant’shistoryandcharacter,includingquestionsabouttheapplicant’sintegrity,honesty,follow-through,abilitytoworkwithyouth,alcoholand/ordruguse,anddrivinghabits.Conductreferencechecksviaphoneorinperson.
Conduct a criminal history background check on all prospective mentors prior to accepting them into your program.
• Thereareseveraltypesofbackgroundcheckstochoosefrom,includingstatebackgroundchecks,federalbackgroundchecksanddrivinghistorychecks.
• Statebackgroundchecksaredonebyastateagency.Foralistofstateagenciesprovidingbackgroundchecks,seehttp://www.nonprofitrisk.org/csb/csb_crim.htm#apndxb.Thecostassociatedwithstatebackgroundchecksvariesfromstatetostate.
• FBIchecksarethemostcomprehensivebecausetheyarecompletedusingfingerprintsandincludebothconvictionsandarrests.Theyarenormallycostly,butcanbeobtainedfor$18.00throughapilotprogramcalledSafetyNET.Mentor:NationalMentoringPartnershipisoneagencyhelpingtopilotthisprogram.Formoreinformation,seehttp://www.mentoring.org/safetynet/.
• Forinformationaboutobtainingadrivingrecord,contactyourlocalDepartmentofMotorVehicles.Byreviewingadrivingrecord,youcanobtaininformationaboutdrivinginfractions,suchasDUIs.Thismaybemorerelevantforyourprogramifyourmentorswillbetransportingyouthinthementor’scar.
• Whendecidingwhichbackgroundcheck(s)youwilluse,thereareseveralthingstoconsider,suchascost,liability,andsafetyofyourmentees.Youmaydecidetoconsultwithanattorneywhenmakingthisdecision.
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After the interview, have the staff member(s) who conducted the interview fill out an applicant assessment form.
• Questionsonassessmentformsshouldasktheinterviewertocommentontheapplicant’ssuitabilityfortheprogramandtodescribecharacteristicsofanidealmatchpartner.
Best Practices for Training
Programsshouldprovidecomprehensivetrainingforallmentorspriortobeingmatched.Manyprogramsalsoprovidetrainingformentees.Trainingiscriticaltoensurethatparticipantsunderstandprogramexpectationsandrules,andareprovidedideasforgoalsandactivities.Bestpracticesfortrainingincludethefollowing:
Provide comprehensive, in-person training for mentors.• Requirenewmentorstoattendatrainingsessionbeforebeingmatchedwithamentee.
• Offertrainingsessionsfrequentlyandatconvenientlocationsandtimes.Makesureyourtraininglocationisphysicallyaccessible.
• Createatrainingmanualorbindertodistributetonewmentors.Includematerialsfromthein-persontraining,programguidelinesandexpectations,mentoringprogramstaffcontactinformation,ideasforaccessiblementorandmenteemeetings,andcommonfrustrationsandsuggestionsforovercomingthem.Mentorsmayusethisinformationthroughouttheirmentoringrelationship.Createalternateformatsofyourtrainingmaterials,suchaslargeprintandBrailleoptionsandprovideelectronicversionsofyourmaterials.
• Tosupplementyourtrainingofferings,createanaccessibletrainingthatyourmentorscanaccessonline.
• Offerperiodicrefreshertrainingsformentors,ormentorsupportgroups,tomakesurethey’reupdatedonthelatestprogramrequirements,toaddressconcernsandquestionsandtoprovidenewideasandresources.
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Topics to Cover During Training Sessions
Mentoring program requirements, guidelines and expectations.
• Makesurementorsknowexactlywhatyouexpectofthem.
• SomeofPYD’sguidelinesincludethefollowing:noovernightvisits,eachparticipantisresponsibleforhis/herownmoneyneededforanactivity,andmentorsandmenteesshouldcontacttheirassignedagencyrepresentativeshouldtheyhaveanyconcerns.
What it means to be a mentor.• Mentorsshouldhaverealisticexpectationsabouttheirmentoringrelationshipand
aboutwhattheywillbeabletoaccomplish.
The stages of a mentoring relationship.• Explainthatinordertoaccomplishanygoalsthroughmentoring,mentorsmustfirst
establishatrustingfriendship,andthatthiswilltaketime.Friendshipsarebuiltinstages.
• Informmentorsabouttheobstaclestheymayfaceduringeachstageoftherelationshipandprovideideasaboutovercomingthem.
Diversity issues and disability issues such as disability etiquette, disclosure, and abuse.
• Donotassumethatmentorswillhaveknowledgeofdisabilityissues.Evenifamentorhasadisability,thatdoesnotmeanhe/shehasinformationregardingalldisabilities.Youmaywanttoutilizeorganizationsintheareathathaveknowledgeofdisabilitytraining.LocalIndependentLivingCentersmayprovideagoodplacetostart.
• Addressissuesanddifferencesposedbyvisibleandinvisibledisabilitiesandhowtheymayimpactamatch.
• Addressracialandethnicdiversityissues.
• Exploreotherdifferencesthattheremaybebetweenamentorandmentee,suchassocioeconomicstatus,primarylanguage,educationlevels,etc.
• Forinformationregardingabuseissues,contactyourlocal(city/state)entitythatdealsspecificallywithissuesrelatedtoabuseofpersonswithdisabilities.
• Formorespecificdisabilityresources,seetheResourceListattheendofthisguide.
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Ideas and resources.• Givementorssuggestionsforaccessibleactivities,andresourcestohelpmenteesset
andachievegoals.
• Makesurementorsandmenteesunderstandthatactivitiesshouldbefreeorlowincost.Providesuggestionsforlocalactivities.Manylocalmuseums,theaters,andzooswillprovidefreeorreduced-costticketstomentoringprograms.Ifyoucangathertickets,youcanprovideamentorandmenteeticketsfortheirfirstactivity.
Make sure to cover Critical Attributes of Effective Mentors presented below.
Critical Attributes of Effective Mentors• Mentorsmustmakeacommitmenttobeingconsistentanddependable.Mentors
mayhavetodotheworktokeepthementoringrelationshipgoingattimes,suchasinitiatingcontactandschedulingmeetings.Mentorsshouldestablishboundariesandexpectationsaboutthefrequencyofcontactthatthementorcancommittointhelong-term(Sipe,1999).
• Mentorsmustrespecttheirmentee’sviewpoint(Sipe,1999).
• Mentorsmustbegoodlisteners.
• Mentorsshoulddiscovertheirmentee’sinterestsandinvolvetheyouthinplanningactivities.
• Mentorsmustunderstandthatmenteesneedtohave“fun”andincorporatethatneedintomentoringactivities(Sipe,1999).
• Mentorsshouldgettoknowthementee’sfamilyandestablishacomfortlevelwiththem,butnotgettooinvolvedwiththefamily.Mentorsshouldneverbecomethemediatorinafamilyconflict.Itisnotthementor’sroletocoachtheparentonparentingorgetintoconfrontationswiththeparent(Sipe,1999).
• Mentorsshouldseekoutthehelpandsupportofmentoringprogramstaff(Sipe,1999).
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Provide a brief training for your new mentees. • Holdin-persongrouptrainings,in-personone-to-onetrainingsorinteractiveonline
trainings.
• Coverprogramrulesandrequirements.Makesurementeesknowwhatisexpectedofthem.
• Explainwhatitmeanstobeamentee.Makecertainmenteeshaverealisticexpectationsoftheirmentors.
• Addressconfidentialityanddisclosureissues.
• Addresssafetyissuesanddiscusswhomtheyouthshouldcontactifaproblemshouldarisewiththementor.
Best Practices for Matching
Makingasuccessfulmatchcanbechallenging.Aswithanyrelationships,therearemanyreasonsthattwopeople“click.”Thoughtfulmatchingcanincreasethelikelihoodthatthematchwillwork.Therefore,itisbettertotakethetimeneededtofindtherightpartnerforaparticipantratherthanrushingandpairingtwopeopletogetherwhohavelittleincommon.Herearesomestrategiestoconsiderwhenmatching:
Remember that youth who share many things in common with their mentors are more likely to be satisfied with their matches.
• Trytomatchyouthandadultswithseveralthingsincommon,suchassimilarhobbiesandcareerinterests.
• Ifyourprogrammakesone-to-onematches,trytomatchyouthandadultswholiveclosetooneanother.Itwillbeeasierforthemtospendmoretimetogether.
• Matchingayouthandanadultwithsimilardisabilitiescanbeespeciallymeaningful,butshouldnotbethesolefactorinmakingamatch.PYDhasfoundthatyouthmatchedwithasuccessfulrolemodelwithasimilardisabilitydisplayincreasedindependentlivingskills,increaseddisabilitypride,andgreateroptimismregardinghisorherfuture.However,itmaybeimpracticalordifficulttomatchbasedonsimilardisability.Therefore,explorecross-disabilitymatchingormatchingbasedonothersimilaritiessuchasinterests,hobbies,and/orcareeroptions.
• Considertheimportanceofraceandethnicitywhenmakingamatch.
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Before arranging for a mentor and mentee to meet for the first time, call them to give them a description of their potential match partner.
• Callthepotentialmentorfirsttomakesures/hestillhastimetobematched.Describethepotentialmenteeandhisorherinterests,andseeifthementorisinterestedinpursuingthematch.
• Callthepotentialmenteenext,andmakecertaintospeaktothementee’sparent(s)/guardian(s).Checktoseeiftheyouthisstillinterestedinparticipatinginthementoringprogram,thendescribethepotentialmentorandseeifthementeeandhisorherparent(s)/guardian(s)wouldliketopursuethematch.
• Exploreallissuesthatcouldbecomebarriersinthematch.Remember,itisbettertonotmatchthentohaveamatchterminateearlybecauseofincompatibility.
Once the potential mentor and potential mentee express interest in being matched, schedule an initial match meeting.
• Trytospeakwiththeyouthtoprephim/herforthemeetingandlethim/herknowwhatwillbetakingplace.
• Trytoschedulethematchmeetingattheyouth’shome.Thiswillmaketheyouthandhis/herparent(s)/guardian(s)morecomfortable,andwillensurethatthementorknowshowtogettotheyouth’shome.
• Requirethefollowingpeopletobepresentataninitialmatchmeeting:amentoringstaffmember,atleastoneofthementee’sparent(s)/guardian(s),thementeeandthementor.
• Thementoringstaffmembershouldcoverprogramrequirementsandguidelinesanddiscussmatchsupervisionandfollow-upprocedures.
• Thestaffmembermaywanttofacilitatediscussionbetweenthementor,menteeandthementee’sparent(s)/guardian(s)tomakesuretheybecomeaswellacquaintedaspossible.Firstmeetingscanbeawkwardandabitintimidating.
• Askthementorandmenteetoexchangecontactinformation.Makesurethementorisawareofanyofthementee’shealthconcernsornecessaryaccommodations.
• Havethementorandmenteediscussgoalsfortherelationship.
• Leavethementorandmenteewithalistofideasforactivities.Youmaywanttosolicitfreeticketstolocalattractionstodistributeatinitialmatchmeetings.
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• Askthementorandmenteetopickadate,timeandplacefortheirnextmeeting.Youmaywanttoencouragethemtomeetatthementee’shomewhenparent(s)/guardian(s)arepresentforthefirstfewinteractionssotheparent(s)/guardian(s)cangettoknowthementor.
Keepinmindthateverymatchmeetingisuniqueandrequiresflexibility,soitishelpfultohavenewemployees“shadow”severalmatchmeetings(atleastthree)beforeattemptingoneonhis/herown.Sometimesayouthmayfeelinhibitedbyhavingaparentpresentandmaynotactlikehim/herself.Itmaymakesensetostartthemeetingwitheveryone,andthengivetheyouthandmentortimetotalktoeachotherawayfromthegroup.Developingamatchmeeting“checklist”ratherthana“script”willenablestafftoremainflexiblewhilestillaccomplishingthenecessarygoalsofthematchmeeting.
Best Practices for Match Supervision/Follow-Up
Regularmatchfollow-upisabsolutelycriticaltothesuccessofmatchesandtheultimatebenefitsofyourprogram.Followingthesestrategiescanassistyouwithconstructingaclearfollow-uppolicy:
Do not underestimate the importance of regular follow-up.
• Mentoringprogramstaffmustsupervisematchestomakesuretheyaremeetingregularlyandthattherelationshipsarepositive(Sipe,1999).
• Catchingproblemsearlyandprovidingsupporttomentorsandmenteesiscrucialforhelpingthemovercomeobstacles(Sipe,1999).
• Regularfollow-upmayhelpkeeptroubledmatchesfromdissolving(Sipe,1999).
For efficient follow-up, keep program participants’ files up-to-date. Record new information, such as a change of address or phone number, on a regular basis.
Keep a match supervision schedule to remind staff when to contact each match.
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Conduct match supervision activities on a regular, frequent basis.
• Followuponcepermonthifstafftimeallows,especiallyinthebeginningofmatchrelationships.Onceperquartermaybesufficientformorematurematchrelationships.
Make match supervision as personal as possible. Contact mentors and mentees via phone or in person.
Design a follow-up form to help guide the conversation during match supervision.
• Askpertinentquestionsintendedtohelpthestaffmemberascertainthehealthofthematchandifthegoalsofthematcharebeingattained.
• Aftertheformhasbeenfilledout,fileacopywiththementor’sandmentee’sparticipantfiles.
Address any issues that arise during match follow-up as soon as possible to keep matches running smoothly.
Best Practices for Participant Retention
Despiteyourbestefforts,sometimesparticipantschoosetoleavetheprogram.Manytimesachoicetoleavemayberelatedtoexternalissues,suchasafamilycrisisorgeographicmove.However,othertimesaparticipantmayfeelunsatisfiedwiththeprogramorhisorhermatchrelationship.Belowaresomestrategiestoincreaseparticipantretention:
Keep adults and youth informed about where they are in the stages of the screening and matching process.
• Sendpostcards,makephonecalls,and/orsendemailstoletthemknowwhenthey’vebeenacceptedintotheprogram.
• Periodicallysendupdateswhilethey’reonthewaitlist.
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Organize and offer support groups for mentors.• Holdamonthlysupportgroupatalocalcoffeeshoporpizzaparlor.
• Encouragementorstoexchangeideasanddiscussfrustrations.Staffandothermentorscanprovidesupportandsuggestions.
• Ifyourprogramhasawebsite,offerasupportgroupforumorchatfeature.Thisisagoodplaceforprogramstafftoposthelpfultipsandtopics.
Host periodic group recreational activities for mentors and mentees.
• Holdeventsatlowornocostvenuesifpossible.
• Trytohosteventsonceperquarter.Thisisagreatchanceforallofyourprogram’smentorsandmenteestogettoknowoneanother.PYD’srecentactivitieshaveincludedatriptotheMuseumofFineArts(themuseumarrangedanaccessiblebehindthescenestour),ashowatWheelockFamilyTheater(theyprovidedaudiodescriptionforourvisuallyimpairedparticipants),abaseballgameatFenwayPark,atriptoalocalzoo,andapizzaparty.
• Askprogramstafftousetheeventsasopportunitiestooverseematchesandlookforanynoticeableproblems.
• Makesureallactivitylocationsarephysicallyaccessible.Askactivitylocationsaboutaccessibleseatingoptionsandotheraccommodations.
Best Practices for Closure
Manyprogramsoverlooktheimportanceofclosuretotherelationshipandtheprogramingeneral.Somerelationshipswillendnaturallyandsomewillendmoreabruptly,butallendingsshouldbeaddressedbythementoringstaff.“Goodbyes”canbeawkward,difficult,orevenpainfulforsomeindividuals;thereforeitisimperativetoprovidelotsofsupporttothementorandmenteeduringtheprocess.Belowaresomestepstobetakentoensureasmoothclosure.
Ensure that mentee and mentor understand the commitment involved in the mentoring relationship, and the length of time the mentoring relationship will last.
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Ensure that the mentor and mentee know what steps to take if one of them cannot continue in the relationship.
• Addresstheseissueswhentrainingbothmenteeandmentorandduringthematchmeeting.
Develop a closure procedure or closure guidelines to ensure consistency among staff’s approach to closure once the relationship comes to a natural conclusion or if one person must end the relationship early. The procedure should lay out the following guidelines:
• Encouragethementorandmenteetospeakwiththementoringstaffpersonassoonasoneofthemknowsthathe/shewillnotbeabletocontinueintherelationship.
• Encouragethementortobegintheclosureconversationearly,bysayingthingssuchas,“Youknow,intwomonths,theprogramwillbeover.Canyoubelievewehavealreadybeenmatchedthewholeschoolyear?Itmakesmefeelsadthatwewon’tseeeachotherregularlyanymore,butIfeelsoluckythatIhadthechancetoknowyou.”
• Provideideasforclosureactivitiestothementor,suchasexchangingcards,drawingapictureoftheirfavoriteactivity,orenjoyingaspecialmealtogether.
• Includeaclosuremeeting,inwhichthementoringstaffperson,mentor,andmenteemeettodiscusswhatwilltakeplaceoncetherelationshipends.Willthementorandmenteecontinuetocommunicate?Ifso,how?Willtheyjustsendholidaycardsonceayearorwilltheyemailonceamonth?Maybetherewillbenocommunicationatall.Remindthementorthathe/sheshouldnotagreetoanythingthathe/sheknowshe/shewillnotbeabletodo.
• Setupseparateexitinterviewswithboththementorandmenteetogiveeachanopportunitytodiscusshis/herexperiencesinthementorprogram.Thismaybeanappropriatetimetohaveanyevaluationoftheprogram(surveys,post-tests,etc.)completed.
“Itiscrucialtobaseyourmentoringprogramonbestpracticesinthefield,whichincludeprovidingcarefulscreening,thoughtfulmatching,andstructuredsupportandtrainingtoyourmentorsandmentees.”-ReginaSnowden,ExecutiveDirector,PartnersforYouthwithDisabilities
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Best Practices for Involving Parents/Guardians
Parents/Guardiansplayanimportantroleinmentoringprograms.Keepingtheminvolvedandawarewillincreasethelikelihoodthattheyouthparticipantshaveasafeandrewardingexperience.Belowaresomewaystokeepparents/guardiansinvolved:
Work with parents to involve them in the mentoring process. • Includeparentsintheinitialyouthinterviewinordertoexplainthementoringservices
tothem,discussthegoalsofthementoringrelationship,andgaintheirpermissionfortheirson/daughtertoparticipate(especiallyifyouthisundertheageof18).
Value parent input when determining the best mentor to match with the youth.
• Parentshavegoodintuitionaboutthetypeofmentorthatwouldbethebestfitfortheirsonordaughter.
• Parentsareabletoshareaspectsoftheirsonordaughter’sdevelopmentthatmaybeimportanttoconsiderwhendeterminingthetypeofmentorormentoringprogramthatwouldworkmosteffectively.
Encourage parents to provide close supervision of one-to-one mentor match relationships and to alert staff if problems occur.
• Encourageparentstomeetandinteractwiththeirsonordaughter’smentoronaregularbasistoassesshowthementormatchisgoing,provideinformationtomentorsontheirsonordaughter’sneeds,andtoprovidesafetyguidelines.
• Haveparentscontactyoudirectlyshouldtheyhaveanyconcernsabouttheiryouth’smentoringexperience.
• Contactparentsregularlytoseektheirinputandguidanceregardingtheiryouth’sinvolvementinthementoringprogram.
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Provide supports and trainings for parents. • Askmentorstoshareresourceswiththeparentsofmenteesinorderfortheparentsto
havemoreinformationregardingissuessuchasindependence,recreation,educationandcareers.
• Considerofferingparenttrainingsandsupportgroupswhereparentscancometogetherwithotherparentstolearnaboutresourcestohelptheiryouthandfamilies.Topicssuchastransition,adultservices,disabilityrights,andemploymentoptionscangiveparentsmoreconfidenceandknowledgetohelptheiryouthachievetheirgoals.
Include parents in program evaluation activities. • Askparentstoprovideinputabouttheiryouth’sprogresssincebeginningthe
mentoringprogram.Parentsareoftentheonestonoticethesignificantchangesintheyouth’sbehaviorandattitudes.
Best Practices for Mentoring Programs for Youth with Disabilities
Startingamentoringprogramforyouthwithdisabilitiesorcommittingtomakingyouralreadyexistingmentoringprogramaccessibletoyouthwithdisabilitieswilltaketimeandresourcestoensurethatyourprogramisready.BelowaresomebestpracticesPartnersforYouthwithDisabilitieshasfoundtobesuccessfulformentoringprogramsforyouthwithdisabilities.
Establish a clear structure for serving youth with various kinds of disabilities.
• Handledisclosureofdisability-relatedinformationcarefully.
• Systematicallyusereasonableaccommodationssoyouthandmentorscanparticipatefullyintheprogram’sactivities(i.e.,personalcareassistants,signlanguageinterpretation,etc).
• Keepinmindthatdisabilitiesvarywidelyamongyouth.Whatworksforoneyouthmaynotworkforanotheryouthwithadifferentdisability.
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Provide appropriate disability-related training to all program staff.
• Besuretohaveregulartrainingsforallstaff.Itisimportanttokeepstaffabreastofnewresources,communityagenciesandresearchinthedisabilityfield.Often,localorganizationsthatspecializeinspecificdisability-relatedservicescanprovideinformationand/orresourcesforyourtrainings.PotentialplacestogatherinformationmaybeIndependentLivingCenters,VocationalRehabilitationServices,transportationservices,andadaptiverecreationalprograms.
Fully cover disability-related issues during mentor training. • Usefollow-ups,refreshertrainingandmentorsupportgroupstoaddressanydisability-
relatedquestionsorconcerns.
Mentors should encourage discussion of disabilities as a part of the mentoring relationship.
• Amajorgoalofmentoringprogramsforyouthwithdisabilitiesisforyouthtobecomecomfortablediscussingtheirdisabilitiesandadvocatingforthemselves.
Make sure mentors and mentees communicate regularly.• Youthwithdisabilitiesmaybemorelikelytohaveexperiencedfailedrelationshipsand
lackofadultguidance.Asaconsequence,theymaybecomefrustratedandwithdrawfromthementoringrelationshipiftheydonotcommunicatewiththeirmentorsonafrequent,ongoingbasis.Therearemanywaystokeeptherelationshipconnected,evenifitbecomesmoredifficulttophysicallyconnect.Ideasforremainingconnectedincludefuncards,phonecalls,emails,andpostcards.Encouragethementorstocontactthementeeswhentheyseeatopicorreadaboutanarticleinthenewspaperoramagazinethattheyfindinterestingandthattheythinktheirmenteewouldenjoyhearingabout.Also,encouragethementorstofindtopicsofinteresttoboththementorandmenteethattheycanexploretogether(science,technology,culturalevents,music,sports,etc.)andusethattopicasabasefromwhichtodeveloprapportorgettoknoweachotherbetter.
• Encouragethementorstonotbecomediscouragedwhentheymayfeelinadequateabouttheamountoftimetheyareabletocommit.Encouragethemtousevariouswaystoremainconnectedandbycreatingaqualityexperienceinthetimetheyareabletomeet.
Ensure that your program is physically and programmatically accessible to all youth.
• Considertheaccessibilityofyourwebsite,recruitmentmaterials,physicallocation,traininglocations,activities,interviewprocedures,andevaluationprocedures.
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E-Mentoring
Thischapterwilldiscuss
onlinementoringprograms
ingeneralandwillshare
acasestudyofthe
PartnersOnlineProgram,
whichtakesthetypical
e-mentoringmodeltoa
newlevelbycombining
one-to-onewithgroupmentoringthroughasecureInternet
website.Byexaminingthismodelindetail,wewilladdress
manyofthebenefitsandchallengesposedbyonlinementoring
programs.Inaddition,wehavecreatedseveralappendicesthat
specificallyaddressthePartnersOnlinetechnologyifyouare
interestedinreplicatingtheprogramforyourownorganization.
Chapter4
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History of Online Mentoring Programs
AmericaOnline(AOL)andNetscapeplayedinstrumentalrolesinrevolutionizingthewaypeoplecommunicatetotranscendgeographyandtime.In1985,AOLextendedtheuseofemailtothegeneralpublic.Priortothisperiod,emailusehadbeenlimitedtoscholarsandscientistsatinstitutesofhighereducationandgovernmentlaboratories(P.B.Single&R.M.Single,2005).Onecanassumethatinformalmentoringtookplaceamongresearchersandscientistswhohadaccesstoemail.In1994,NetscapeintroducedtheWorldWideWeb,whichmadeitpossibleforonepersonorinstitutiontosuddenlycommunicatewithabroadandunknownaudience(e.g.,theabilitytomakeyourprojectorprogramknowntoanyonewhocouldaccesstheWorldWideWeb).
Intheearly1990s,anumberofe-mentoringortele-mentoringprogramsstartedupthankstothisnewandinexpensivecommunicationmedium,butthefirstfederallyfundede-mentoringprogramwastheTelementoringYoungWomeninEngineeringandComputingProject.Thismentoringprojectwasdeveloped
byEducationDevelopmentCenter’sCenterforChildrenandTechnologywithNationalScienceFoundationfundingin1994andranfor5years.Thisprogramwasdistinctinthatitwasastructuredmentoringprogramwithoutcomesbasedevaluation.Thegoalwastodeterminewhethere-mentoringwasaneffectiveoptionformentoringhighschoolfemaleswithaninterestinengineeringandcomputing(P.B.Single&
R.M.Single,2005).Manyyoungwomendonothaveaccesstothesefemalerolemodelswithinthecontextofhighschool,theirneighborhoods,oreventheirfamilies.E-mentoringwasseenasawaytotapintoanetworkandengageintheseimportantmentoringrelationships.Thisearlyprogramlaidthefoundationfore-mentoringprogramsanddefinedseveralprogramcomponentsthatarenowdeemedcriticalforsuccess(Bennett,Hupert,Tsilalas,Meade,&Honey,1998;P.B.Single&R.M.Single).
Sincethisproject’sfoundingin1994,hundredsofe-mentoringprojectshaveemerged.Thiscreatesanimpressiveneedforbestpracticesine-mentoringtobeestablishedanddisseminated,especiallyforyouthwithdisabilities.
“PartnersOnline(POL)allowsustobeverycreativeinthewayswecanoffermentoringservicestoyoungpeoplewithdisabilities.Inaworldthatisincreasinglymobileandbusy,POLisatoolthatexpandspossibilitiesformeaningfulcommunicationbetweenyouthandadultrolemodels.”-JosephQuinn,MentorshipProjectCoordinator,ComputerTechnologiesProgram,Berkeley,CA
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Exploring Different Online Mentoring Models
Therearemanydifferentonlinementoringmodels.Thesemodelshaveseveralnamesincludinge-mentoringandtele-mentoring.E-mentoringhastakenonameaningofmentoringthattakesplaceviaemail.However,foralltheseprograms,thecommondenominatoristhatcorrespondencetakesplaceelectronicallyratherthanface-to-face.Inthisguide,werefertoallprogramsthatuseelectroniccommunicationmediumsasOnlineMentoringprograms.Listedbelowareafewofthemostcommonmodels.
One-to-One Mentoring via Email: Inthismodel,amenteeismatchedinaone-to-onerelationshipwithamentorandtheyuseemailtocorrespondregularly.Oftenthismodelisemployedinaschool-basedorworkplacesettingwithafocusoncareermentorsormentorswhoassistwithclassprojects.
AsampleprogramisConnectingtoSuccess,aprogramthroughtheNationalCenteronSecondaryEducationandTransitionattheUniversityofMinnesota(InstituteonCommunityIntegration,2005).
Peer-to-Peer Mentoring/Group Mentoring via Listservs: Inthismodel,participantsagainuseemailtocommunicate.However,youthandmentorsareregisteredtoalistservwhichallowsadiscussiontotakeplaceviaemailamongallregisteredusers.Inthismodel,ausersendsanemailtothelistservaddressandalluserscanreadandrespondtothegrouportotheindividual.Typicallytherelationshipisonementortomanymentees,withthedistinctionthatmenteescanalsoadviseandtalkwithothermentees.
AnexampleofthismodelisUniversityofWashington’sDO-ITprograms(DO-IT,2005).Formoreinformation,visitwww.washington.edu/doit.AnotherexampleisUniversityofTexasatAustin’sFourDirectionsElectronicMentoringProject(FourDirectionsElectronicMentoringProject,2005).
Online Mentoring via an Online Community:ThisisanewmentoringmodelemployedbythePartnersOnlineprogram(PartnersOnline,2005),whichblendsone-to-oneandgroupmentoringviaasecureInternetwebsite.ThePartnersOnlinesiteincorporatesdiscussionforums,groupchats,privatemessagesandotherfeatures.One-to-onementoringtakesplaceviaprivatemailand“talk-one-on-one.”Groupmentoringtakesplaceviadiscussionforumsandgroupchatswhichenablementeestocorrespondwiththeirpeersandothermentors.TovisitPartnersOnline,gotowww.pyd.org/partnersonline/.
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Benefits of Online Mentoring
Whenitcomestomentoringyouthwithdisabilities,obstaclesrelatedtotransportation,geographicdistanceandhealthmayhinderasuccessfulmatch.Forexample,coordinatingface-to-facemeetingsmaybedifficultifeitherthementorormenteedoesnothaveaccesstotransportationtomeetinperson.Manyworkingadultsalsofinditdifficulttofitregularface-to-facemeetingsintoanalreadybusyschedule.Inthesecases,onlinementoringmayofferseveralbenefitsovertraditionalface-to-facementoringmodels.Thesebenefitsincludethefollowing:
• Electroniccommunicationcircumventstransportation,geographicorhealthobstacles
• Technologyempowersthosewhoare“non-verbal”andenablesthemtouseassistivetechnologytocommunicatedirectly,ratherthanthroughaninterpreter
• Usingcomputersencouragesindependenceandresourcefulnessinyouththatwillassisttheminschool,theworkplaceandthecommunity
• Onlinementoringcanbeeasieroptionforqualifiedmentorswhoarenotabletomakethetimecommitmentofface-to-facemeetings
• Asynchronouscommunicationmediums,suchasemailanddiscussionboards,allowmentoringtotakeplaceanytimeofthedayornight
Inadditiontotheaforementionedbenefits,participatinginanonlineGROUPmentoringprogramallowsparticipantstoderivethefollowingbenefits:
• Abilitytoconnectwithpeerswhosharesimilarexperiencesreducessenseofisolation
• Youthlearnfromavarietyofmentorandpeerexperiencesandcanfindresourcesasneededastheygrowup
• Youthhavetheopportunitytomentoreachother(peermentoring)andpracticeself-expressioninamorepublicforum
• Oneadultcanmentorseveralyouthifprogramhasashortageofmentors
• Someindividualsmaybedifficulttomatchintraditionalone-to-onerelationships
• Not“time-sensitive”–youthgetanswerstoquestionsandsupportwhentheyneedit;theydon’thavetowait
• Withdiscussionforums,participantscanreviewpastdiscussionsorcontinuethem
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• ParticipatinginaprogramlikePartnersOnline,whichincludeschatanddiscussionforumcapabilities,allowsuserstochoosetheirpreferredcommunicationstyleformentoring(e.g.,someyouthareshyaboutpostingindiscussionforums,butlovetoparticipateinlivegroupchats).
Research Findings about the Impact of Online Mentoring for Youth with Disabilities:
Evaluatingtheimpactofonlinementoringcanposequiteachallengeforavarietyofreasons.Forone,theprogramdesignandgoalscanvarytremendously.Additionally,theimpactcanvarymarkedlybasedonfactorssuchastheparticipants’age,relativematuritylevel,andintellectualcapabilities.Whenitcomestoprogramsthatserveyouthwithdisabilities,manymore
variablesarethrownintothemix,dependingonthenatureofthedisabilityandtheyouth’sfamilysituation.Lastly,thenatureofthementoringrelationshipcanvarytremendouslyfromprogramtoprogram.Forexample,mostotheronlinementoringprogramshaveateacherorcoordinatormonitoreveryemailexchangebetweenmentorandmentee.Formostparticipants,thiswouldplaceabarriertoachievingintimacy.Amenteemight
feeluncomfortablediscussingadifficultfamilysituation.Forthesereasons,itisextremelydifficulttoconstruct“controlled”studieswhichcompareanun-mentoredversusmentoredgroup,orfindmuchquantitativedataabouttheimpactofonlinementoring.
Thereismuchresearchonmentoring“bestpractices,”whichisincorporatedthroughoutthisguide.Forexample,researchsuggeststhat“themoreane-mentoringprogramcanfacilitatefrequentandregularcommunicationamongtheparticipants,thenthemoresuccessfulwillbetheprogram”(P.B.Single&R.M.Single,2005,p.10).AsdiscussedinChapter7,foryouthwithdisabilitiesmentoringcanimpactmanyofthegoalsandskillsassociatedwiththetransitionprocesssuchassucceedingacademically,developingcareerawareness,acceptingsupportwhiletakingresponsibility,communicatingeffectively,overcomingbarriersanddevelopingsocialskills.
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Thoughthefinalanalysisisnotyetcomplete,PYDobtainedthefollowingresultsthroughinterimprojectsurveysadministeredtoPartnersOnlineparticipants:
90%ofrespondentsstatedthatPartnersOnline“hashelpedthemfeelmoresupportedbyandconnectedtootherpeopleand/orfamilieswithdisabilities.”
87%statedtheyhave“becomemoreawareofresourcesthatwouldhelpthemorsomeoneelse[they]knowbecomeindependent”throughthePartnersOnlinesite.
83%statedthey“feltmoreconfidentaboutusingcomputers,theInternet,and/orparticipatinginonlinecommunitiessincejoiningPartnersOnline.”
97%said“theywouldrecommendthePartnersOnlineProgramtosomeoneelsewithadisability.”
Inmorepersonalways,theprogramhashadatremendousimpact.Onementeesaidabouthismentor,“Hesharesmyinterests.It’snotjustthatwe’rebothdisabled…I’mawriterandsoishe.Helooksatmywritingandgivesmebooks,ideasandtechniquestoimprovemywriting.”AnotheryouthsaidaboutparticipatinginPartnersOnline:“IusuallyvolunteeralotandIwanttodoasummerjobatcampthisyear.ItalktocertainpeopleonlinewhohavethesamekindofdisabilityasIdoandwetalkabouthowtoadvocateforourselvesandhowtogetjobs.”
Online Mentoring Program Design
Themostcriticaldecisionisselectinganappropriateonlinementoringprogramdesignwithspecificgoalsfortheyouthaswellasplannedactivitiesandinfrastructurethatwillsupportthosegoals.AccordingtotheNationalMentoringPartnership(2005),youngpeoplecanbenefitfromane-mentoringprogramthataccomplishesthefollowing:
• Focusesonacademicachievement,careerexplorationordevelopmentofasupportiveandnurturingrelationship
• Spansanentirecalendaryear,schoolyear,ortimeperiodofseveralyears
• Askstheironlinevolunteerstosendjustoneortwoemailsaweekoronethatcallsforvolunteerstospendseveralhourseachweekcommunicatingwithyouth
• Isacurriculum-basedprogramthatmatchesyouthone-to-onewithanindividualmentororprogramthatmatchesentireclassroomsofstudentswithmentorsfromasingleworkplace
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Requirements to Develop and Run an Online Mentoring Program
Contrarytomanypopularassumptions,runninganeffectiveandresponsibleonlinementoringprogram,whetheritisthroughemail,alistserv,oranonlinecommunity(combinationofdiscussionforumsandchat),requiresanequalamountofeffortasatraditionalmentoringprogram.Inparticular,screeningmentorsforanonlinematchshouldbejustasthoroughasforatraditional,face-to-facematch.PleaserefertoChapter3,“ElementsofEffectiveMentoringPrograms,”forbestpracticesinmakingone-to-onematches.SingleandMuller(2001)definea“structurede-mentoringprogram”asonethatprovides“trainingandcoachingtoincreasethelikelihoodofengagementinthee-mentoringprocessandreliesonprogramevaluationtoidentifyimprovementsforfutureprogramsandtodeterminetheimpactontheparticipants”(p.108).Supportingthisdefinition,theNationalMentoringPartnership(2005)hasdevelopedcomprehensiveguidelinesforrunningresponsiblee-mentoringprograms.BasedonPYD’sexperienceandresearch,aswellasinformationfromtheNationalMentoringPartnership,e-mentoringprogramsshouldincludethefollowing:
1. A statement of purpose and long-range plan that includes• Programdetails:who,what,why,where,whenandhowactivitieswillbeperformed
• Assessmentoforganization’sreadinessandcapacitytocreateandsustainqualitye-mentoringprogram;inputfromconstituents,staff,funders,volunteers,community
• Realistic,attainable,adaptableandeasy-to-understandoperationalplan
• Goals,objectives,timelinesandaccountabilityforallaspectsoftheplan
• Fundingresourceandsustainabilitydevelopmentplan
• Staffingplanthatincorporateshumanserviceandtechnologyexpertisewithdefinedrolesandresponsibilities
• Annualassessmentofoperationalplan
• Programevaluationplan
2. Technology Implementation Strategy that includes • Communicationsystem(e.g.,email,listserv,discussionforumsoftware)appropriateto
goalsoftheprogramanditsparticipants(NationalMentoringPartnership,2005).
• Communicationsystemthatissafeandreliablefortheparticipants(NationalMentoringPartnership).
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• Determinationofthetechnologyrequirements,rolesandresponsibilitiesofpartnerorganizationsandprogramparticipants(NationalMentoringPartnership).
• Policiesregardingprivacyandsecurityofprogramparticipants’dataandcommunication(NationalMentoringPartnership).
• Methodforarchivingemailstomeetthesafetyand/orevaluationneedsoftheprogram
3. Safety measures for young people and mentors that include • Establishmentofacodeofonlineconductguidedbycommonsense,basicetiquette
andmutualrespect
• Adherencetorulesandlawsthatapplyinface-to-facementoring,aswellasthoseuniquetoonlinementoring,suchasChildren’sOnlinePrivacyProtectionActof1998(COPPA)
• Establishmentofguidelinesandpermissionsinordertogovernyoungpeople’sappropriateandsafeaccesstotheInternet.
• Comprehensivebackgroundchecks,screeningandtrainingofmentors
• Confidentialitypolicyofprogram
4. Marketing and Recruitment Plan for both mentors and youth that includes
• Strategiesthatreflectaccurateexpectationsandbenefits
• Yearroundmarketing
• Targetedmessageandrecruitmentstrategiesforyouthandadults
• Targetedoutreachonbehalfofyouths’needsandinterestsforsuitablematch
• Recruitmentviamultiplemediaincludinglistservs,newsletters,press,andconferences
• Recruitmentviacollaborationswithotheragencies,schoolsandbusinesses
5. Separate orientations developed for mentors and young people that include
• Programoverview,includingmissionandgoals
• Expectationsandrestrictions
• Descriptionofeligibility,screeningprocess,logisticsandsuitabilityrequirements
• Descriptionofhowtechnologyworksandwhatequipmentisneeded
• Levelofcommitmentexpected
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• Benefitsandrewardsofparticipation
• Summaryofprogrampolicies,particularlythosethatgovernprivacy,reporting,communicationsandevaluation
• SafetyandsecurityarounduseoftheInternet
6. Eligibility screening for mentors and young people that includes
• Applicationprocessandreview
• Referencechecksformentorswhichincludecharacterreferences,childabuseregistrycheckandcriminalrecordschecks
• Sustainabilitycriteriathatsatisfyprogrammissionandneedsoftargetpopulationincludingpersonalityprofile,skills,geographic,genderandculturalrequirements,previousvolunteerexperience,motivationforvolunteering,accesstoandexperiencewithtechnology,academicstanding
• Successfulcompletionoftrainingandorientation
7. Strategy for matching mentors and young people that includes
• Developmentofmatchguidelinesbasedongender,age,disability,languagerequirements,availability,needs,interests,geography,lifeexperience,temperament
• Determinationwhetherinitialmatchmeetingwillbedoneinpersonoronline
• Commitmentbyallparticipantstotheconditionsofthematchandthementoringrelationship
8. Program Training Curriculum for mentors and mentees that includes
• Qualifiedprogramtrainers
• Programorientation,includinggoalsofprojectandhowtogethelpifneeded
• Participationrequirementsandexpectations
• Activitiesthatbuildcommitmenttotheprogram
• Skillsdevelopment;end-usertrainingtousecomputer,Internetorselectedtechnology
• Codeofconduct
• Cultural/heritage/disabilitysensitivityandappreciationtraining
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• Do’sanddon’tsofmanagingtherelationship
• Roledescriptionsforprogramparticipants
• Supportmaterialsandproblem-solvingresources
• Guidelinesforhowtogetthemostoutofprogram
• Suggestionsonhowtogetthementoringrelationshipstarted
9. A monitoring and evaluation process that includes • Pre-definedaswellasconsistentandregularcommunicationswithstaff,mentorsand
youngpeople
• Trackingsystemforongoingassessmentandtodetermineusageofcommunicationsystem
• Writtenrecords(i.e.,casenotesonparticipants)
• Programevaluationsurveysatspecificintervalstodetermineusersatisfactionandprogramimpact
• Stafffollow-upprocedures
• Inputfromstakeholderssuchascommunitypartnersand/orfamilymembers
• Rationalefortheselectionofthemonitoringstrategyoverotheravailablemodels
10. Sustaining the Program (support, recognition and retention):
• Provideyourmentorswithtopicstoguidediscussions
• Checkinfrequentlywithyourmentors
• Beavailabletoaddressanyconcernsraisedbymentors/mentees
• DevelopTraintheTrainerModeltohelpfieldtechnologyquestionsfrommentorsandmenteesandtoprovidein-homeassistance
• Costeffectivestrategiestokeepcoststoaminimum
• Providegamesandcontests--keepsitefreshanddynamic
• Identifyin-kindresourcesfromcollaborators,suchasPYD’srelationshipwithEasterSealsofMassachusetts(www.ma.easterseals.com)whichprovidesassistivetechnologyassessmentstoPartnersOnlineparticipants
• Partnerwithbusinessesandotherswhoareinvestedinyourwork
• Conductmentorappreciationactivities
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11. Program Evaluation and Dissemination Strategy that includes
• Multipleevaluationstrategiestomeettheneedsofallstakeholders
• Multipledatacollectionstrategies:- Intakedata- Surveysatregularintervals- Staffcompleted“progressreports”orcasenotes- Exitdata- Interviewswithprogramparticipants
• Sharingofprograminformationandlessonslearnedwithstakeholdersandbroadermentoringcommunity.
Common Challenges of Starting Up Online Mentoring Programs
Whiletheprevioussectionprovidesyouwithaminimallistofrequirementsinstartingane-mentoringprogram,itisworthhighlightingthefollowingconsiderationsandchallengeswhichPYDhaslearnedinimplementingandreplicatingPartnersOnline.
Ittakestimetogetstarted—keepinmindthatitcantakeupto6-12monthstogetyourapplications,necessaryconsentformsandcriminalbackgroundcheckingcapabilitiesinplacebeforeyoucanevenbegintorecruitparticipants.
TrainingandSupportingend-users—ifyouwillbeworkingwithinexperiencedcomputerusers,orelecttouseatechnologysimilartoPartnersOnline’schat/discussionforumsoftware,youwillneedtodevotesomeresourcestotrainingandprovidingend-userassistance.
Addressingassistivetechnologyneeds—manyyouthwithdisabilitiesrequireassistivetechnologytousethecomputerandInternet,butmaynotpossessituponenrollinginyourprogram.Planforresourcesorformpartnershipstoevaluateandsecuretheassistivetechnologynecessarytoparticipateinyourprogram(Forexample,asmentionedpreviously,PYDformedacollaborationwithEasterSealsofMassachusettstoprovidereducedcostassistivetechnologyevaluations).
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Choosingatechnology—chooseatechnologythatisbothaccessible[adherestoSection508andWebContentAccessibilityGuidelines(WCAG)toensureaccessforend-userswithdisabilities]andcanbesupportedbyyourstaffresources.Someoneneedstomanagethetechnology.Thinkaboutoutsourcingifyoudon’thavethetechnicalexpertiseonstaff.
Accessibility—althoughmanywebsitespurporttobe“accessible”or“Bobby”-compliant,thewebaccessibilitystandards(availableatwww.w3.org)arelessclearfordynamicwebcontentsuchasdatabase-drivencontent,discussionforums,andchatapplications.Besuretotestsoftwarewithyourpotentialend-usersbeforeselectingitfortheproject.PYDpartneredwiththeMassachusettsAssistiveTechnologyPartnership(www.matp.org)tohelpassesswebsiteaccessibility.Otherresourcesonaccessibilityinclude:www.cast.organdwww.w3.org.
SecurityandBack-upProcedures—implementthenecessaryprocedurestoprotectthesiteorlistservfromhackers,orprogramsthatminepersonalinformationandemailaddresses.Planintheeventthatyourserver“goesdown”byimplementingaregularback-upschedule,anddevelopsecuritypoliciesforyouragencythatprotectyourclient’sdata.
Confidentiality—makesureapplicationsandcorrespondencetakeplacethroughsecurechannels,byimplementingasecuritycertificateandtransmittingInternetformsthroughaSecureSocketsLayer(SSL)thatwillencryptthecontent.Makesurenopersonallyidentifyinginformationiscontainedonaserverthatisvulnerabletoattacks.
TestforBrowserCompatibility—whenconsideringaweb-basedtechnologysolutionformentoring,keepinmindtotestthesitewithmultiplebrowsers,includingAOL,Netscape,FirefoxandInternetExplorerasthesitedesigncanbealteredwitheachbrowser,orsecuritysettingsmayinterferewithsitefunction.
Managingatechnologyproject—ifyouarenewtorunningatechnologyproject,orlackthetechnologyexpertiseinhouse,consideroutsourcingtoaprojectteamratherthanmanagingseparatecontractors.Thiswillensureonepointpersonhasaccountabilityfortheproject.
ResourcestoprovidecomputerandInternetservicesforfamilies—tryandcultivatealistofcommunityresourcesthatwillenablecomputeraccessforlowincomeparticipants.Theseincludesecuringdonatedequipmentfromcompanies,collaborationswithschools,andaccesstocomputersinlibrariesorthecommunity.
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Which model is right for you?
Thetablebelowprovidesaquicksnapshottohighlightkeydifferencesbetweenonlinementoringmodelsastheyrelatetotechnologyandstaffresources.
One-to-One GroupMentoring OnlineCommunity
Technology Correspondenceviaemail.Mentoring.orgsoftware.
RequiresListservSoftwareandHostedServer.
DiscussionBoardorCollaborationSoftware,orcustomizedPartnersOnlineSoftwareonhostedserver.
Monitoringprocedures Ateacherorprogramcoordinatormonitorsorapproveseachemailexchangebetweenmentorandmentee.RecommendMentoring.orgsoftwarewhichisanemailrelayservice,soparticipantsneednotknoweachother’semailaddresses.
Dependsonthenatureofthelistserv.Withsomelistservs,anadministratormustapproveallposts.Others,suchasDO-IT,allowallparticipantstoself-posttothegroup.Somepermitexchangesbetweenindividuals.Inthiscase,inappropriatemessagesrequiredisclosurebyrecipient.
PartnersOnlinesoftwarehasbuiltinreportingcapabilitiestomonitoruseractivity.Chatsaremoderatedand“recorded.”Administratorhasabilitytocheckmailexchangesifalertedtoinappropriateconduct.Administratorcanalsorestrictorrevokemembershipifuserisinappropriate.
Activitiestofostermentor-menteeexchanges
Providementorswithconversationideas.
Initiatediscussiontopics;providementorsandmenteeswithideasandencouragethemtoinitiatetopics.
Initiatediscussiontopics;trainmoderatorstomanage/monitorcertaindiscussion“themes.”Schedulefrequentchatevents,conteststostimulateparticipation.
StaffDuties Recruitment.Reviewapplicationsandenrollparticipants.Makematches.Install/configurementoring.orgsoftwareonserver.Managevolunteers.
Technologyexpertisetomanagelistserv.Recruitmentandoutreach.Seeddiscussionthreads.Reviewapplicationsandenrollparticipants.Managevolunteers.
Recruitmentandoutreach.ReviewapplicationsandenrollparticipantsTrainparticipants.Manageandfacilitatediscussionforumsandchats.Technologyexpertisetosupportend-usercomputer/softwarecompatibilityproblemsandworkwithdeveloperifnecessary.
BestPracticeInformation
ConnectingtoSuccessProgram,www.ici.umn.edu/ementoring
DO-ITProgram,UniversityofWashington,www.washington.edu/doit
PartnersforYouthwithDisabilities,www.pyd.org
Hopefully,younowhaveabetterideaofthemodelsavailableandtheconsiderationsinsettingupanonlinementoringprogram.ThenextsectionprovidesaspecificcasestudyofPYD’sPartnersOnlineprogram.
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Partners Online Case Study
GenelleCampbell,NationalMentoringDirectorofPYD,interviewsEleanorAxelrod,TechnologyProgramDirector,aboutthePartnersOnlineprogram.
WhatledPYDtocreatethePartnersOnlineProgram?Canyoutellmethevisionbehinditandhowitgotstarted?
PYDwasfoundedin1985andhada16-yearhistoryofrunningone-to-oneandgroupmentoringprograms.Sincewewerepioneersindisabilitymentoring,wereceivedmanyinquiriesfromotheragenciesandstateslookingtoreplicateourprogram.Unfortunately,wewerelimitedtoservingyouthandformingmatchesintheGreaterBostonarea.
Becauseoftheobstaclesposedbyface-to-facemeetingsandgapsbetweenget-togethersinourgroupmentoringprograms,wehadseenmentorsandmenteesbegintouseemailandchatroomstotalkwitheachotherratherthan
thephonetocommunicate.Wealsohadanumberofyouthwhocouldnotparticipateinourprogramsduetohealthortransportationissues.TwoPYDstaffmembers,BradParmenter,PYD’sPeerLeadershipProgramCoordinator,andMaureenGallagher,PYD’sDeputyDirector,begantothinkaboutthepossibilityofdevelopinganonlinementoringprogramthatcouldtranscendthesebarriers,servemanymoreyouth,andcreateawayforyouthandmentorstogettogethermorefrequently.
Nottoolongafterthevisionforanonlinementoringprogramcameabout,welearnedaboutafundingopportunitythroughtheTechnology
OpportunitiesProgram(TOP)oftheU.S.DepartmentofCommerce,NationalTelecommunicationsandInformationAdministrationthatprovidedseedgrantstoorganizationswantingtodevelopcreativetechnologysolutionstoaddresscommunityneed.PYDappliedforagranttoTOPandfortunately,in2001,wasawardeda3-yearmatchinggrantof$439,000todevelopPartnersOnline.ThegoalwastousetheInternetandassistivetechnologytoovercomegeographicandlogisticalobstaclestomentoringforyouthwithdisabilities.Ourvisionwastocreateasafesecureonlinenetworkwhereparticipantscoulduseavariety
“IfeellikeithasgivenmeachancetoreachouttopeoplethatInormallywouldn’thavebeenableto.Ihavechattedwithpeopleofallagesaboutalldifferentsubjectsandbridgedgapsandonlineitdoesn’tmatter.Youareabletofindcommongroundwhereintherealeverydaylifebeyondtheinternetitmightnotseemcool.Iloveit.Itislikeapartofmyeverydaybeing.Icheckthesiteatleastonceaday.IbelievewehaveavoicebecauseofPartnersOnlineandwecanallgainsomuchfromoneanother.”-PartnersOnlineYouth
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oftoolstocorrespondincludingemail,discussionforums,groupandone-on-onechat.Ourmentoringmodelincorporatedone-to-onematches,groupmentoringandaseparateparentmentoringcomponent.Akeycomponentofthegrantwastodevelopaprogramreplicationcapabilitysowecouldbetterfieldthenationwidereplicationinquirieswereceived.
MitsubishiElectricAmericaFoundationprovideduswithatwo-yeargranttoworkontheprogramreplicationandevaluationcomponentsofthegrant.DuringthecourseofthegrantwealsosecuredsupportfromotherfoundationsincludingTheBostonFoundation,theMillbankFoundation,YawkeyFoundation,MCJFoundation,andOracle.
HowdoesPartnersOnlinecomparetoPYD’straditionalmentoringprogram,MentorMatch?
Therecruitmentandprogramenrollmentprocessisverysimilarbetweenthetwoprograms.Mentorsandmenteesmustadheretoaone-yearprogramcommitmentandthesamefrequencyofcommunicationrequirements.Thekeydifferenceisinthepreferredcommunicationstyle,thefrequencyofface-to-facemeetings,andtheageoftheyouth.PartnersOnlinematchesmustcommunicate1-2timesperweekviaemailorchat,andareencouragedtoseeeachotherface-to-faceatleast3-4timesperyear.Youthmustbeages14-24.MentorMatchpairstalkonthephoneonceperweekandseeeachothermonthly.YouthintheMentorMatchprogramareages6-22.
Intermsofscreeningrequirements,allmentorsgothroughthesamerigorousinterview,criminalbackgroundandreferencechecksforbothprograms,andallyouthwhodesireaPOLmentorarealsointerviewedbyPYDstaff.
ThekeydistinctionisthatPartnersOnlineparticipantsjoinanonlinementoringnetworkandhaveaccesstootherpeersandmentors.OtherPYDgroupmentoringprogramparticipantsaswellasMentorMatchyouthelecttoparticipateinthePartnersOnlineprogram.SomeyouthevenparticipatesolelyinthePartnersOnlinegroupmentoringcomponentratherthanbematchedone-on-onewithamentor.Theseyouthcancompleteanonlineapplicationinlieuofanin-personinterview.Inaddition,PartnersOnlineprovidesaParentMentoringcomponentwhereparentsofyouthwithdisabilitiescanlogintoaseparateareaandexchangeinformationandsupport.
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HowdoesPartnersOnlinecomparetotheGroupMentoringthattakesplacethroughListservs?
WithListservs,conversationsgorighttoyouremail.Dependingonthelistserv,themessagescanbegroupedintoadailyorweeklyemail,oryoucanreceiveanindividualmessageforeachresponse.Thisoffersconvenience,butthedrawbacksarethatpeoplesometimesfeelinundatedwithmessagesfromthelistserv,andmanyprogramsdonotofferawaytoarchiveandaccessolderdiscussions.Thismeansnewparticipantscan’taccessrelevantexchangesthathappenedinthepast(Yahoo!Groupswouldbeanexceptionasitprovidesanarchivefeature).WithPartnersOnline,thebulkofthegroupmentoringoccursviadiscussionforumsinwhichthetopicsandconversationsarearchived.Tojoinaconversation,usersmustlogintothePartnersOnlinewebsiteatwww.pyd.org/partnersonlinewheretheycanperusebotholdandnewtopics.Usersmayalsoparticipateina“realtime”groupchat.PartnersOnlineisuniqueinthatitblendsone-to-oneandgroupmentoringandoffersaparentsupportcomponent.Thementoringrelationshipsthattakeplaceare:
• MenteetoMentee
• MentortoMentee
• MentortoMentor
WhatarethebenefitsofthePartnersOnlineMentoringModel?
ForPYD,PartnersOnlinehashadseveralbenefits,includingthefollowing:3Itallowsustoenrollandbeginservingyouthrightaway,ratherthanhavingthem
remainonawaitinglistuntiltheyarematched.
3Itisanotheroptionforyouthwhomayproveespeciallychallengingtomatcheitherduetothenatureoftheirdisability,wheretheylive,orlackofaccesstotransportation.
3Itenablesyouthtomentorotheryouthandreceiveacknowledgement.Teenscanbeexcellentproblemsolversanditdevelopsconfidencetoseetheiradviceorinsightswellreceived.
3Itreducesisolationbecauseayoungpersoncanlogonandaccessanetworkoffriends.
3Itisnotlimitedbygeographyortime—amentororyouthcanaccessPartnersOnlineanytimeoftheday(ornight)andpostaquestionorresponse.
3Itprovidesaninstantnetwork—someonewithinPartnersOnlinehasprobablygonetothatuniversitytheyouthisinterestedinattendingorknowssomeonewhohasanexpertiseinacertainfield.
• MentortoParent
• ParenttoParent
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3Sinceitoperates24/7,PartnersOnlinefillsindowntimebetweenface-to-facementoringmeetingsandevents.
3ItenablesPYDstafftogettoknowandserveyouthbetter,tohaveabetterunderstandingoftheactivePartnersOnlineyouthandtoprovidespecificscholarship,competitionorrecreationalinformation.
3Groupchatsallowustoprovidefun,educationalandinteractive“workshops”onavarietyoftopicswithouthavingtoleavehome.
3ItallowsustoservetheentirestateratherthanjustBoston.Infact,wehaveacceptedsomeyouthfromoutofstate.
Whatstepsdidyoutaketosetupasafeandsecureonlinementoringprogram?
Weperformedaninformalriskassessmentandcameupwithworstcase“whatif”scenarios.Throughthisexercise,werealizedthatthreatstothesafetyandsecurityoftheparticipantscamefromtwopossiblesources.Onewasthe“internalthreat”--amentor,youthorstaffpersoninternaltotheprogram.Theotherwasan“externalthreat”--someonenotconnectedtotheprogram,butwhocouldpossiblygainaccesstotheclientorclientinformationorcompromisetheprogram,suchasahacker.It’simportanttofocusonminimizingallrisksratherthanassumingthereisa“zero-risk”approach.
Toprotecttheprogramfrom“internalthreats,”wetrytoscreeninappropriatepeopleoutandthenarmparticipantswithanescalationprocedureifthereisinappropriatebehavior.Ourstrategyincludesthefollowing:
• Screeningparticipantsthoroughly
• ImplementingaCodeofOnlineConduct
• Restrictingaccesstoemailaddressesandfullnames(UserscorrespondwitheachotherviaaPartnersOnlineUserIDandcannot“view”emailaddresses)
• ProvidingInternetsafetytraining(e.g.,notdisclosingpersonallyidentifyinginformation)
• Involvingparentsandobtainingparentalconsentifyouthisunder18
• Monitoringtheonlinecommunitybyreadingpostsandtranscripts
• Reactingpromptlytooffenders--sendingapersonalreminderaboutappropriateconductandrevokingprivilegesifconductpersists
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Toprotecttheprogramfrom“externalthreats”weemployedthefollowingstrategies:
• Implementedstandardtechnologyprecautions—suchasasecuritycertificatethroughVerisign[athirdpartyCertificationAuthoritywhichauthenticatestheserverpriortoestablishinganSSL(SecureSocketsLayer)connection].Formoreinformationonthistopic,readSecretsandLies,byBruceSchneier.
• RegistrationsreviewedandactivatedbyPartnersOnlineadministratorratherthanself-activated.Allowinguserstoself-activatetheiraccountsprovidesinstantaccessandgratification,butyoualsoruntheriskofinappropriatepeopleorfakeaccounts.
• EliminatedpersonallyidentifyinginformationfromPartnersOnlinetechnology.Applicationstotheprogramarehandledseparatelyso,evenifsomeonegainedaccesstothePOLdatabase,therewouldbenoinformationofinterest.
• Selectedadedicatedhostingoptionwithatrustedthirdpartywhowouldmonitortheservers.
• Selectedanddevelopedsoftwaresolutionscreatedinprogramminglanguagesthatarenottypicallytargetedbyhackers.
• Trainedusersinselectingmoresecurepasswordsandkeepingthemconfidential.
Whatwasthegreatestobstacleyouencounteredduringtheproject?
Thegreatestobstaclewasthelackoftrulyaccessible(Section508compliant)commercialsoftwareapplicationswhichcouldbeusedforouronlinementoring“network.”Weevaluatedusingsomesortofclientsoftwareforcommunicationpurposes,butfoundthatmostwerenotcompatiblewitheveryoperatingsystem,andwedidn’twanttoexcludeourMacintoshusers.Forthatreason,welookedforaweb-basedsolution.However,websitesthatretroactivelycheckforSection508compliancestillhavehugeusabilitygapsforusersofscreen-readersandscreenmagnifiersduetothewebsite’schoiceofnavigationanduseofpop-upmenus.Weevaluatedvendorsthatwere“Bobby-compliant”(adheretoW3CstandardsforaccessibilityandSection508).Thoughtechnicallyaccessible,thesewebsitesweren’t“usable”tomanyofourparticipants.Oftenthestandardsweren’tappliedtodynamiccontentandapplicationssuchasdiscussionforumsandchats,makingthemunusable.
Forthatreasonweusedanopen-sourceBulletinBoardSolution,phpBBandmodifiedthedesignandapplicationlayerstomakeitfullyaccessible.Wethenhiredatechnologyfirm,XIGroup(www.xigroup.com)todevelopcustomizedchatandtalkapplicationsandintegratethemwithphpBB.Itwasn’tuntilthesecondyearoftheTOPgrantthatXIGroupwashiredasthefirstyearfocusedontestinganumberofothersolutions.Inretrospect,moreeffortwasspent
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tryingtoaddressthesetechnologyissues,whichleftlessresourcestofocusoncultivatingtheprogramandonrecruitmentuntilthelastyearandahalfofourfederalgrant.
Towhatextentdidyousticktoyouroriginalplan?
Thereweretwokeychanges,orevolutionsofthoughtthatoccurredwiththisproject.Sincethefocusofthegrantwasoncuttingedgetechnology,theoriginalplancalledforimplementingour“mentoringnetwork”throughaVPN(VirtualPrivateNetwork)andemployingBiometricSecurityDevices(devicesthatusesecurityoptionssuchasfingerprintsinsteadoftypedpasswords).WediscoveredthatBiometricdevicesarenotaccessibletoall(e.g.,auserwho
isquadriplegic)andthatimplementingaVPNrequireddownloadingandinstallingclientsoftwaretoeachend-usercomputer.Wewouldeffectivelyberesponsibleforcomputerdesktopsupport,andthatunrelatedcomputeractivitiesbyourend-usersortheirfamilymemberscouldcompromisethenetwork.Inshort,pursuingaweb-basedsolutionforournetworkwouldrequirefarlessstaffresources.
Theoriginalplanalsocalledforhostingandmanagingthenetworkourselves.Welearnedthatthecostoftheserversandeffortrequiredtomanagethemwasfarmoreburdensomethanadedicatedhostingsolution.Intheend,XIGroupworkedwithPYDtodevelopthePartnersOnlinetechnologyandhostedit,whichgaveusonepointofcontactforanytechnology-relatedissues.Whilethevisionforthenetworkremainedthesame,weadjustedhowthatnetworkwouldbedeployed.
WhatdidPYDlearnaboutmanaginganonlinementoringcommunity?Didyourexpectationsevolveduringtheproject?
Despitetheblendingofone-to-one,groupandparentmentoring,ourfocusgoingintotheprojectwasontheone-to-onementoringcomponent.Weanticipatedseeingthemostresultswithyouthwhowerematchedinone-to-onerelationships.Consequently,ourentireevaluationdesignandprojectdeploymentschedulefocusedonthematchedyouth.Oncethetechnologywasdeployed,weconcentratedonenrollingmentorpairsfirst.Weenrolledapproximately25matches,butwesawlittleactivitytakingplaceuntilwedecidedtobeginenrollingyouthwaitingtobematchedalongwithmatchedpairs.
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Thesurprisewasthatthegroupmentoringworkedmosteffectively.Wesawthatyouthwerespendingmoretimeconnectingwithpeersandparticipatingindiscussionforumsthanexchangingemailswiththeirmentors.WesawyouthprovidingwonderfuladvicetooneanotherandrealizedthatPartnersOnlinecouldfillavitalrolebyservingyouthwhowerewaitingtobematched.WealsobeganintegratingPartnersOnlineintoourothersite-basedgroupmentoringprogramssuchasMakingHealthyConnectionsandcreatedspecificdiscussionforumsandchatroomsforthoseusers.Welearnedthatittakesacriticalmassofuserstostartgeneratingdiscussions,soitworkedbettertoenrollalargegroupofunmatchedyouthratherthanpairbypair.
Thoughnotinouroriginalevaluationplan,wecreatedaspecialgroupmentoringevaluationsurveytoassessthetrendswewereobservingandbeganincorporatingchangesbasedonthefeedback.Welearnedthatparticipantscrave“meetingnewpeople”butappreciatethesafetyofPartnersOnline.Participantsalsoexpressedthatgroupmentoringcreatedalesspressuredsituationthanone-on-oneemailexchangeswithsomeoneyoubarelyknow.Asaresult,webegantofocusmoreonthegroupmentoringandnowenrollunmatchedparticipantsrightaway.Ifamatchfails,oftenbothpeopleleavetheprogram.However,ifauserisparticipatinginPartnersOnlinegroupmentoring,theyaremorelikelytobenefitbystayinginvolvedintheprogram.
WhatactivitiesdidPYDdotobuildandsustainthePartnersOnlinecommunity?Howdidyougetpeopletostartusingthesite?
I’vementionedthatittakesacriticalmassofuserstostartgeneratingdiscussions.Inordertogetpeopletostartusingthesite,theyneedtoseethat,whentheyvisit,theatmosphereisvibrantandinviting.Ifanewpersoncomestoadiscussionforumandseesnoactivity,theywillleave.Weidentifiedadedicatedgroupofusersthatincludedstaff,youthandmentorstoactasforummoderatorsandberesponsibleforwritingandrespondingtouserposts.Theprogramcoordinatorwasactivelyinvolvedinrunningandmanagingthecommunity.Herresponsibilitiesincludedcultivatingandtrainingforummoderators,respondingtotopicsanddeletingoldposts.ShealsocameupwithcontestsandotherideastogivepeopleincentivestosignupforPartnersOnlineandactivelypost.
Wealsodevelopedaweeklyemailandhostedavarietyofchattopicsfromrelationshipstocareersandcollege.Wekeptanopendialogwiththeusersandencouragedthemtosuggestnewtopics.Wealsoensuredtherewasabroadrangeoftopicstoappealtoeveryone.Wewerecognizantthat,forinstance,afourteen-year-oldisn’ttypicallyinterestedincollegeandcareersjustyet.Wealsostartedaforumforuserstogiveusfeedbackonthesite,anytechnicalissuestheywereexperiencing,andideastheyhadforthecommunity.
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Whatcommunitycollaborationsandothercommunitysupportsdidyoudeveloptosupporttheprogram?
Severalcollaborationswereinstrumentalinbringingtheprogramtofruition.WedevelopedaStatewideDisabilityMentoringCouncilwithmembersfromdisabilityagencies,mentoringorganizations,stateagencies,parents,mentors,youthandstafftoadvisetheproject.Werecruitedparticipantswhohadaninterestinpromotingmentoringforpeoplewithdisabilities,couldactas
projectcollaboratorsandserveonsub-committees,andwhocouldalsopromotetheprogramamongtheirconstituents.WeformedarelationshipwiththeMassachusettsAssistiveTechnologyPartnership(MATP)whosekeyrolewastoadviseontheaccessibilityofthePYDandPartnersOnlinewebsites.EasterSealsofMassachusettsagreedtoprovidereducedcostassistivetechnologyevaluationsforourparticipantsandallowedustousetheircomputerfacilitiesforgrouptrainings.WithsupportfromMitsubishiElectric
AmericaFoundation,ComputerTechnologiesProgram(CTP)ofBerkeley,Californiawasourfirstprogramreplicationsite.Inexchangeforourprovidingthemwithresourcesandtrainingtostartacareermentoringprogram,theyprovidedend-userfeedbackonthetechnologyplatformandservedontheStatewideDisabilityMentoringCouncilwhichexpandedtoanationalcouncilinthethirdyearoftheproject.XIGroupofBaltimore,MarylandworkedwithPYDtodevelopthetechnologyplatform.Theyprovideduswithin-kindprogrammingservicesinexchangeforeducatingthemaboutaccessibility.WesecuredusedcomputerdonationsthroughOracleandindividuals.Lastly,wecollaboratedwithIndependentLivingCenters,MassachusettsRehabilitationCommission,disabilitycouncils,parentgroups,andhospitalstopromotetheprogramandrecruitparticipants.Inexchange,wepromotedtheirprogramsthroughPartnersOnline.
Howdidyoudevelopandimplementyourprogramevaluationmodelandwhatoutcomeswereyouseekingtomeasure?Whatresultswereachieved?
Asstipulatedinourfederalgrant,wehiredanoutsideevaluatortodeveloptheevaluationtoolkit.Ourevaluationplancalledforanalyzingdemographic
“Heconsidersthisprogramlikehistelephone.Heisnon-verbalandusesafootswitchtousethecomputer,andhefeelsthatthisissoimportanttohim.PartnersOnlineishishomepageanditisthefirstthinghedoeswhenhewakesup.Thisishismainwayofsocializing.Theprogramhasmadeanenormousdifferenceinhislife.”-ParentofaPartnersOnlineyouthparticipant
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intakedata,administeringyouth,parentandmentorsurveysformatchedpairs,agroupmentoringsurvey,siteusageandfrequencyofcontactdata,quarterlyprogressreportsconductedbystaff,andannualfocusgroupsorindividualinterviewstocollectqualitativeinformation.
Wewishedtodemonstrateimprovedyouthoutcomesin5keyareas:(1)increasededucation/employment/technologyskills,(2)increasedindependentliving/self-advocacyskills,(3)improvedmotivationandself-esteem,(4)improvedrelationships,and(5)increasedcommunityinvolvementandparticipationinrecreationalactivities.
Duringthecourseofthegrant,wemodifiedthetoolstobettermeasuretheoutcomeswewereseeking.Forexample,wediscoveredhowoftensomeonedoessomethingisnotanaccuratemeasureofeffectivenessorimprovement.Wealsolearnedthatmentoringtakesawhiletoshowoutcomesandthatadministeringsurveysmorethanevery6monthswasnotaneffectivemeasure.Weadministeredsurveysinpaperandelectronicformat,dependingontheclient.Toreducecostsandresourcesassociatedwithscoringdata,webeganadministeringsurveyswithanonlinetoolcalledZoomerang.
Thepreliminaryresultsfromourevaluationeffortsindicatethefollowing:
90%ofrespondentsstatedthatPartnersOnline“hashelpedthemfeelmoresupportedbyandconnectedtootherpeopleand/orfamilieswithdisabilities.”
87%statedtheyhave“becomemoreawareofresourcesthatwouldhelpthemorsomeoneelse[they]knowbecomeindependent”throughthePartnersOnlinesite.
83%statedthey“feltmoreconfidentaboutusingcomputers,theInternet,and/orparticipatinginonlinecommunitiessincejoiningPartnersOnline.”
97%said“theywouldrecommendthePartnersOnlineprogramtosomeoneelsewithadisability.”
Myfavoritequotefromayouthfollows:
“IhavelivedpartofalifewithoutPartners,anditwasaroughandtumblelife,andonethathadaveiledfuture.Partnersisaprogram,whichisalightthattearsopenshadowsthatblockyourforesightofthefuture,andthepeoplewhoworkforPartnersarethemasonsthatlaydownthebricksthatguideyoutowardsasuccessfullife.”
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HowcananotherorganizationreplicatethePartnersOnlineprogram?Whatconsiderationsshouldtheykeepinmind?
Increatingtheprogram,ourintentwastogivepeoplethetoolstoimplementtheirownversionofPartnersOnlinefromscratch.However,wehavelearnedthatittakesacriticalmassofuserstoreallygetaprogramlikethisrunning.Unlessanorganizationalreadyhasalargenumberofconstituents,thereplicationmodelwerecommendistocreateaPartnersOnlinesatellite.
Inthismodel,localsitesscreentheparticipantswhojointhePartnersOnlinecommunity.Forexample,withourreplicationsite,CTPBerkeley,theyrecruit,screenandmatchparticipantsandenrolltheminPartnersOnline.Wecreatespecialforumsforthatgroup,buttheyalsohavetheabilitytocommunicatewithMassachusettsyouthandmentors.Theyhaveimplementedaschool-basedmentoringprogram,butareusingPartnersOnlineasthevehicletocommunicatewithmentorswithongoingregularity.
WhatkindofstaffingresourcesarerequiredtorunaprogramlikePartnersOnline?
Ifyou’restartingfromscratch,youreallyneedyourlegalforms,applicationsandcriminalbackgroundcheckingcapabilitiesinplace.Youwillprobablyneed1-2full-timepeoplewhocoulddothefollowing:
• Conductoutreachandrecruitment,screeningandtrainingofend-users
• Enrollparticipantsinthesystem
• Monitordiscussions
• Assistend-usersintrainingtousethesiteortheirowncomputerapplications
• Writeweeklyemails
• Recruitandtrainforummoderators
• Designprogramactivities
• Develop/adaptevaluationsurveytoolssuitedforyourprogram
• Administersurveys
•Obtaincomputers/Internetconnectivityforlowincomeparticipants
*Note:matchingyouthone-to-onewithmentorsrequiresmorestaffresources,withthecaveatthatonestaffpersonshouldprobablynothandlemorethan25-30matchestoensureadequatesupportandfollow-up.
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Thefollowingtemplateincludesitemsthatmayfactorintoane-mentoringbudget.ThetemplatefactorsinthetechnologydevelopmenttobuildPartnersOnline,thePYDgeneralwebsiteandthecreationoftheProgramEvaluationtoolkit.Resourcesthatarerequiredtoassistreplicationsiteswerealsofactoredintothisbudget.WhilethisbudgetwilldiffersignificantlyforsomeoneseekingtosetupaPartnersOnlinesatellite,itincludesmanyoftheline-itemscommontoboth.
Sample E-mentoring Budget
• ProjectManagersalary&benefits:(includedutiesinnarrativedescriptionforallpersonnel)
• Additionalpersonnelsalary&benefits
• ProgramEvaluator(ifnotconductingin-house)
• TechnologyConsultant(toassistwithconfiguringserverorlistservtechnology)
• PersonalCareAssistants/SignLanguageInterpreters(clientaccommodationsforin-persontrainingeventsorgroupactivities)
• Marketingandpromotionalmaterials(brochures,posters,pens,magnets)
• Advertising(runningprogramannouncementsinnewsletters,magazines,etc.)
• Telephone(callstoperspectiveparticipants,youth,mentors,parentsduringfollow-up)
• Postage(forprogrammailings)
• Internetaccess(torunonlineprogram)
• ClientequipmentandInternetaccess(ifprovidingthesetoparticipants)
• Programmaterials(traininghandbooks,supplies,etc.)
• Criminalhistorybackgroundcheckfees(formentors,staffandvolunteerswhowillcomeincontactwithyouth)
• Stafftravelexpenses(tointerviewyouthandmentors)
• Conferences(forstaffdevelopment)
• Groupactivities(suchastrainings,celebration,etc.)
• Officesiterentalorgroupeventvenue(ifappropriate)
For more information about the Partners Online project, contact Partners for Youth with Disabilities at (617)556-4075 or visit http://www.pyd.org.
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Starting a Mentoring Program for Youth with Disabilities
Nowthatyou’vedecided
tostartamentoringprogram
foryouthwithdisabilities,
whatstepsshouldyou
taketoputdownasolid
foundationforfuture
success?We’vebroken
importantstart-upplanning
intoeightphasestohelpmaketheprocessabitlessdaunting.
Remembertoallowplentyoftimeforeachphase.Some
frustrationsanddelaysareinevitable,butifyoutakethetimeto
thoroughlyworkthroughthesesteps,youwillavoidpitfallsand
endupwithaneffective,sustainedprogram.
Chapter5
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Phase 1: Pre-planning
• Identifyothermentoringprogramsinyourarea.Findoutwhattypesofmentoringprogramstheyoffer,andwhatpopulationstheyserve.Trytovisittheprogramstoseehowtheyoperate.Dotheyhaveofferingsforyouthwithdisabilities?Whataboutyouthserviceproviders?Areyouthwithdisabilitiesalreadybeingservedthroughmentoringinyourarea?Ifso,shouldyouworkwithanexistingprogramtoaugmentitsservices?Ifnot,orifyou’dliketostartyourownprogramtotargetadifferentpopulationofyouthwithdisabilities(i.e.,differentagerangeorsocioeconomicgroup),couldyoucollaboratewithanyoftheseplacesforrecruiting,funding,etc.?
•Getthefactsaboutyouthwithdisabilitiesinyourarea.Askyouthserviceprovidersforstatistics.Howmanyyouthwithdisabilitiesarethere,basedonageandtypeofdisability?Gaugethenumbers,agesandneeds.Thiswillhelpyoudecidewhattypeofmentoringprogramtostartandhelpyouchoosewhichgoalstofocuson.Forinstance,yourgoalsmaybetoimprovesocialskills,academicperformance,independentlivingskills,employmentandcollegetransitioningorcombinationsofsomeorallofthese.
•Makecontactswithschools,businesses,disability-relatedagenciesandothernon-profitorganizationsinyourarea.Explainyourideaforbeginningamentoringprogram,andaskiftheseentitiesmightprovideresourcessuchasprogramparticipants,mentors,funding,in-kinddonations,and/orofficeandprogramspace.Forgeresourcepartnershipsearlyon,andtheywillhelpsustainyourprogramforyearstocome.
• Joinmentoringnetworkingorganizationssuchasyourstate’sbranchoftheNationalMentoringPartnership(http://www.mentoring.org)andtheNationalDisabilityMentoringCouncil(http://www.pyd.org).Theyprovidetrainings,ideas,andtipsandcanhelpputyouintouchwithothermentoringprogramsinyourarea.
• Ifyouarecreatingamentoringprogramwithinanexistingorganization,makesureyouhavesupportfromtheorganization’sleadershipandfromyourco-workers(Kerr,ShulzeandWoodward,1995).Enlistthemtohelpyoumakeconnections,gatherresourcesanddesigntheprogram.
• RecruitsuccessfullocalpeoplewithavarietyofbackgroundstoformanadvisorycouncilorBoardofDirectors.Makecertaintoincludepeoplewithdisabilitiesandthosewithdisabilityexpertise.Trytodraftadiversegroupwhowillconsidermanydifferentviewpoints.Askthememberstohelpsteeryourprogramasitformsandgrows.Meetregularlywiththisgroupasyoubeginyourprogram.
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Phase 2: Develop a Mission and Program Policies
•Onceyou’vechosenthetypeofmentoringprogramyou’dliketostart,thepopulationyou’llserveandthegoalsyou’lltrytoachieve,createamissionstatementforyourprogram.Itshouldembodyyourobjectivesandverybrieflystatethewayinwhichyourprogramwillachievethoseobjectives.Itwillalsobehelpfultocraftavisionstatementtoclarifyyourlonger-termgoals.Youmaymodifythevisionstatementovertime,butitcanactasaguidetokeepyouontrack.
•Developpoliciesforyourprogram.Forexample,decidehowyouwillrecruitparticipants,raisementeeachievement,retainandsupportyouthandadultparticipantsandforgepartnershipswithlocalschools,businessesandthecommunity(Miller,2002).Howwillyoudealwithissuessuchasmenteesafety,menteeormentormisconduct,disclosureofmedicalinformation,andearlymatchtermination?Writedownthepoliciesyoudevelopinapolicyhandbook.
• Begintodeveloppoliciesforprogramstaffdelineatingtherolesandresponsibilitiesofthementoringprogramcoordinator,othermanagersandalldedicatedstaff,etc.(Miller,2002).Addthesetothepolicyhandbookmentionedabove.
Phase 3: Design a Program Framework
Design a framework for your program. You may want to solicit potential mentors and mentees for input to ensure their needs will be met (Kerr et al., 1995).
•Defineyourtargetgroup.Whatagerangedoyouwanttoserve?Willyoufocusonaspecificgeographicareaand/oracertainsocio-economicgroup?Usetheinformationyougatheredduringthepre-planningphasetomakethesedecisions.
• Choosewhichmentoringmodelyouwilluse.Willthementoringbeone-to-one,group,oracombinationofthetwo?LookatChapter2fortypesofmentoringmodels.Also,setaminimumdurationformentoringrelationships.Thinkabouthowoftenmentoringactivitieswilloccurandwheretheywillhappen.
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•Developstrategiesforrecruitingmentorsandmentees.Lackofparticipationmaybeoneofthebiggestobstaclesyourprogramwillface.Itisveryimportanttofigureoutseveraldifferentworkablerecruitmentmethodsbeforeyoubeginyourprogram.SeeChapter3forrecruitmentbestpractices.
•Workoutaneffectivemethodforscreeningandselectingapplicants.Identifythequalities,characteristicsandexperiencesyouwouldprefermentorsto
possess(Miller,2002).Makesurethatrecruitmentandreferralmaterialscommunicatethesefavoredtraits(Miller).Designyourscreeningandselectionprocesstoreflectdesiredtraits,levelsofskillandcommitment(Miller).Itshouldalsohelpyouspotnegativetraitstoscreenoutunfitcandidates(Miller).Chapter3containssuggestionsforaneffectivescreeningprocess.
• Developmentorandmenteetrainings.Keepinmindthatin-persontrainingsarethemosteffective.Itisbesttogiveparticipantssometrainingbeforethey
takepartintheprogram,althoughitisalsoagoodideatoprovideongoingtrainingtoo.Youmaywanttocreateaformalgrouptrainingcurriculumandamoreinformalone-to-onetrainingprotocol.Decidethelengthoftrainingprogramsandhowfrequentlyyouwillholdthem.SeeChapter3forideasaboutwhattoincludeinyourtrainings.
• Setupaprocedureformakingmentormatches.Whatfactorswillyouconsidermostimportantwhenmatchingamentorandmentee?Similardisabilities,commoninterests,andgeographicproximityareafewthingsthatoftenleadtosuccessfulmatches.
• Settleuponamethodforintroducingnewlyformedmentoringpairs.Wherewillyouconductinitialmatchmeetings?Whoshouldattend?Howwillyouensurethatmatchesgetofftoagoodstart?SeeChapter3forsuggestions.
• Planfollow-uppracticestoputinplaceonceyou’vemadematches.Itisimportanttoallotenoughprogramresourcestofollowupwithmentors,menteesandmentees’parentsonaregularbasis.Strivetomakecontactviaphone,emailorin-personatleastonceeveryfewweeks,andplanquarterlygroupactivitiessoprogramstaffmaywatchmentoringpairsinteractinperson.Developpoliciestohandleconflictsbetweenmentorsandmenteesandtodealwithearlymatchterminationsinahealthyway(Kerretal.,1995).
“Listentothecommunity.Parents,mentors,andyouthcanguideyourmentoringprogramintherightdirection.Someofourmostsuccessfulinitiativeshavecomeaboutbecausewehavelistenedtoourconstituents.Theyneedtobeanintegralpartofplanningyourprogram.”-MaureenGallagher,DeputyDirector,PartnersforYouthwithDisabilities
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• Thinkofwaystoretainprogramparticipants.Someideasincludesettingupmentorsupportmeetingsatalocalcoffeeshopandholdingongoingtrainings,recognizingandrewardingmentorsandmenteeswithayearlybanquet,andprovidingincentivessuchaslettersand/orcertificatesofrecognition,t-shirtswithprogramlogos,andmagnetswithprogramlogos(Wunsch,1994).
• Createanevaluationandassessmentplan.Youshouldlayoutyourevaluationprocessindetailearlysinceyouneedtocollectsomedatafromparticipantsbeforetheystarttheprogramtocreateabaseline.Yourevaluationshouldmeasureoutcomestiedtotheprogramobjectivesyou’vechosen(Wunsch,1994).SeeChapter6fortipsaboutdesigninganeffectiveprogramevaluation.
Phase 4: Determine Resource Needs, Create a Program Budget and Begin to Secure Funding
•Determineyourprogram’sresourceneeds.Thesewilldifferdependingonwhetheryourprogramwillbeanewserviceofanexistingorganizationorabrandnewentity.However,allmentoringprogramsdoneedsomeofthesameresources,suchasfundsformarketing,recruitmentandtraining(Miller,2002).Staffingcostsoftentakeupthelargestportionofthebudgetcosts.You’llalsoneedfundstoprovideongoingfollowupandsupport,toevaluateyourprogram,andtomakeyourprogramaccessible.Accessibilitycostsmayincludeaccessibletransportation,signlanguageinterpretersandpersonalcareattendants,etc.
•Makecriticaldecisionsabouthowyourprogramwillfunction.Howmanystaffmemberswillyouneed?Doyouneedtoacquireofficespace?Wherewillyouholdtrainingsandothergroupevents?Whowillberesponsibleforaccountingandhumanresourcetasks?
• SeeChapter6formoredetailedinformationaboutcreatingarealisticprogrambudgetandraisingmoneytosustainyourprogram.
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You may want to use the basic sample budget below as a starting point for creating your own program budget.
Income
• In-kinddonations(suchasmentors’time)
• Publicandvoluntarygrants(governmentgrants,localgrants,etc.)
• Foundationgrants
• Corporategrants&donations(fromlocalandnationalbusinesses)
• Fundraisingevents(dinners,golftournaments,walk-a-thons,etc.)
• IndividualDonations
Expenses
• Programmanagersalaryandbenefits
• Additionalstaffsalariesandbenefits
•Marketingandpromotionalmaterials(brochures,posters,pens,magnets,etc.)
• Programmaterials(suchaspolicyhandbooks,participantandstafftrainingmaterials,officesupplies)
• Equipment(officeequipmentandmaintenance)
• Liabilityinsurance
• Criminalhistorybackgroundcheckfees(formentors,staff)
•Menteetravelexpenses(toevents-keepaccessibilitycostsinmind)
• Stafftravelexpenses(tointerviews,events)
•Groupactivities(socialevents,outings,recognitionbanquet)
• Reasonableaccommodations(signlanguage,personalcareassistance,etc.)
•Officesiterentalormortgagepayments
• Trainingandgroupeventvenue(ifofficespaceisn’tappropriate)
• Telephoneandpostage
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Phase 5: Define Program Coordinator’s Role and Hire the Best Candidate
• Yourmentoringprogram’smostimportantresourcewillbeitscoordinator(Wunsch,1994).Thesuccessofyourprogramwilllargelyrideonhowwellthecoordinatorcarriesouthis/herresponsibilities,soitiscrucialtoformulatearealisticjobdescriptionandtohiretherightpersonforthejob.Ifpossible,youmaywanttohireanassistantcoordinatortohelptheprogramcoordinatorwithhis/hermanyduties.
• Thinkaboutwhatitwilltaketokeepyourprogramrunningsmoothlyandusetheseideastogetstartedwithalistofcoordinatorresponsibilities.Herearesomepotentialideastogetyoustarted.Yourcoordinatormaydoanyofthefollowing:
3Developprogrammaterialssuchasforms,records,andtrainingmaterialsandusethemeffectivelyandefficientlytoruntheprogram
3Handlemarketingandrecruitmentduties
3Carryoutparticipantscreening/selection
3Conductmentortrainings
3Matchmentorsandmentees
3Conductmatchfollow-up
3Planandimplementgroupactivities,mentorsupportgroups,etc.
3Monitor,evaluate&makeimprovementstotheprogram(Miller,2002)
3Developandcultivatepartnerships/connectionswithotherorganizations
3Overseeuseofresourcesandmanagetheprogramcost-effectively
3Helpwithfundraising
• Onceyou’vecompletedtheprogramcoordinator’sjobdescription,you’llneedtobeginlookingforsomeonetofilltherole.Whatshouldyoulookforinacandidate?Yourbrandnewmentoringprogramwillbenefitfrombeingrunbyaself-starterwithinnovativeideas.Lookforsomeonewhoisprofessionalandwhohasexceptionalpeopleskills.Effectivecomputerandwritingskillsarenecessary.Youwillalsowanttolookforthefollowingspecificqualifications:
3asolidcommitmenttotheconceptofmentoringandofmentoringyouthwithdisabilitiesinparticular(Kerretal.,1995)
3anunderstandingoftheprocessofmentoring(Kerretal.)
3anabilitytoconductmentorandmenteeinterviewsandassessneedsandabilities
3strongorganizationalandadministrativeskills(Kerretal.)
3personalorprofessionalexperienceinthedisabilityareaandknowledgeofresourcesinthefield
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• Afteryou’vehiredyourprogramcoordinator,makesuretoprovidehim/herwiththoroughtrainingusingthepolicyhandbookyoucreated.Communicateoftenwiththecoordinatorastheprogramdevelops,andusehis/herfeedbacktomakeanynecessarychangesinprogramdesignoroperation.
Phase 6: Construct Program Systems and Produce Forms, Records and Training Materials
•Designsystemstotrackrecruitmentefforts,referrals,participantinformationandevaluationdatabeforeyoubeginyourprogram.Itisalsonecessarytocreateasystemfortrackingfundraisingandgrantwritingefforts.Donotoverlookthisstep,becausefailuretosetupsmoothsystemsatthestartwillresultinachaoticmessofinformationthatwilltaketimetosortoutlater.Youmayalsoloseparticipants,fundersanddonationsifyoucannotkeeptrackofimportantinformation.Itwillprobablybeeasiesttopurchaserecordkeepingandfundraisingsoftwareforthisstep.Youmaywanttoadaptthefollowingtipsandsuggestionsforsystemsorcreateentirelynewsystemsthatworkforyourprogram’sindividualneeds.
Totrackrecruitmentefforts:Beginbycompilingalistoflocalagencies,disabilityorganizations,schoolsandbusinessesthatmaybeabletoprovideyourprogramwithreferrals.Keepthelistupdatedwithaddresses,phonenumbers,faxnumbers,emailaddressesandcontactnames.Useacalendartocreateaweek-by-weekormonth-by-monthrecruitmentplan,selectingcertaindaystocall,emailorvisittheentitiesonthelist.Alsousethecontactlistformassmailings,etc.
Totrackreferrals:Createareferralformcapturingallnecessaryinformationforstafftofilloutwhentheyreceiveareferral.Theformmaybepaperorcomputerized.Makecertaintogatherthereferral’scontactinformation,aswellasthereferringorganization’sinformation.Youmayusethistotargetthereferringagencyagainand/ortoaddittoyourrecruitmentcontactlist.Checkthereferralformsordatabaseveryfrequently,andmakesuretofollowuponreferralsthesamedayorassoonaspossible.
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Totrackparticipantinformation:Ifatallpossible,youshoulduseacomputerdatabaseforkeepingtrackofparticipantinformation(Kerretal.,1995).Thiswillmakeiteasiertogatherdemographicdata,keeptrackoffilecompletion,createmailinglists,andgatherevaluationdata,tonameafewexamples.Youwillalsowanttokeepapaperfileforeachparticipant.Thepaperfileshouldcontaintheparticipant’sapplication,references,andpermission/consentforms.Itmayalsocontainevaluationforms,aformfortrackingyourprogram’scorrespondencewiththeparticipant,andaformfortrackingtheparticipant’strainings.
Totrackevaluationdata:Youmaytrackevaluationdataalongsidetherestofparticipantinformationbymakingasectionforevaluationdataontheparticipants’computerizedfilesorinthepaperfiles.Dependingonthetypeofevaluationyouaredoing,itmaybenecessaryforyoutokeepevaluationdataseparatefromtheparticipantfilesinordertomaintainconfidentiality.
Totrackfundraisingandgrantwritingefforts:Useafundraisingsoftwaresystemtotrackdonorsanddonations.Tosavecosts,youmaywanttocreateyourownsimpledatabasetokeeptrackofpotentialgrantfunders,proposaldeadlinedates,proposalssubmitted,grantsreceivedanddenied,andthankyouletterssent.Keepthisinformationupdatedveryregularlyandshareitwithstaffwhofundraisesotheycanupdateitaswell.
•Onceyou’vebuiltyourprogram’sfoundationalsystems,you’llneedtofilltheminwithrecordkeepingforms.Youmaywanttoasktoseeothermentoringprograms’formstogetsomeideasforcreatingyourown.Theformsmayevolveovertime,butmakesureyou’recapturingallthenecessaryinformationfromthestart.
Applicationforms:Createseparateformsformenteesandmentors,sinceyou’llneedtocapturedifferentinformationfromeachgroup.
Amentorapplicationformmaybesomewhatlikeanemploymentapplication.Itshouldgathercontactinformation;anydemographicinformationyouneedforevaluationsand/orforgrantapplications;abriefhistoryoftheapplicant’sschool,workandfamilylife;informationabouttheapplicant’sdisabilitytouseforaccessibilityandmatchingpurposes;andquestionsaboutwhattypeofyouththeapplicantwouldlikeasamentee.Itshouldalsocontainreferencecontactinformationandabriefsectionexplainingthecommitmenttheapplicantwillbeundertakingasamentorforthementortosign.Youcanmakethereferencecheckapartoftheapplicationoraseparateform.Makesuretogatherinformationfromreferencesontheformthatwillshedlightontheapplicant’sappropriatenessforthementorrole.Youmayalsowishtocreateaformforthestaffmemberwhointerviewstheapplicanttofilloutafter
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theinterview.Thestaffmembercanexpressthoughtsabouttheapplicant,theinterview,andtheapplicant’ssuitabilityonthisform.
Amenteeapplicationshouldcapturecontactinformationforthementeeandthementee’sparents/guardians,aswellasanynecessarydemographicinformation.Youmaywanttogatherinformationabouttheyouth’sschoolperformanceandexperience,relationshipswithpeersandadults,andfamilybackground.Theapplicationshouldaskquestionsabouttheyouth’sdisabilityandanynecessaryaccommodations.Itshouldalsogatherinformationabouttheyouth’spreferredtypeofmentor.
Permission/consentformsarevitallyimportanttomakeparticipantsandmentees’parents/guardiansawareofprogramrulesandpoliciesandtoprotectyourmentoringprogramfromliability.Formentees,thesemayincludea
formthatexplainsprogramrules;aformthatgivesparentalconsenttoreleasetheyouth’spertinenthealthinformationincaseofanemergency;aformthatexplainstheparents’/guardians’responsibilitytosuperviseone-to-onematches;aformforpublicityconsent;andaformreleasingyourprogramfromliability.Parents/guardiansshouldsignallformsforyouthunder18andmenteesshouldsigntheformexplaining
programrules.Formsforthementortosignmayincludetheprogramrulesform;aformexplainingprogrampoliciesprohibitingcertainactivities,suchasovernightmatchactivitiesanddrinking/smoking/usingdrugswhiletakingpartinamatchactivityandaformexplainingthepolicyondiscipliningmentees.Makesuretohavethementorsignacriminalhistorycheckformaswell.
Youwillcreateevaluationformstofityourevaluationdesign.SeeChapter6formoreinformationandsuggestions.
Participantcorrespondenceforms:Inadditiontothenecessaryformsexplainedabove,youmaywishtocreateformletterstocorrespondwithyourprogramparticipants.Theseareusefulduringthescreeningandmatchingprocess.Makeformlettersorpostcardstothankapplicantsforinterviewing,tocongratulatementorsoncethey’reacceptedintotheprogram,andtokeepintouchwithunmatchedparticipantswhilethey’rewaitingtobematched.Writealettertomailtonewlymatchedmentorsandmenteescontainingtheirmatchpartner’scontactinformationaswellastheprogramcoordinator’sphonenumberandemail.Alsocreatealettertomailwhenmatchesareterminated.Participants
“Wanttocreateandrunatopnotchyouthmentoringprogram?Effectivementoringprogramspursueastandardofexcellence,createaccountability,andevaluateallthattheydo.”-NationalNetworkofYouthMinistries
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willappreciatethecorrespondence,andhavingaformletterhandywillsaveyourbusyprogramstafftime.
• Trainingmaterials:Youwillneedtocreatetrainingmaterialsbeforeyoubeginyourprogram.Thesewillvarydependingonthetypesoftrainingyouchoosetoprovide.Youwillprobablywanttocreateatrainingmanualorfolderwithhandoutsforgrouptrainings.Youmayalsowishtoproduceashortmanualforone-to-onefollow-uptrainings.Inaddition,asyourmentoringprogramstaffgrows,itwillbehelpfultomakeastafftraininghandbook.Youmayusethistoconductstaffgrouptrainingsand/orasahandyreferencebookforstaff.SeeChapter3forhelpfulideasaboutcreatingtrainingmaterials.
Phase 7: Look into Legal Considerations
Programs serving youth encounter many legal questions along the way. Since you will be running a mentoring program involving youth with disabilities who are spending time with adults, you will need to be aware of your program’s potential liabilities. You may also need legal advice as your organization grows. It is wise to seek legal counsel in at least the following areas. Your program may have legal questions about other areas as well.
• Seeklegalcounseltoguideyouasyoudesignyourprogram.Anattorneywillbeabletospotpotentiallegalconcernsandliabilities,andwillsuggestwaystoavoidthem.Also,youwillhavetopurchaseliabilityinsuranceforyourprogram.Anattorneycanassistyouinfiguringoutwhattypeyou’llneedandmaybeabletohelpyousavemoneyonthisexpense.
• Askanattorneyortaxprofessionaltoassistyouifyouarethinkingaboutincorporatingasa501(c)(3)tax-exemptorganization.Ifyouwillbeseekinggrantfunding,youwillmostlikelyhavetobecomea501(c)(3),butitisacomplicatedprocess.Starttheprocessearly,andconsultaprofessionalforhelp.
•Havealawyerexaminetheformsyou’vecreatedforyourprogramthatwediscussedintheabovesection.Itisespeciallyimportantthatanattorneyhelpyoucreatetheliabilityforms,suchasthedisclosureandreleaseofhealthinformationform,thematchsupervisionform,andtheprogramrulesandpoliciesforms.Iftheworstcasescenarioeveroccurs,youwillwanttheseformstoprotectyouagainstalawsuit.
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• Youmayormaynotchoosetoconsultanattorneytohelpwiththis,butmakesuretoimplementareferencecheckandcriminalhistorybackgroundcheckprocedure.Thesewillhelpprotectyourmenteesandyourprogramfrominjury.
• Althoughyou’rejuststartingyourmentoringprogram,youshouldkeepthepossibilityofexpansioninthebackofyourmind.Ifyoueverdodecidetoreplicateyourprograminanothertownorstate,youwillneedlegalguidancetohelpyounavigateaddedliabilityandcontractconcerns.
Phase 8: Start Your Mentoring Program
Congratulations! You’ve made it to Phase 8 – you’re ready to start your mentoring program. All of the preparation work will pay off as soon as you make your first match. To get the ball rolling, you’ll want to take the following steps first:
• Usethemarketingandrecruitmentstrategiesyou’vedesignedtobeginspreadingthewordaboutyourprogram.Beginrecruitingparticipants,andkeepingtrackofyourrecruitmenteffortsandreferrals.
• Putyourscreeningandselectionprocessintopracticeassoonasyou’vereceivedreferrals.
• Onceyou’veselectedparticipants,holdtrainingsusingthecurriculumandmaterialsyou’vecreatedtoprepareyourmentorsandmenteesforbeingmatched.
• Don’tforgettoimplementthesystemsyou’vecreatedforkeepingtrackofparticipantfilesandtrainings.
• Beginyourevaluationprocesswiththepre-assessmentforms/toolsyou’vedesigned.
Now you know the steps involved in starting a mentoring program for youth with disabilities. This should help ensure that you have thought about the many aspects of program start-up. For more information regarding program start-up, see the Resources section at the end of the guide.
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Sustaining Mentoring Programs
Nowthattheworkofstart-uphasbeengivenappropriateattention,anincrediblyimportantquestionarises.Whatcanbedonetoensurethatthisprogramissustained?Mentoringprogramsoftenstrugglewiththefiscalissuesrelatedtostartingandsustainingamentoringprogram.Therefore,thischapterwillserveasaguidetoreinforcetheimportanceofcreatingaresourcedevelopmentplan,searchingforandsecuringgrantfunding,writingaproposal,anddevelopingarealistic
programbudget.
Chapter6
ReginaSnowden,ExecutiveDirectorofPYDandRaynaAylward,ExecutiveDirectorofMitsubishiElectricAmericaFoundation
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Creating a Resource Development Plan
Creatingaresourcedevelopmentplanisessentialtothesustainabilityandviabilityofyourmentoringprogram.Thewaytoensurethatyourprogramisabletomeaningfullyserveyouthinthefutureistoworktowardsafiscallyhealthyagency(Webster,1999).Asuccessfulresourcedevelopmentplancanassistwithputtingyouontherightpathto“fulfillyourmission,garner
sufficientannualrevenuestodothejobwell,diversifyyourfundingbase,developareserve,andplanforthelong-term”(Webster,1999,p.1).
Thischapterwillprimarilyfocusongrantsassourcesoffunding,butitisimportanttorememberthatgrantsshouldonlybepartofyourplan(NationalMentoringCenter,2002).AccordingtotheNationalMentoringPartnership(2005),themostcommonmistakementoringprogramsmakewhencreatingtheirdevelopmentplanistorelytooheavilyononesourceoffunding.Relyingtooheavilyononesourceoffundingcanputyourprogramatriskforfailure.Accordingtomanyexperts,youshouldnotexceedmorethan30%ofyourbudgetfromanyonesource.Infact,accordingtoWebster(1999,p.1)“athousandpeopledonating$10eachishealthierforyourprogramthanasingle$10,000grant.”
According to the National Mentoring Partnership (2005, How Can My Program Identify Funding Sources?), there are a variety of potentially good funding sources, including the following:
• City,county,stateandfederalgovernments
• ChambersofCommerce
• Communityandprivateorcorporatefoundations
• Individualdonors
• Majorcorporations
• UnitedWays
“OurFoundation-theonlyfoundationdedicatedexclusivelytohelpingyoungpeoplewithdisabilities-hasbeenprivilegedtoworkwithPartnersforYouthwithDisabilitiesfromtheverystart.WhenMEAFwasestablishedin1991,PYDwasalsoinitsearlystages,andourstaffwasabletolearnearlyonaboutthecriticalimportanceofmentoring.Inyearssince,MEAFhassupportedanumberofPYDprojects;we’veseethoseinvestmentsmultiplyintheimpactthementoringprogramshavehadonsucceedinggenerationsofyouth.”-RaynaAylward,ExecutiveDirector,MitsubishiElectricAmericaFoundation
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In addition to a variety of sources of funding, there is also a diversity of forms in which that funding can be provided, such as the following:
• CashDonations
• EstateGiftsorPlannedGiving
• EventIncome
• Sponsorships
• In-kindContributions
• Grants
• FeesforProgramService
• Businessincomefromthesaleofproductsorservices
• InterestandDividends(Webster,1999).
“Throughcollaborationswithotheragencies,PYDhasbeenabletooffermorementoringprogramsinthecommunity.OurrelationshipwithMassachusettsDepartmentofPublicHealthandBostonMedicalCenterDepartmentofFamilyServicesisaperfectexample.Weteamedupwithbothoftheseagenciestodevelopahealthpromotionmentoringprogramforyouthwithdisabilities.Wenowhavethreehealthpromotionmentoringprogramsthroughoutthestate.Thiswouldnothavebeenpossiblewithoutthesupportofthesetwopartners.”-MaureenGallagher,DeputyDirector,PartnersforYouthwithDisabilities
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Each form of funding has its own advantages and disadvantages:
FormofFunding Pro ConGrants • Proposalcanserveasaplanning
tool
• CanbedonebyonepersonAprominentgrantorcanenhanceprogram’sreputation
• Fundersreportingrequirementscanassistprogramsinkeepingbetterrecordsandperformingcomprehensiveprogramevaluations
• Canraisesignificantfundstogetaprogramofftheground
• Mostgrantsareshort-term
• Expendituresarerestrictedtolineitemsandtimeframesspecifiedingrantbudget
• Recordkeepingrequirementscanbeburdensome
• Manygrantsarepaidonareimbursementbasis
• Grantwritingdutiesoftenfallonoverburdenedstaff
• Programstaffmayhavelittleornotrainingingrantwriting
Events • Great“friend-raisers”Mailinglistsofpotentialdonorscanbegleanedfromeventregistrationinformation
• Businesssponsorshipscanunderwritethecosts
• CanraisecommunityawarenessFundsraisedareoftenunrestrictedandcancovergeneraloperatingcoststhatotherfundingsourcesdonotcover
• Eventsoftendonotnetmuchprofitconsideringstafftime
• Sometimeseventslosemoney
• Boardmembersmayconsiderfundraisingeventstheirsolefundraisingresponsibility
• Eventscanoccasionallyraisecontentiousmission-relatedquestions,suchaswhethertoservealcoholoracceptsponsorshipfromcorporationsthatarenotalignedwiththeagency’smission
BusinessIncome • Ifabusinessventureturnsaprofit,itcanbeasteadysourceofincome
• Ifthebusinessventureissubstantiallyrelatedtotheorganizationspurpose,itcanenhancetheachievementofthemission
• Unrelatedbusinessincomeisgenerallytaxable
• Businessventuresarefinanciallyrisky
• Resourcescansometimesbedivertedawayfromservicesrelatedtomission
• Organizationscanlosemoneyandincreasedebt
IndividualDonations • Individualsoftensupporttheagencyformanyyears,increasingtheamountoftheirgiftovertime
• Mostdonationsareunrestricted
• Individualdonorcampaignsarelargelyastep-by-stepprocessanditsconceptsarereadilylearnedfrombooksandtrainings
• Donorsfeelgoodaboutsupportingthecauseandcanspreadthewordtoothercommunitymembers
• Individualdonationsarenotaquickfix—itcantakeyearstobuildasignificantdonorbase
• Activeboardleadershipisrequired
• Acarefuldatacollectionanddonorresponsesystemmustbeinplace
(AdaptedfromWebster,1999).
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Who should spearhead your fundraising effort?
Manysmallnonprofitsdonothaveadevelopmentdirectoronstaff.Therefore,thequestionarises,whoshouldleadtheefforttosecurefunding?Successfulfundraisinganddevelopmentrequireaspecializedskillset,experience,andcontacts.Ifnooneonstaffpossessesthesetraits,thereareseveraloptions,includingthefollowing:
• Hireadevelopmentconsultant(NationalMentoringPartnership,2005).
• Picksomeoneonstafftoattenddevelopmentseminars,classesandacquiretheknowledgethroughreadingandnetworking.
• Scaledownyourmentoringproject(NationalMentoringPartnership,2005).
Grants
Theremainderofthechapterwillfocusongrantfunding.Sincethisisacommonwaytosecurestart-upfundsforanewproject,wewilldiscusstypesofgrantfunding,howtosearchforandsecuregrantfunding,andwritingaproposal.
Types of Grant FundingTherearetwomaincategoriesoffunding-publicandprivate.
PublicFunding:Publicfundingisavailablefromfederal,state,andlocalgovernments.Publicfundingcanresultinsignificantamountsofmoney,butoftendependsontheeconomicandpoliticalclimateofthestateandcountry.
PrivateFunding:Privatefundingreferstoanynon-governmentalsourceoffunds,suchasfundingfromnon-profitfoundations,corporategrants,privategrants,and/orfundraisingevents.
Withinpublicandprivatefunding,thereareseveraltypesoffunding,eachwithitsowncharacteristics.
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TypeofFundingSource Advantages Disadvantages
FederalGovernmentSources • Canprovidesignificantamountsofmoney
• Morelikelytocoverindirectcosts
• Havefirmdeadlinesandprescribedproposalformats
• Easytolocate(www.grants.gov)
• Usuallyhavedetailedreportingrequirements
• FundinglevelsdeterminedbyeconomicandpoliticalclimateCanbehighlycompetitive
• Proposalsareusuallylengthyandrequireavarietyofcompliances
• Establishedprogramscangetamorefavorablereview
• Mayrequiremulti-stateprogramimplementation
StateGovernmentSources • Canbelesscompetitivethanfederalgrants
• Canprovidemultipleyearfunding
• Fundlocalinitiatives
• Generallydetailedreportingrequirements
• Fundinglevelsdeterminedbyeconomicandpoliticalclimate
• Canbedifficulttodeterminewhichstateagencieshavefundingtosupportyourprogram
LocalGovernmentSources • Canprovidemultipleyearfunding
• Fundlocalinitiatives
• Generallydetailedreportingrequirements
• FundinglevelsdeterminedbyeconomicandpoliticalclimateGenerallysmalleramountsoffundingthanstateorfederalgrants
IndependentFoundationAnindependentgrant-makingorganizationestablishedtoaidsocial,educational,and/orothercharitableactivities
• Applicationsareusuallystraight-forward
• Reportingrequirementsusuallyminimal
• Mayhavelimitedscopeoffundingpriorities
• Maybedifficulttolocate
Company-SponsoredFoundationAnindependentgrant-makingorganizationwithclosetiestoacorporation
• Maysometimesprovideothersourcesofsupportinadditiontofunding,suchasaccesstovolunteersandassistancewithleveragingothergrants
• Usuallyfocusgrant-makinginareaswherecorporationoperates
CommunityFoundationApublicly-supportedorganizationwhichmakesgrantsforsocial,educational,orothercharitablepurposes
• Applicationsareusuallystraight-forward
• Reportingrequirementsusuallyminimal
• Usuallylimitedingeographicscope
• Generallysmalleramountsoffunding
CorporationsCompaniesorbusinessesprovidingmonetaryfundingorin-kinddonationstochartablecauses
• Mayprovidein-kinddonations(technologyequipment,officeequipment,etc.)
• Usuallyopentoeventsponsorships
• Usuallydependentonstaff,constituentsorboardmemberswhohaverelationshipwithcompanymanagement
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Searching for and Securing Funding
Thepersonchargedwithleadingthegrantwritingeffortforyourprogrammustknowtheagencyandprogramwell.AccordingtoAssociatedGrantMakers(2005,GuidetoGrantMakerResearch),therearefivequestionstoaskyourselfbeforeyoubeginyoursearchforfunding:
Doesyouragencyhave501(c)3status?
Manyfunderswillnotprovidefundingtoorganizationsthatdonotqualifyfornon-profitstatusundersection501(c)3oftheInternalRevenueCode.Formoreinformationabouthowtoapplyfornon-profitstatus,pleaseseehttp://www.irs.gov.
Whatisthemissionofyourorganization?
Itisimportantforyourorganizationtohaveaclearmissionstatement.Onceyourmissionstatementisreviewed,youareabletosearchforafunderwhoseinterestsmatchyourmission.Inaddition,aclearmissionstatementwillallowyoutoconciselydescribethepopulationyouserveandtheservicesyouprovide.
Whatarethegoalsoftheparticularprojectforwhichyouneedfunding?
Whenconsideringthegoalsforyourmentoringproject,youmustdetermineifthereisaneedforamentoringprogramforyouthwithdisabilitiesinyourcommunityandalsothattherearenotsimilarprojectsalreadyinexistenceinyourcommunity.Ifthereisalreadyanestablishedmentoringprograminyourareaservingasimilarpopulation,itmaymakesensetopartnerwiththatorganization,ratherthanstartingfromscratch(North,Sherk,andStrother,2002).
Whoisincharge?
Acompetentboardofdirectorsandexperiencedmanagementstaffareessentialwhentryingtosecurefunding.Thisnotonlywillhelpattractfunding,butwillallowyoutosuccessfullycarryouttheactivitiesoftheprojectoncefundingisattained.Ifyouragencyislackinginnecessaryskillstosuccessfullycompletetheproject,itmaybeimportanttoconsiderhiringadditionalstafforbringingonanexperiencedconsultantwithskillsdirectlytiedtotheproject.
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Wheredoesyourfundingcurrentlycomefrom?
Potentialfunderswillwanttoknowwhatsourcesofincomearecurrentlyinplace.Ifyoudonothaveanysourcesofincome,thenacleardevelopmentplan(includingwhichalternativefundingsourcesarebeingconsidered)isimportant.Onceyoucananswerthesequestionsaccurately,youwillbeinapositiontosearchforafunderthatmatchesyouragency’smission,goals,andinterests.
Where to search for funding
Sincethereislimitedfundingearmarkedformentoringprogramsandprogramsforyouthwithdisabilities,itisimportanttocontinuallyresearchfundingoptions.Therearenumerouswaystosearchforfundingforyourmentoringprogram,includingthefollowing:
Location-BasedDirectories:Manydirectoriesarebasedongeographicscope,andcanassistyouinfindingfundinginyourgeographicarea.ExamplesincludeDirectoryofGrantMakers(individualizedbystate),AssociatedGrantMakers,andWorldGuidetoFoundations.
ProgramInterest-BasedDirectories:Somedirectoriesareinterestspecificandmightbeanefficientwaytosearchforfundingforyourmentoringprograms.ExamplesincludetheNationalGuidetoFundingforChildren,YouthandFamilies,andDisabilityFundingWeek(www.cdpublications.com).
CorporateGivingDirectories:Severaldirectoriesprovideinformationregardingcorporategivingprograms.ExamplesincludetheNationalDirectoryofCorporatePublicAffairsandGivingByIndustry.
FederalGrantSources:http://www.grants.govallowsorganizationstoelectronicallyfindandapplyforcompetitivegrantopportunitiesfromallFederalgrant-makingagencies.Grants.govisthesingleaccesspointforover900grantprogramsofferedbythe26Federalgrant-makingagencies.
Non-ProfitPublications:PublicationssuchastheChronicleofPhilanthropy(http://www.philanthropy.com)provideusefulinformationongrantseeking,foundations,fundraising,andmanagingnonprofits.Thesetypesofpublicationscankeepyouup-to-dateontrendsandprovideresourcesforfundraisingactivities.
Networking:Connectingwithlocalandnationalagenciesprovidesanotherwaytofindoutaboutfundingopportunities.Inaddition,joiningyourStateMentoringPartnershipwillkeepyouawareofthefundingopportunitiesavailableinyourstate.
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Writing a Mentoring Proposal
Asstatedbefore,successfulproposalwritingrequiresskillsandsufficienttime.Therearemanyagenciesthathosttrainingsonproposalwriting,andtheyareusuallyreasonableincost.Therearealsoseveralweb-basedresourcestohelpyouhoneyourproposalwritingskills,includingthefollowing:
• TheGrantsmanshipCenter:http://www.tgci.com
• TheFoundationCenter:http://fdncenter.org
• Mentor:NationalMentoringPartnership:http://www.mentoring.org
• NationalMentoringCenter:http://www.nwrel.org
• AssociatedGrantMakers:http://www.agmconnect.org
Whatisinaproposal?
Fundersoftenspecifywhattheyexpecttoseeinaproposal.Someevenprovidetheexactlayoutinwhichtheywanttheinformationpresented.Othersaremorevague.Revieweachpotentialfunder’swebsitetodiscernthefollowing:
• Dotheylistwhattheywantintheproposal?
• Dotheyhaveapagelimit?
• Dotheyrequirecertainattachments?
• Dotheyacceptadditionalattachments?
Ifafunderdoesnotspecifywhattoincludeinaproposal,thefollowingguidelinesshowwhatisincludedinatypicalproposalforapilotmentoringinitiative:
StatementofNeed:Thisshouldincludeaclearideaoftheneedsofthepopulationyouintendtoserve.Thisisyourchancetoshowthatyouunderstandtheissuefrombothatheoreticalandpracticalstandpoint.Usedataandresearchtobackupyourpoints.Itisacceptabletoincludenationaldata,butthefocusshouldbeontheneedsinyourcommunity.
ProposedInitiative:Abriefdescriptionoftheprojectanditshighlights.
BenefitstotheMentees,Mentors,andAgency:Whatwillbethebenefitsoftheprogram?Howmanypeoplewillbenefitfromtheservices?
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Goals:Adescriptionoftheintendedgoalsandoutcomesoftheproject
Tasks:Adescriptionofthemainactivities.
Evaluation:Adescriptionoftheprogramevaluationactivitiesandhowyouwillusetheevaluationresultstoimprovetheprogram.
Personnel:Thissectionliststhoseindividualsthatwillworkontheprojectandwhattheirroleswillbe.Itwillincludetheirareaofexpertise,experience,andlengthoftimewiththeagency.
Timeline:Aclearlistorchartdetailingwheneachactivitywillbecompleted.
Budget:Adetailofhowmuchtheprojectwillcostandhowmoneywillbespent.
Ifafunderdoesnotspecifyalength,itisagoodideatokeeptheproposalrelativelyshort—usuallylessthantenpages.Ifafundingsourcedoesspecify,besuretokeeptothelengthstated.
ManyfundersaccepttheAGMCommonProposalForm(http://www.agmconnect.org)whichallowsyoutosavetimebysendingasimilarproposaltomultiplefunders.
Development of In-Kind Resources and Collaborations
Manysmallagenciesandmentoringprogramscanaugmenttheirfinancialresourcesbyaligningthemselveswithotherorganizationsthatcanassistwiththedevelopmentoftheproject.Forexample,PartnersforYouthwithDisabilitieshaspartneredwithschools,hospitals,IndependentLivingCenters,andbusinessestobringresourcestotheirmentoringprogram.Fundersoftenliketoseethatamentoringprogramisworkingwithothercommunityorganizationsandbusinessestoensurethattheprogramismeetinganimportantneedandhascommunityinvolvement.
“Youthandfamiliesarerelyingonustocomethroughforthem.We’recommittedtostartingmentoringprogramsthatcanbesustainedoverthelongterm.Developingadiversifiedfundingbaseiskey.”-MaureenGallagher,DeputyDirector,PartnersforYouthwithDisabilities
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Some vital resources community agencies and businesses can bring to a mentoring project include the following:
• Recruitingofmentorsandmentees
• Trainingmentorsandmentees
• Stafftrainingresourcesandtechnicalassistance
• Officeandmeetingspace
• Refreshmentsformentoringevents
• Publicrelationsactivities
• Equipmentandsupplies
Strongcollaborationsandcommunitypartnersmayleadtoadditionalfundingaswell.Communitypartnerscanjointlyapplyforgrants.Thiscanleadtothedevelopmentofastrongerproposalandresultinmorefundingforyourproject.
Anexampleofasuccessfuljointapplication:PartnersforYouthwithDisabilitiescollaboratedwithBostonUniversity’sCityLabprojecttoapplyforagrantthroughtheNationalScienceFoundation.CityLabisaprogramthatteacheshighschoolagedstudentsaboutsciencethroughhands-onlaboratoryclassesandworkshops.CityLabpartneredwithPartnersforYouthwithDisabilitiestoparticipateintheirprogram,toadapttheircurriculumtobemoreinclusiveofyouthwithdisabilities,andtodevelopamentoringcomponent.Thiscollaborationresultedinatwo-yeargrantfromtheNationalScienceFoundationthatfundedbothoftheseprojectsfortheirwork.
Potential Pitfalls
Therearecommonmistakesthatarefoundinproposalswrittenformentoringprograms.Avoidingthefollowingmistakescanmakeyourproposalmorecompetitive:
Makingtheproposaltoo“touchy/feely”:Funderswanttoknowthattheirmoneyissupportingaprogramthatishavingagenuineeffect.Therefore,itiscrucialtobaseyourneedsstatementonresearchanddata.Itisalsoimportanttoclearlyshowthatthereisaneedinyourcommunity.Spendtimereadingandgatheringdata.Thereareseveralweb-basedresourcesavailabletohelpyougatheraccurateinformationregardingyouthandyoungadultswithdisabilities.Whilethislistisnotmeanttobetotallyinclusiveofallweb-basedresources,itisahelpfulplacetostart:
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• NationalCollaborativeonWorkforceandDisabilityforYouth,http://www.ncwd-youth.info
• ThePacerCenter,http://www.pacer.org
• U.S.DepartmentofLabor,OfficeonDisabilityEmploymentPolicy,http://www.dol.gov/odep
• WashingtonStateHumanRightsCommission,http://www.hum.wa/gov
• NationalOrganizationonDisability,http://www.nod.org
• U.S.CensusBureau,http://www.census.gov
• PresidentGeorgeW.Bush’sNewFreedomInitiative,http://disabilityinfo.gov
• NationalCenteronSecondaryEducationandTransition,http://www.ncset.org
• NationaLLongitudinalTransitionStudyII,www.nlts2.org
Notprovidingenoughdetailabouttheprogramspecifics:Itiscrucialtolayoutthespecificsofwhy,what,how,who,andhowmuch(Phillips-Jones,2005).
TooAmbitious:Forstart-upprograms,buildintimetolaythefoundation,trainstaff,andrecruitparticipants.Donottiegoalstoservingalargenumberofyouthinthefirstyear.Rather,basegoalsonsettingthestageforastrongprogram.Manysuccessfulprogramswillfirsttesta“pilotprogram”inthefirstyear,inwhichtheyservebetween5-15matches.Oncethepilotprogramissuccessful,thenumberofmatcheswillgrowinsubsequentyears(Northetal.,2002;Sherk,1999).
Creating Realistic Program Budgets
Asapartofyourproposal,mostpotentialfunderswillexpectaprogrambudget.Programbudgetsareoftenconsideredanafterthoughtandarenotusedinameaningfulway(Hall,1988).Apoorlyplannedbudgetcannotonlypreventyoufromsecuringfunding,butcanalsocausemanyproblemsoncetheprojectisrunning.Therefore,whenwritingaproposal,asmuchcareandtimeshouldbeputintothebudgetastherestoftheproposal.
Themoreclear,accurateandwellplannedbudgetsareinthebeginning;themorelikelyyouwillbeabletoachievethefollowing:
• adjustplans,activities,andspendingasneeded
• spendmoneycost-effectively
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• reachthespecificgoalsyouhaveset
• strengthentheinternalcontrolsystem
CostsofaMentoringProgram
Whenconsideringthecostsassociatedwithamentoringproject,thereareafewkeythingstoconsider:
• Successfulmentoringprogramsusuallyhaveonefull-timeprojectmanagerorprojectcoordinator.Thissalaryisusuallythelargestexpensefortheproject(Northetal.,2002).
• Thecostpermatchcanoftenvarybetween$400-$2000permatchdependingonthepopulationserved.Higher“risk”populationscanusuallybeassociatedwithhigherpermatchcosts.Theitemsthatmakeupthepermatchcostaregenerallyinsurance,volunteerincentives,criminalbackgroundchecks,clericalsupplies,refreshments,trainingmaterials,andrecruitmentmaterials(Northetal.,2002).Whenworkingwithyouthandadultswithdisabilities,theremaybeadditionalcosts,suchasthoseassociatedwithnecessaryaccommodations.Inaddition,theremaybecostsinvolvedinmakingyourprogramappealingtoyouthwithdisabilities,suchasmakingyourwebsiteaccessibleandhavingrecruitmentmaterialsinlargeprintand/orinBraille.
Below is a basic budget template to use when starting to put together your mentoring budget.
Income
• In-kinddonations(suchasmentors’time)
• Publicandvoluntarygrants(governmentgrants,localgrants,etc.)
• Foundationgrants
• Corporategrants&donations(fromlocalandnationalbusinesses)
• Fundraisingevents(dinners,golftournaments,walk-a-thons,etc.)
• IndividualDonations
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Expenses
• Programmanagersalaryandbenefits
• Additionalstaffsalariesandbenefits
•Marketingandpromotionalmaterials(brochures,posters,pens,magnets,etc.)
• Programmaterials(suchaspolicyhandbooks,participantandstafftrainingmaterials,officesupplies)
• Equipment(officeequipmentandmaintenance)
• Liabilityinsurance
• Criminalhistorybackgroundcheckfees(formentors,staff)
•Menteetravelexpenses(toevents-keepaccessibilitycostsinmind)
• Stafftravelexpenses(tointerviews,events)
•Groupactivities(socialevents,outings,recognitionbanquet)
• Reasonableaccommodations(signlanguage,personalcareassistance,etc.)
•Officesiterentalormortgagepayments
• Trainingandgroupeventvenue(ifofficespaceisn’tappropriate)
• Telephoneandpostage
Whilesustainingamentoringprogramcanfeellikeanoverwhelmingtask,thischapterprovidedmanythingstoconsiderandstepstotaketomakethistaskmoremanageable.Thoroughplanning,ongoingresearchandskilledproposalwritingcanhelpyourprogramraisethenecessaryfundstokeepyourprogramthrivingandgrowing.Formoreinformationaboutbudgetingandproposalwriting,seetheResourcesectionattheendoftheguide.
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Evaluating Mentoring Programs
Programevaluationhasgained
moreattentioninrecentyears—
andwithgoodreason.Program
evaluationformsthefoundation
criticaltostartingandmaintaining
yourmentoringprogram(National
MentoringCenter,2005).Much
researchreportsthebenefits
ofmentoringfor“at-risk”populations(Grossman,1999;
Johnson,1999;Rhodes,2005).However,verylittleevidence
existsregardingtheeffectivenessofmentoringforyouthwith
disabilities.Therefore,evaluationbecomescriticalwhen
workingtosustainamentoringprogramforyouth
withdisabilities.
Chapter7
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Purpose of Evaluation
Sinceyouprobablyseeanecdotalevidenceofthevalueofyourprogram’sworkeveryday,itmayseemcounterproductivetoexpendresourcestodevelopanevaluationplan.However,evaluationcanservemanyvaluablepurposesinyourprogram,includingprogramimprovement,resourcedevelopment,improvedallocationofresourcesandadvocacy(JuvenileMentoringProgram,1998).
ProgramImprovement.Evaluationcanhelpyoumeasureyourprogram’ssuccessandidentifyareasthatrequireimprovement.Bycomparingdatafromeachyear,youcanensureyouareontherighttrack.
ResourceDevelopment.Funderswantevidencethatyourprogramisreachingitsintendedgoals.Althoughtheyliketohearsuccessstoriesofindividualyouth,fundersaremoreinterestedinoverallprogramdatathatreflecttheeffectiveuseoftheirfunds.Byprovidingevidenceoftheeffectivenessofyourprogram,yourprogramwillbemorecompetitiveinsecuringfunds.
ImprovedAllocationofResources.Evaluationcanalsobeusedtoevaluatecurrentlyimplementedstrategiesandprocessesthatmaybecostlytoyouragency,suchasrecruitmentstrategies.Forexample,youragencymayspendtimeandresourcesattendingvolunteer
fairsinordertorecruitmentors.However,ifyourevaluationshowsthatyourmostsuccessfulmentorswererecruitedthroughnewspaperadvertisements,youwouldbewisetoredirectyourresourcestomoresuccessfulstrategies.
Advocacy.Clearprogramevaluationresultscanprovidevaluableinformationabouttheissueonwhichyouarefocusing.Havingevidencetosupporttherealityoftheissuecanhelpinrallyingcommunityleadersandlegislatorstoyourcause.
Who Will Design and Conduct the Evaluation?
Therearetwooptionswhendecidingwhowillspearheadyourevaluationefforts.Programleadersmustdecidewhethertodesignandconducttheevaluationinternallyortohireanindependentevaluator(NationalMentoringCenter,2005).Keepinmindthatanindependentevaluatorcancharge
“Itisvitalthateachprogrambuildtheirevaluationplaninandallocateresourcestoitfromthebeginningoftheproject.Ithelpsenabletheprogramtoidentifyclearlyitsgoalsanddesiredoutcomes,andhelpsensurethattheyareachievableandcanbemeasured.”-NicoleRoos,MADepartmentofPublicHealth
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between$5,000-$30,000dependingontheevaluator’slevelofexperienceandthecomplexityandscopeoftheevaluation.Aprogrammayalsobeabletopartnerwithaneducationalinstitutiontoworkwithagraduatestudentorprofessor,whichcouldgreatlyreducethecostoftheevaluation(NationalMentoringPartnership,2005).Thereareadvantagesanddisadvantagestoeachoption.
Evaluator Advantages DisadvantagesIn-HouseEvaluation • Perhourwagesofprogramstaff
evaluatorlikelytobelesscostlythanoutsideconsultant
• Programstaffmayhaveclearerunderstandingofprogramgoalsandprogramconstituents
• Staffmaynothaveskillsneededtodevelopandcarryoutanefficientandeffectiveevaluation;timemayneedtobedevotedtoresearchevaluationresources
• Stafftimeandagencyresourcesmaybedivertedfromprogramfunctions
• Theevaluationmaybeperceivedbyoutsidersasbeingbiased
IndependentEvaluator • Programstaffcanretainfocusonprogramactivities
• Higherlevelofexpertise
• Unbiasedperspective
• Canensuresufficienttimeisdedicatedtoevaluationefforts
• Evaluatormaynotunderstandyourconstituency
• Canbeextremelycostly
What Do You Want to Measure?
Whendevelopingtheevaluationplanforyourprogram,youmustfirstdetermineyourdefinitionofprogramsuccess(MentoringCanada,2005).Whatisityouwanttoachieve?Howwillyouknowifyouhaveachievedit?Yourmission,constituentsandactivitiesmaypredictthatyourdefinitionofsuccesswillnotbethesameasanothermentoringprogram’sdefinition.Beingclearaboutyourprogram’smissionandactivitieshelpsyoufocusonevaluatingspecificprogramcomponentsfromwhichyouintendtoseeanimpact.Itisalsoimportanttofocusevaluationonareasthataremostlogicalandrelevanttoyourprogramaswellasthosethatareimportanttoyourpotentialfunders(NationalMentoringPartnership,2005).
Therearetwomaintypesofevaluations:processevaluationsandoutcomeevaluations.Eachcanprovidevaluableinformationaboutyourprogram’seffectivenessandisusefulfordifferentpurposes.
ProcessEvaluationsfocusonwhetherornotaprogramisbeingimplementedasintended(Rhodes,2005).Anothernameforprocessevaluationisformativeevaluation.Processevaluationisconductedtoprovideprogramstaffwithevaluativeinformationusefulinimprovingtheprogram.Itisanongoing
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processdesignedtoconsistentlymeasurewhetheryouareachievingwhatyouplannedtoachieveinyourmentoringprogram.Aprocessevaluationmightuseprogramrecords,interviewsandsurveys(Rhodes)tohelpyouanswerquestionssuchasthefollowing:
• Arewemakingthenumberofmentormatchesweplanned?
• Arewemaintainingthelengthofourmatches?
• Howmanymatcheshaveweterminated?
• Howmanymeetingshaveweconducted(Rhodes)?
• Fromhowmanyagencies/schoolsarewereceivingreferrals?
Eachmeasurementinaprocessevaluationtellsyouhowwellyouractionsareassistingyouinaccomplishingyourprogram’sgoals.Processevaluationsalsohelpyougatherthetypeofinformationthatotherprogramsfindusefulinreplicatingyourmentoringprogram.
OutcomeEvaluationsfocusonhowtheprogramaffectsitsconstituents.Outcomeevaluationisalsoknownassummativeevaluation.Insummativeevaluation,youmeasuretheoutcomesforprogramparticipantsasaresultoftheactivitiesinyourprogram.Outcomeevaluationisthestandardmethodtoprovideaccountabilitytofundersandconstituents.Giventhegrowingimportanceofoutcomeevaluation,therestofthechapterisdevotedtothistopic.
Most mentoring programs focus their outcome evaluations on the following areas:
• Druguse/drinking/smokingrates
• Fighting/Bullying
• Self-Esteem
• Academicperformance
• Career/collegeplacement
• Pregnancyrates
• Schoolattendance
• Attitudestowardspeers/parents
• Gangactivity
• Recidivism(AdaptedfromNationalMentoringCenter,2005)
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Mentoringprogramsforyouthwithdisabilitiesmaybeinterestedinmeasuringimpactinotherareasinadditiontotheoneslistedabove.SomeoutcomesthatPartnersforYouthwithDisabilitiesmeasuresinitsmentoringprogramsforyouthwithdisabilitiesincludeincreasedself-advocacy,increaseddisabilitypride,andincreasedparticipationincommunityactivities.Otheroutcomesformentoringprogramsforyouthwithdisabilitiesmayincludethefollowing:
• Understandingofdisabilityrights,includingtheAmericanswithDisabilitiesAct
• ParticipationintheIndividualizedEducationPlanprocess
• Knowledgeanduseofaccessibletransportation
• Citizenship,suchasbeingregisteredtovote
• Relationshipwithpeers
• Participationincommunityorrecreationalactivities
• Careerdevelopmentskills
Not all desired outcomes can be expected to be achieved at the same time. According to Campbell & Stanley (1963), there is a logical sequence of outcomes.
Short-termoutcomesoccurrelativelysoonandoftenfocusontheknowledge,attitudeandskillsgainedbyparticipants.Examplesincludethefollowing:
• anincreaseinknowledgeafteradultvolunteersattendamentortraining
• anincreaseincomputerskillsafterayouthparticipantattendsatechnologytraining
Intermediateoutcomestakelongerandmayincludebehaviorchangeandpolicychange.Examplesincludethefollowing:
• anincreaseinayouth’scommunityinvolvementafterbeinginvolvedinamentoringprogram
• animprovementinayouth’sgradesafterbeinginvolvedinamentoringprogram
• Independentlivingskills
• Optimismregardinghis/herfuture
• Understandingofnecessaryaccommodationsandabilitytoaskforaccommodations
• Skillsrelatedtocommunicatingwithhealthcareproviders
• Motivationforhighereducationand/ortrainingprograms
• Technologyskills
• Understandingofhis/herassistivetechnologyneeds
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Long-termoutcomescantakeyearstoachieveandmayincludesocietalshifts.Examplesincludethefollowing:
• adecreaseinthehighschooldrop-outrateamongyouthwithdisabilities
• anincreaseinpublictransportationusageamongyoungadultswithdisabilities
Evaluation Design
Evaluationscanrangefromsimplyaskingmentorsandmenteesabouttheirexperiencestocomplexlarge-scaleexperimentaldesigns(Rhodes,2005).Thetypeofevaluationdesignyouchoosewilldependgreatlyonthequestionsyouaskandyouravailabletimeandresources.Thebestcourseofactionistodevelopthemostsophisticateddesigntoprovideyouwiththemostmeaningfulandaccurateinformationaboutyourprogram(JuvenileMentoringProgram,1998)anditsimpactonparticipants.
Learningaboutdifferenttypesofevaluationdesignswillhelpyoudeterminewhichisbestforyourprogramtoadopt.BelowaredescriptionsabouttypesofoutcomeevaluationdesignsadaptedfromCampbell&Stanley(1963):
Pre-Experimental Designs
Pre-experimentaldesignsareusedfrequentlyinprogramevaluationbuttheyprovideyouwithverylittleinformationaboutwhetheritwasyourmentoringprogramthatcausedtheobservedoutcomesinparticipants.Someexamplesofpre-experimentaldesignsincludethefollowing:
• Post-Test-OnlyDesignorOneShotCaseStudyDesigninvolvesmeasuringonegroupofpeopleaftertheprogramends.Thisiseasytodesignandimplement,butprovidesverylimitedinformation.Evaluationshouldinvolveacomparison.Withouthavinginformationaboutthegrouppriortotheirparticipationintheprogram,itisdifficulttodetermineifchangeoccurred.Whilethisisusuallytheleasthelpfultypeofevaluation,someprogramswithlimitedresourceschoosethisrouteduetoitssimplicity.
• TheOneGroupPretest-PostestDesigninvolvescomparingthesamegroupofpeopleattwostagesintheprogram,usuallybeforeandaftertheinterventiontakesplace.Thistypeofdesignisfairlyeasytodesignandimplement.However,itisdifficulttodetermineiftheprogramcausedthechange.Forexample,inthecaseofamentoringprogram,ifayouth’sbehaviorchangesduringhis/herparticipationinthementoringprogram,otherfactorssuchashomelife,friendsandschoolcannotberuledoutasinfluencingtheyouth’sbehavior.
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• TheStaticGroupComparisonDesigncomparestwopre-existinggroups,oneparticipatinginthementoringprogramandonethatisnot.Becauseparticipantsarenotrandomizedintodifferentgroups,thereisnowaytotellwhetherthetwogroupswouldhavebeenthesamewereitnotforthementoringprogram.
Experimental Designs
Experimentaldesignsarethemosthighlyrecommendedmethodstouseinoutcomeevaluations.Thefollowingareexamplesofexperimentaldesigns:
• ThePretest-PosttestControlGroupDesignentailstherandomassignmentofparticipantsintoamentoringgrouporacontrolgroup(onethatdoesnotreceivementoring).Thegroupsarecomparedbothbeforeandafterthementoringprogram.
• ThePosttest-OnlyControlGroupDesignisalsoastrongdesignandismoreeconomicalthanthePretest-PosttestControlGroupDesign.Inthisdesign,participantsarealsorandomlyassignedtoamentoringgrouportoacontrolgroup(onethatdoesnotreceivementoring).However,thegroupsarecomparedonlyafterthementoringprogrambecauserandomizationassumesthegroupswereequalatthebeginningoftheprogram.Ifyoufindthatthementoringgroupresultedinsignificantpositivechangesforthatgroup,thenitwouldbeethicaltoofferthementoringprogramtothecontrolgroup.
Methods to Collect Information
Therearemanywaysinwhichyoucancollectdata,includingsurveys,standardizedmeasures,observations,documentationreview,focusgroups,andinterviews.Eachmethodhasstrengthsandlimitations.Often,acombinationofmethodswillbeusedtogetthemostcompleteassessmentoftheprogram’simpactandeffectiveness.
• Surveys.Surveysarearelativelysimplewaytogatherinformationfromalargenumberofindividuals.Theyareusuallyrelativelyinexpensivetocreateanddisseminateandallowyoutogatheranextensiveamountofdata.Thedownsideisthatthereturnrateforsurveyscanbelowandsurveysdonotallowyoutogetacompletepictureofanindividual’sexperiences.Havealternateformatsofthesurveysavailabletoensureallparticipantscancompletethesurveys.Assurethatthereadinglevelofthesurveysisappropriatefortheparticipants.Havingsurveysavailableelectronicallycancutdownonthecostofmailing,aswellashelpwiththecreationofalternateformats.
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• StandardizedMeasures.Thereareanumberofalreadydevelopedandstandardizedquestionnairesthatmeasureoutcomesimportanttomentoringprogramssuchasself-esteem,attitudes,independentlivingskills,andpeerrelationships.Thesemeasureshavethesamecautionsanddisadvantagesassurveys.
• Observations.Observationsallowyoutoseetheprogramasitisactuallyhappening.However,categorizingbehaviorsthatareobservedmaybeacomplexprocess.
• DocumentationReview.Documentationreviewallowsyoutoviewtheoperationsofaprogramwithoutbeingintrusivetotheprogram.Thismethodcanprovideahistoricalviewpointoftheprogram,butcanbetimeconsuming.
• FocusGroups.Focusgroupsallowyoutogetindepthinformationfromparticipantsabouttheirexperienceintheprogramthroughgroupdiscussion.Itisimportanttohaveaskilledfacilitatortoleadthefocusgroups,aswellasaskilledindividualtoanalyzetheresponsesqualitatively.
• Interviews.Interviewscanprovideindepthinformationaboutanindividual’sexperienceintheprogramandcanhelpyoudeveloparelationshipwiththeparticipant.However,interviewscanbetimeconsumingandcostly.
Youcangatherdatausingonemethodorcombinemethodsforamorecompletepicture.
Forexample,surveyscanbecollectedfromalargegroupofparticipantsandthenasmallergroupofparticipantscanbeinvolvedinafocusgroup.
Keep the following in mind regarding data collection:
• Anytimeanotherindividualispresentduringthecollectionmethod(interview,focusgroups,observations),thatperson’spresencecaninfluencetheparticipant.Alwaysuseaskilledfacilitator/interviewerwhenusingthesemethods.
• Alwaysget“informedconsent”whenyouaregatheringpersonalinformation
“MypartnerDavidislikeafriend;wehavealotincommon.Davidhasshownmethathavingalearningdisabilitydoesn’tmeanyoucan’tdothings.Buildingatrainvillage,repairingmybike,andgoingoncanoetripsaresomeofthefuntimeswe’vehadtogether.WhenI’mfeelingfrustratedaboutschool,ItalktoDavid.Hetellsmethathefeltthatwaytoowhenhewasgrowingup.SeeingwhatDavidhasaccomplishedinhislifehelpsmebelieveinmyfuture.”-PartnersforYouthwithDisabilities’mentee
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fromanindividual.Informedconsentmeansthattheindividualunderstandsthathe/sheisagreeingtoparticipateinanevaluationandisknowledgeableabouthowtheirpersonalinformationwill(andwillnot)beused.Ifanindividualisnotabletogivetheirinformedconsent,theirlegalguardiancandoso.
• Anindividualshouldbeinformedthattheyhavetherighttonotparticipateintheevaluationoftheproject.
• Whenusinginterviews,donotinterviewamenteeandmentortogether.Thismayresultineitherpairnotbeinghonestinanefforttoimpresstheotherornothurttheother’sfeelings.
• Havetheappropriateaccommodationsinplacesothatyoumaycollectdata/informationfromanyyouthormentor.
Protecting the Rights and Welfare of all Participants Involved in Research
Whenevaluatingyourmentoringprogram,it’simportanttodetermineifyour evaluationwillbeconsideredresearchandhastoadheretoregulationsthatprotectparticipantsinvolvedintheresearch.
TheFederalGovernmentmandatescertainlegalstandardsforprotectionofhumansinresearch.ThesestandardsaresetforthintheCodeofFederalRegulations,Title45CFRPart46(seehttp://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.htm<http://cme.cancer.gov/c01/redirect.php?url=http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.htm>).SubpartA,thebasicpolicyforprotectionofhumanresearchsubjects,isreferredtoastheCommonRule.Theregulationswereenactedin1991andapplytoallfederallyfundedhumanresearch.Oncearesearchactivityisdeemedhumansubjectresearch,theDepartmentofHealthandHumanServicesrequiresreviewbyInstitutionalReviewBoardsandimpositionofcertainstandardsforinformedconsent(NationalCancerInstitute,2005).
Evenifyourprogramevaluationdoesnotfallundertheseregulations,itisimportantthatyourparticipantsfeelthattheinformationtheyshareaspartoftheevaluationprocessiskeptconfidential.Mostprogramsuseacodedsystemtoprotecttheidentityoftheparticipants.Participantsaremuchmorecomfortablesharingpersonalinformationforevaluationpurposesiftheyunderstandtheprocessyouhaveinplacetokeeptheirinformationconfidential.
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Process Evaluation: Developing a Logic Model
AgoodplacetostartyourevaluationprocessistodevelopaLogicModel.AccordingtotheW.K.KelloggFoundationLogicModelDevelopmentGuide(2004,p.III),“thepurposeofalogicmodelistolinkoutcomes(bothshort-andlong-term)withprogramactivities/processesandthetheoreticalassumptions/principlesoftheprogram.”
TheLogicModelisusedtoassesswhetheryouhaveachievedyouroutcomesintheprogramandtodescribeclearlytheprojectactionsandtheimpactofthoseactions.TheLogicModelcontainssixcomponentswithInputsò
OutputsòOutcomesbeingcentraltothemodel.Thesecomponentsare(1)Situation-thecontextandneedthatgivesrisetoaprogramorinitiative;thelogicmodelisbuiltinresponsetothisexistingsituation;(2)INPUTS-theresources,contributionsandinvestmentsthataremadeinresponsetothesituation.Inputsleadto(3)OUTPUTS–theactivities,products,methods,servicesthatreachpeopleandusers.Outputsleadto(4)OUTCOMES–theresultsandbenefitsforindividuals,groups,agencies,communitiesand/or
systems;(5)Environment–thesurroundingenvironmentinwhichtheprogramexistsandwhichinfluencestheimplementationandsuccessoftheinitiative,includingpolitics,climate,socioeconomicfactors,marketforces,etc.;and(6)Assumptions–thebeliefswehaveabouttheprogram,theparticipantsandthewayweexpecttheprogramtooperate;theprinciplesthatguideourwork(Baker,Davis,Gallerani,Sanchez,&Viadro,2000).
Withfrequentreviewandrevision,theLogicModelprovidesusaprocessofevaluationandcontinuouslearning.TheLogicModelenablesustoshowthedifferencebetweenwhatwedoandtheimpactwearehaving.Italsoprovidesacommonprogramevaluationvocabularyandfocusonqualityandcontinuousimprovementthroughtheassessmentofshort-term,intermediateandlong-termoutcomes(Bakeretal.,2000).
“Beingamentorisveryimportanttome.IcanwellremembertheisolationIfeltgrowingupinregardstomydisability.Usually,ifIheardaboutormetsomeonewithadisability,itwasinanegativecontext—thatunfortunateorpitiableperson.Ifeelitisessentialtopresentkidswithmoreencouragementthanthat!But,philosophyaside,mymenteeisimportanttomebecausewearefriends.Weenjoyeachother’scompanyandhavefunwhenwegettogether.IknowthatIamapartofherlife,andshemostcertainlyisanassettomine.”-PYDmentor
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Themodeldisplaysthechainofeventsthatwilleffectchangesandachievethevisionoftheprogram.Theseareoftenstatedinif-thenrelationships(W.K.KelloggFoundation,2004).IntheLogicModel,youclearlydescribethecontextofyourmentoringprogram,theresourcesavailableinresponsetothesituation,andtheactivitiesandmethodsused.Thenyoudescribeandevaluateshort-term,intermediateandlong-termoutcomesattheleveloftheyouthparticipant,families,mentorsandthesystemofcollaboratingagencies.
TheformativeandsummativeevaluationprocesscontainedintheLogicModelenablesbothcontinuousqualityimprovementofyourmentoringprogramanddetailedinformationforunderstandingprojectoutcomesandforfuturereplication.Themodelrecognizesthatmanyfactorsinfluencetheoutcomes(Bakeretal.,2000).
Thelogicmodelalsoallowsyoutotesttheoriesrelatedtoyourprogram.Formoredetailedinformationrelatedtologicmodels,seeW.K.KelloggFoundation’sLogicModelDevelopmentGuide(http://www.wkkf.org).
Definition and Example of the Three Key Elements of a Logic Model
Inputsò Outputsò Outcomesò
Resources Activities BenefitstoParticipants
• Staff
• Money
• Volunteers
• Supplies
• EquipmentTraining
• Curriculum
• Training
• Education
• Mentoring
• Organizing
• Shelter
• Newknowledge
• Changedattitudes
• Improvedskills
• Modifiedbehavior
(AdaptedfromUnitedWayofAmericaOutcomeMeasurementResourceNetwork,1996)
Evaluation Tips and Resources for Mentoring Programs
Beforeyoubegintodevelopyourevaluationplan,youmaywanttoexploresomeoftheseotherresourcesaboutevaluatingmentoringprograms:
• Mentor/NationalMentoringPartnership,http://www.mentoring.org
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• MentoringCanada,http://www.mentoringcanada.ca
• NationalMentoringCenter,http://www.nwrel.org/mentoring/
• EvaluatingYourMentoringProgram:ABeginner’sSelf-EvaluationWorkbookforMentoringPrograms(2000),http://www.itiincorporated.com/sew_dl.htm
Here are some helpful tips as you begin to develop and implement your evaluation plan:
• Whendecidingwhichoutcomestomeasure,selecttheonesthatare
3relatedtotheimpactyouwanttoshow
3logicallyaresultofyourprogram
3importanttoyourparticipantsandyourfunders
3relativelyeasytomeasurewithinyourprogram’sresources
• Surveysadministeredonsitehavethehighestcompletionrates.Ifyourprogramreliesonprogramparticipantsmailingsurveysback,thenyourcompletionratewilldropsignificantly.Printingyoursurveysongreenpaperanddoingafollow-upphonecallwillincreaseyourreturnrate.
• Whendevelopingsurveys,strivetokeepthembriefandmeasureonlytheoutcomesinwhichyouareinterested.Thelongerandmorecomplicatedthesurvey,thegreatertherespondentburden-thiswilllikelyresultinalowerresponserate.
• Thinkaboutothertoolstocaptureoutcomesormeasureprogress,suchasstaffrecordsormentordiaries,whichmightcaptureparticipationinacertainactivity.
PartnersforYouthwithDisabilitieshasbeencompletingsometypeofprogramevaluationsinceitsfounding.WhilePYDisasmallnon-profitorganizationwithlimitedresources,thebenefitofcompletingathoroughprogramevaluationhasalwaysoutweighedanycostsorchallenges.Formoreinformationregardingprogramevaluation,resourcesareincludedintheResourcesectionattheendofthisguide.
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Using Mentoring to Promote Positive Employment & Post-Secondary Transitioning for Youth with Disabilities
IntheAutumn2003editionofAmericanRehabilitation,JoanneWilson,CommissioneroftheRehabilitationServicesAdministration,commentedthat,“[Her]ownexperiences,researchandthesuccessofmentoringprogramsacrossthecountrydemonstratethat
mentoringiseffectiveinhelpingyouthwithdisabilitiesgainconfidence,increasetheiracademicperformanceandobtainexperienceintheworkplace–allofwhichleadtoincreasedopportunitiestofindmeaningfulemploymentandindependenceforthesestudents.”Nomatterwhatyouchooseastheshort-termgoalsofyourmentoringprogram,youshouldneveroverlookthelong-termeffectsitmayhaveontheyouthwithdisabilitieswhobenefitfromit.Improvedsocialskillsandacademicperformancemaybeimportanttotheyouthyouserve
inthepresent,but,withpropertraining,mentorsmayhelpyouthusetheseasinitialstepstoafulfillingfuture.Byprovidinginformationandtrainingtoyourmentors,andbycollaboratingwithlocalorganizationsandemployers,yourmentoringprogramcanpromotepositiveemploymentandpost-secondaryoutcomesfortheyouthwithdisabilitiesitserves.
Chapter8
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Follow the steps explained in this chapter to promote positive transitioning. The steps include the following:
• Understandthetypesoftransitionservicesyourmentoringprogramcanprovide.
• Becomefamiliarwiththetransitionneedsoftheyouthinyourmentoringprogram.
• Decidewhatspecifickindsoftransitionservicesyourprogramwillprovide.
• Identifytheentitieswithwhichyouwillconnecttooffertransitionservices.
• Connectwiththeentities,includingemployersandfederallyfundedprograms,toprovidetransitionservices.
Thefirststepinpromotingpositivetransitioningistounderstandthetypesoftransitionassistanceyoumightprovide.Table1showselementsnecessaryforsuccessfulyouthtransitioningtoemploymentorpost-secondaryeducation.
“DespitetheinvaluableroleandexpertiseofVocationalRehabilitationagencies,theycan’tmeetalltheneedsofthispopulation(transitionageyouth).Recognizingthis,RSArecentlylaunchedaninitiativetoconnectstudentswithdisabilitieswithmentorswhohavesimilardisabilitiesandwhopossessthepracticalknowledgenecessarytohelpstudentseffectivelytransitiontoadulthoodandovercometheattitudinalandenvironmentalbarriersthataresopervasive.Mentorswillnotonlyserveasvaluablerolemodelsbutwillsupportstudentsbyassistingthemwithcareerandprofessionaldevelopment,improvinglifeskillsandthedisabilityspecifictechniquesthatwillenhanceindependence,helpingthemtoobtaintheiracademicgoalsandprovidingstudentswithencouragementandmoralsupport”-JoanneWilson,CommissionerofRehabilitationServicesfrom2001-2005,fromtheAutumn2003AmericanRehabilitationissue,“MentoringandTransition.”
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Table 1: Elements of Successful Transitioning GeneralNeeds SpecificNeeds
AccesstoParticipationinHighQualityStandards-BasedEducationRegardlessofSetting
Inordertoperformatoptimallevelsineducation,allyouthneed
• academicandcareer-technicaleducationofferingsbasedonstateandindustrystandards;
• accesstoavariedandbalancedsetoflearningstrategiesappropriatefortheindividual.
Youthwithdisabilitiesneed
• individualtransitionplansthatdriveinstructionandacademicsupport;
• specificandindividuallearningaccommodations.
PreparatoryExperiences Inordertomakeinformedchoicesaboutcareers,allyouthneed
• careerassessmentincluding,butnotlimitedto,interestinventories,andformalandinformalvocationalassessments;
• informationaboutcareeropportunitiesthatprovidealivingwage,includinginformationabouteducation,entryrequirements,andincomepotential;
• traininginjob-seekingskills;
• structuredexposuretopost-secondaryeducationandotherlifelonglearningopportunities.
Youthwithdisabilitiesneed
• informationabouttherelationshipsbetweenappropriatebenefitsplanningandcareerchoices;
• identificationofandaccesstodisability-relatedsupportandaccommodationsneededfortheworkplaceandcommunityliving;
• instructionandguidanceaboutcommunicatingdisability-relatedsupportandaccommodationneedstoprospectiveemployersandserviceproviders.
Work-BasedExperiences Inordertoattaincareergoals,allyouthneed
• opportunitiestoengageinarangeofwork-basedexplorationactivitiessuchassitevisitsandjobshadowing;
• multipleon-the-jobtrainingexperiences,includingcommunityservice(paidorunpaid)thatisspecificallylinkedtothecontentofaprogramofstudy.
Youthwithdisabilitiesneed
• instructionandguidanceaboutrequesting,locating,andsecuringappropriatesupportsandaccommodationneededattheworkplace.
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YouthDevelopmentandYouthLeadershipOpportunities
Allyouthneed
• mentoringactivitiesdesignedtoestablishstrongrelationshipswithadultsthroughformalandinformalsettingsandalsopeer-to-peermentoringopportunities;
• exposuretorolemodelsinavarietyofcontexts;
• traininginskillssuchasself-advocacyandconflictresolution;
• exposuretopersonalleadershipandyouthdevelopmentactivities,includingcommunityservice;
• opportunitiestoexerciseleadership.
Youthwithdisabilitiesneed
• exposuretomentorsandrolemodelsincludingpersonswithandwithoutdisabilities;
• trainingaboutdisabilityissuesanddisabilityculture.
SupportServices(ConnectingActivities)
Allyouthneed
• mentalandphysicalhealthservices;
• transportation;
• tutoring;
• post-programsupportsthoroughstructuredarrangementsinpost-secondaryinstitutionsandadultserviceagencies;
• connectiontootherservicesandopportunities(e.g.,recreation).
Youthwithdisabilitiesmayneed
• appropriateassistivetechnologies;
• post-programsupportssuchasindependentlivingcentersandothercommunity-basedsupportserviceagencies;
• personalassistanceservices,includingreadersandinterpreters;
• benefits-planningcounselingregardingthebenefitsavailableandtheirinterrelationshipssothatindividualsmaymaximizethosebenefitsintransitioningfrompublicassistancetoself-sufficiency.
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
Afterlearningaboutthetypesoftransitionassistanceyourprogrammightprovide,youwillneedtobecomefamiliarwiththeyouthyouserveinordertogaugewhatkind(s)oftransitionassistancetheyrequire.ItmaybeusefultoutilizeTool1tocollectinformationaboutyourmentees.
GeneralNeeds SpecificNeeds
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Tool 1 Profile of YouthAll Attending
HighSchoolHighSchoolDropout
HighSchoolGraduate
AttendingPost-Secondary
Totalyouthpopulationages14-25
AgeRanges/Gender
14-15yrs
16-17yrs
18-25Yrs
Female
Male
Disability:bytypeofdisabilityifknown(addadditionalcolumns)
Race/Ethnicity:
Hispanic(only)
AmericanIndian/AlaskanNative(only)
Asian(only)
BlackorAfricanAmerican(only)
HawaiianNativeorotherPacificIslander(only)
White(only)
Morethanonerace
EnglishLanguageLearner
SingleParent
LowIncome
PublicAssistanceRecipient
SSIRecipient
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
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Nowthatyou’veassessedtheneedsoftheyouthyou’reserving,youshoulddecidewhattypesoftransitionassistanceactivitiestoprovide.Rememberthattheprimarygoalistotrainmentorssothattheycanassistyouthwithdisabilitiesinachievingbetteremploymentoutcomesandeducationaloutcomes.OthersuggestedoptionsincludevisitingyourlocalOne-StopCenter,creatinginternships,jobshadowingandemploymentopportunities,anddevelopingcareerbuildingskillstrainingforyouthinyourprogram.Formanytransitionassistanceactivities,itwillbenecessarytoconnectwithemployersinyourarea.Toensurethatemployersarewillingandhelpfulpartners,youwillneedtounderstandtheirneedsandknowhowtoaddresstheirconcerns.YoumaywanttousethekeystrategiesinTable2whenworkingwithemployerstoensurethattheresultsaresatisfyingtoallconcerned.
“It’sinspiringforhertoseeotherkidsaddressingthingsthatsheisalsoconcernedabout.Sheenjoysseeingotherpostingsandknowingthatthereareotherpeoplelikeherissupportive,especiallyseeingotherkidswhoAREgoingtocollegeandHAVEmovedoutoftheirparent’shouses.”-ParentofaPartnersOnlineyouthparticipant
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Table 2: Key Strategies for Working with Employers
EmployerNeeds KeyStrategies
Awarenessofrecruitmentresources • Connectwithexistingbusinessandemployernetworksandjobreferralandplacementorganizations;
• Marketservicesthroughexistingcommunityforums(e.g.,newsletters,jobfairs,etc.);
• Joinbusinessorganizations;
• Buildandmaintainnetworksofbusinessandemployercontactsthroughcontinuousdialogue;
• Makedirectcontactwithnewemployers.
Effectiveapplicantscreening • Identifycompetenciesneededforeachjobandindustry;
• Visitcompaniestoidentifyneeds;
• Understandandadheretotypicalcompanyscreeningprocessesascloselyaspossible;
• Knoweachyouth’sskills,interests,andaptitudes;
• Matchyouthtoemployerneedsandcircumstances.
Applicantswithtechnicalskills • Ensureyouthareenrolledinupdatedandrigorousskillstrainingprograms;
• Identifyandaddressbarrierstoaccessingtrainingprograms;
• Matchyouthskillstojobandtaskassignments.
Applicantswithsoftskills • Encourageemployerstosupportjobshadowingandshort-terminternshipsasinitialefforttoexposeyouthtotheworkplaceculture;
• Prepareandsupportyouthinsoftskills(e.g.,appropriateworkbehavior,language,dress,etc.);
• Matchyouthwithpeerandadultmentors.
Convenientaccesstoapplicants • Minimizeredtape;
• Coordinateemployeroutreachwithotherprofessionals;
• Respondtoemployeroutreachefforts.
Supportforyouthwithdisabilities • Identifyandaddressneededjobaccommodations;
• Identifyandaddressaccessibilityissuesatworkplaces;
• Provideongoingpost-placementfollowupwithstudentsandemployers;
• Prepareandsupportyouthwithdisabilitiestounderstandandmanagejob-relateddisabilityissues(e.g.,disclosure,reasonableaccommodationneeds,etc.);
• Conductperiodicdisabilityanddiversityawarenesstrainingforsupervisorsandco-workers.
Returnoninvestmentoftimeandresources
• Respectemployers’time;
• Keepmeetingsshortandinformative;
• Ensurethatbothsupportservicesandyouths’presencearebenefits,notdetriments,toemployeroperations.
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
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Thenextstepistoidentifytheresourcesandentitiesinyourlocalityand/orregionwithwhomyouwillwanttoconnecttoprovideyouthwiththetransitionservicesyoudecidetooffer.Manyoftheseentitiesareapartoftheworkforcedevelopmentsystem.Thefollowingtablesandtoolswillhelpyouconductaresourcemappingexercisetolocatethegovernment-fundedentities,non-profitorganizations,employerorganizations,andsoforth,inyourareathatserveyouthwithdisabilities.
Yourlistofprincipalplayerswhoprovideyouthtransitionserviceswillprobablyincluderepresentativesfromthefollowing:
• Education,includingvocationaleducation,specialeducationandpost-secondaryeducation
• RehabilitationAgencies
• MentalHealthAgencies
• DevelopmentalDisabilityAgencies
• ChildandFamilyServices
• StateandlocalWorkforceInvestmentBoards
• SocialSecurityAdministration
• KeybusinessnetworkssuchastheChamberofCommerceandtheBusinessLeadershipNetwork
• EconomicDevelopmentAgencies
Althoughtheinformationlistedinthetwotablesbelowisgeneralforallstates,itshouldgiveyouabroadoverviewofthealloftheyouthtransitionserviceproviders.Table3showstheinstitutionsandorganizationsthatareapartoftheworkforcedevelopmentsystemonthestatelevelaswellaskeynon-profitorganizationsthatareinvolvedinthedeliveryofworkforceprograms.Table4providesinformationaboutfederalprogramsthatareapartoftheworkforcedevelopmentsystem.
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Table 3: Parts of the Workforce Development SystemASamplingofEducational,Workforce,andSupportServicesOrganizationsServingYouthAges14to25
Institutions/Organizations TypeOfServices NationalNumber
StateChartered
HighSchools Secondaryeducation. 21,994secondaryschools;12,197combinedsecondaryandelementaryschools
ComprehensiveHighSchools Combinedacademicandvocationalpreparation.
15,005
AreaVocational-Technical(Voc-Tech)Centers
Preparationforspecifictradeandoccupationalareas.
1,816
CharterandAlternativeHighSchools Variesbystatelawintermsofroleanddesignationofpurpose.
2,695charterhighschools;alternativeschoolsunknown
CommunityColleges 2yearassociatedegreeprograms,preparationfor4yeardegreeprograms,specificcontinuingandadulteducation.
1,600(includingbranchcampuses)
PublicFourYearCollegesandUniversities
Fullrangeofdegreegrantingprograms. 612publicinstitutions,4yearorhigher
Cities,CountyGovernment,andRegionalDevelopmentorServiceOrganizationssponsoredbygeneralunitsofgovernmentorschooldistricts
Theselocalunitsofgovernmentoftenprovidedirectservicesincludingworkforcedevelopment.
Numbersofthosethataredirectlyinvolvedinprovidingworkforcedevelopmentservicesvarybystate.
LocalNon-ProfitOrganizationsorPrivatesector-ledorganizations
CommunityRehabilitationPrograms Employmentservicesforpeoplewithdisabilities.
8,100
Community-BasedOrganizations/Faith-BasedOrganizations
Employmentservicesand/orhumanservices,suchasrecreationandyouthdevelopmentactivities.
Thesemayormaynotbeapartofanationalnetwork(e.g.,BoysandGirlsClubs,NationalUrbanLeague,CommunitiesinSchools,etc.).
>10,000
PrivateSector-ledorganizations(ChambersofCommerce,industryassociations,apprenticeshipprograms,etc.)
Skilltraining,remediation,apprenticeships,etc.
Some175-200chambersandbusinessorganizationshavebeenidentifiedasactiveintermediariesthoughthenumberofchambersismuchlargerandmanyareinvolvedinbuildingaworkforcedevelopmentsystem
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FederallyMandatedAdvisoryandGoverningBodies
WorkforceInvestmentBoards(WIBs) WIBsserveasgoverningbodiesforWIAprograms,andworkonstateandlocalworkforcesystem.
Privatesectorrepresentativesholdthemajorityseats.
LocalboardsarerequiredtohaveYouthCouncils;stateboardshaveoptionsforyouthcouncils.
52state
591local
StateCouncilonDevelopmentalDisabilities
Governorappointsstateboard,whichdevelopsastateplanforservices.
ConsumersandrepresentativesofstateagenciesresponsibleforoversightofservicesmakeuptheCouncil.
Thestatewideservicesplanincludesworkforcepreparationactivities.
57
StateRehabilitationCouncil Appointedbythegovernor,reviews,analyzes,andadvisesstaterehabilitationagencyaboutgoalsandpriorities,effectiveness,andcustomersatisfaction.
Annualreportstothegovernorandthecommissionerrequired.
80
StatewideIndependentLivingCouncil
Appointedbythegovernortodevelop,monitor,andevaluatestateindependentlivingplans.
55statesandterritories
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
“IthinkYIPIreallyhelpsherhaveamorepositiveself-imageandtoseethatshecanhaveasuccessfulindependentlife.InadditiontothemanyfriendsshehasatYIPI,themeetingtopicsareallfocusedathelpingkidsunderstandhowtodothingsforthemselvesandplanforthefuture.YIPIgivestheparticipantsanetworkoffriendsandapositiveapproachtolivingwithadisability.Ithasmadeahugedifferencetoourwholefamily”-ParentofayouthparticipatinginPartnersforYouthwithDisabilities’YouthinPreparationforIndependenceProgram.
Institutions/Organizations TypeOfServices NationalNumber
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Table 4: Federally Supported PartsoftheWorkforceDevelopmentSystemServingYouthAges14-25
Note:Ifan*appearsitmeanstheservicesareapartofthemandatedOne-Stopsystem.
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
DepartmentofEducation
OfficeofSpecialEducationandRehabilitativeServicesRehabilitationActof1973,TitleI
*RehabilitationAgencies
Staterehabilitationagenciesresponsibleforstatewidevocationalrehabilitationprograms.
ServicesareprovidedtopeoplewithdisabilitiesbasedonIndividualizedPlanforEmployment(IPE).
Transitionserviceforyouthisanallowableactivity.
Tobeeligibleforvocationalrehabilitationservices,anindividualmusthaveaphysicalormentalimpairmentthatresultsinasubstantialimpedimenttoemployment;beabletobenefitfromreceivingvocationalrehabilitationservices;andrequirevocationalrehabilitationservicestopreparefor,secure,retainorregainemployment.
Agenotspecified.
Combined:32
General:24
Blind:24
TOTAL:80
Note:Stateshavetheoptiontohavejustoneagencyresponsibleforblindaswellasallotherpersonswithdisabilitiesortohavetwoagencies.
RehabilitationActof1973,asamended,TitleVII,Chapter1,PartB
IndependentLivingCenters
IndependentLivingCentershelppeoplewithdisabilitiesmaximizeopportunitiestoliveindependentlyinthecommunity.
Centerscanprovideemploymentrelatedsupporttoindividualsbutactualtrainingoreducationistypicallynotprovided.
Centerssettheirownagerequirements.
625totalILCs,336ofwhicharefederallyfunded
RehabilitationActof1973,asamended,TitleVI,PartB
SupportedEmploymentPrograms
VRstateagenciesdevelopcollaborativeprogramstoprovidesupportedemploymentservicesforindividualswiththemostsignificantdisabilities.
Individualswithmostsignificantdisabilities.
Agenotspecified;fortransitionservices,theregulationsencourageagenciestoworkwithstudentsasearlyaspossible.
Mostoftheseprogramsaremanagedbynon-profitcommunityrehabilitationagenciestheestimatednumberis8,100
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AssistiveTechnologyActof1998,sunsettinginfiscalyear2004
AssistiveTechnologyCenters
Centersprovideinformationtochildrenandadultswithdisabilitiesonincreasingtheiruseofstandard,assistive,andinformationtechnologiesandservices.
Agenotspecified. 56
OfficeofVocationalandAdultEducation
CarlD.PerkinsVocational-TechnicalEducationActAmendmentsof1998,TitleI
*Career-TechnicalEducationPrograms
Fundscanbeusedforabroadrangeofprograms,services,andactivitiesdesignedtoimprovecareertechnicaleducationprogramsandensureaccesstostudentswhoaremembersofpopulationswithspecialneeds.
Individualsinsecondaryandpostsecondaryschools.
Agenotspecifiedbutgenerallygearedtowardhighschoolandcommunitycollegestudents.
Educationprovidedineithercomprehensivehighschools(15,005)orareavoc-techcenters
(1,816)
CarlD.PerkinsVocational-TechnicalEducationActAmendmentsof1998,TitleII
*Tech-PrepPrograms
Asequencedprogramofstudythatcombinesatleasttwoyearsofsecondaryandtwoyearsofpost-secondaryeducation.
Occupationaleducationoranapprenticeshipprogramofatleasttwoyearsfollowingsecondaryinstruction.
Beginningasearlyastheninthyearofschoolandcanextendthroughtwoyearsofpost-secondary.
Roughly47%ofthenation’shighschools(or7,400highschools)offeroneormoreTechPrepprograms
WorkforceInvestmentActof1998,TitleII
*AdultLiteracyPrograms
Providesbasiceducationinstructionthroughavarietyofprogramsettings(e.g.,communitycolleges,highschools,alternativeschools,community-basedorganizations,One-Stops,etc.).
Overtheageof16,notcurrentlyenrolledinschool,wholackahighschooldiplomaorthebasicskillstofunctioneffectivelyasparents,workers,andcitizens.
5,263LiteracyPrograms
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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IndividualswithDisabilitiesEducationAct(IDEA)1997,
PartBandPartD,Subpart1authorizesProgramImprovementgrantstostates
IndividualizedEducationPrograms(IEPs)
Guaranteedrighttofreeandappropriateeducation.
IEPsareindividualizedplanstoprovideeducationforayoungpersonincludingtransitionfromschooltopositiveadultoutcomes.
Individualsareeligibleforeducationservicesuptotheageof18orthroughtheageof21atthediscretionofthestate.
Transitioningplanningcanbeginatage14butmustoccurbyage16.
1,938,000studentsbetween14and21receivedIDEAservicesin2000-2001schoolyear
DepartmentofHealthandHumanServices
AdministrationforChildrenandFamilies
PersonalResponsibilityandWorkOpportunityReconciliationActof1996(PRWORA)
TitleIisTemporaryAssistanceforNeedyFamilies(TANF)
*RequiredWorkforAdults
Providesassistanceandworkopportunitiestoneedyfamiliesbygrantingstatesthefederalfundsandflexibilitytodevelopandimplementtheirownwelfareprograms.
Workactivitiescanincludeeducationandtraining,workexperiences,andjobsearch.
TANFservesneedyfamilies;incomeandassetlimitationsvarybystate;someassistancecanonlygotofamilieswithminorchildren.
TANFregulationsdefineminorchildasanindividualwhohasnotattained18yearsofageorhasnotattained19yearsofageandisafull-timestudentinasecondaryschool(orintheequivalentlevelofvocationalortechnicaltraining).
FY2001,theaveragemonthlynumberofTANFfamilieswas2,120,500whichincluded787,000child-onlycases
DevelopmentalDisabilitiesAssistanceandBillofRightsAct1996
SupporttoTargetedPopulation
TheemphasisoftheStatePlanistoincreasetheself-determination,independence,productivity,inclusionandintegrationintothecommunityofpeoplewithdevelopmentaldisabilities.
Servicesareforthosewhohaveadevelopmentaldisability.
Thereisnoagelimitationontheservicesprovided.
Ageisafactorinthediagnosisprocess.
Totalnumberofprogramsandservicescenteredonworkforcepreparationandsupportservicesunknown
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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FosterCareIndependenceActof1999whichenactedtheJohnH.ChafeeFosterCareIndependenceProgram
SupporttoTargetedPopulations
Statesassistyouthinasuccessfultransitiontoadulthood.
Activitiesandprogramsinclude,butarenotlimitedto,helpwitheducation,employment,financialmanagement,housing,emotionalsupportandassuredconnectionstocaringadultsforolderyouthinfostercareaswellasyouthwhohaveagedoutoffostercare.
Olderyouth(18-21)canreceivehousingassistanceifneeded.
Statecanserveyouthwhoarelikelytoremaininfostercareandthosewhohaveagedoutoffostercareupto21yearsofage.
Therewere62,00015-to17-year-oldsinfostercareasreportedinaMarch2002CensusBrieftogiveasenseofpopulationthatis“agingout”offostercare
CommunityActionAgencies
TitleIoftheHousingandCommunityDevelopmentActof1974,asamended
*MultipleServicesthroughCenters
CommunityServicesBlockGrantscreate,coordinate,anddeliverabroadarrayofprogramsandservices.
Toassistindividualsinsecuringandmaintainingemployment,communityactionagenciesprovidelinkagestojobtrainingopportunities,GEDpreparationcourses,andvocationaleducationprograms.
Programsandservicesaretolow-incomeindividuals.
State-administeredlocalnetworkcomposedofover1,100localagencies,predominantlycommunityactionagencies
SubstanceAbuseandMentalHealthServicesAdministration
Children’sHealthActionof2000PublicLaw106-310;andthePublicHealthServicesAct,asamended;TitleVandseveralsectionsofthattitle.
SubstanceAbuseandMentalHealthServices
Grantsandcooperativeagreementsforsubstanceabusetreatmentandpreventionaswellasmentalhealthneedsofregionalandnationalsignificance.
Forthesubstanceabuse(alcoholanddrugs)component,treatment,preventionandsupporttofamiliesandchildrenareincludedineligibleservices.
Formentalhealthservicestheregionalandnationalsignificanceprioritiesdetermineeligibility.
Estimated600grantsawardedinfiscalyears2002and2003
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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PublicHealthServiceAct,TitleV,PartE,Section561,asamended;PublicLaw102-321;42U.S.C.290ff.
ComprehensiveCommunityMentalHealthServicesforChildrenwithSeriousEmotionalDisturbancesProgram
Theprogramprovidesgrantstostatesandcommunitiesfortheimprovementandexpansionofcommunitybasedsystemsofcareforchildrenwithseriousemotionaldisturbancesandtheirfamilies.
Individualizedserviceplansdictatetherangeofservicesandcanincludenon-mentalhealthservicesincludingeducation,vocationalcounselingandrehabilitation,andprotectionandadvocacy.
Undertheageof22. Forty-fourgrantsperyear.Estimatednationwide4.5-6.3millionchildrenwithseriousemotionaldisturbancesandtheirfamilies
PublicHealthServiceAct,TitleXIX,PartBasamended,PublicLaw1060310;42
MentalHealthServices
Throughblockgrantstostates,arangeofservicescanbeprovidedthroughqualifiedcommunityprograms.Servicesincludebutarenotlimitedtopsychosocialrehabilitationprograms,mentalhealthpeersupportprogramsandprimaryconsumer-directedprograms.
Mentalhealthconditiondetermineseligibility.
59grants
CenterforMedicareandMedicaidServices
TitleXIXoftheSocialSecurityAct
Insurance
ProvidesmedicalassistancethroughtheMedicaidProgram.
Individualsandfamilieswithlowincomesandresources.
InFY2003,40.4millionwereenrolled,7.7millionofwhomareblind/disabled
SocialSecurityTitleXXI,aspartoftheBalancedBudgetActof1997
StateChildren’sHealthInsuranceProgram(SCHIP)
Giveseachstateauthorizationtoofferhealthinsurance.
FamilieswhoearntoomuchtoqualifyforMedicaidmaybeabletoqualifyforSCHIP.
Childrenuptoage19whoarenotalreadyinsured.
ForFY2002,therewere
5,315;229childrenenrolledinSCHIP,includingbothseparatechildhealthprogramsandMedicaidexpansionprograms
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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HealthResourcesandServicesAdministration(HRSA)
TitleVoftheSocialSecurityAct
HealthyandReadytoWork
Promotesacomprehensivesystemoffamily-centered,culturallycompetent,community-basedcareforchildrenwithspecialhealthcareneedswhoareapproachingadulthoodandmayneedassistanceinmakingthetransitionfrompediatrictoadulthealthcareandtopost-secondaryeducationand/oremployment.
Mainlycoverschildrenupto18yearsbutsomeprojectsserveyoutholderthan18.
Arangeofdemonstrationgrantshavebeenlaunchedsince1996;currentlytherearefivestatewideprojectsbeingsupported
HousingandUrbanDevelopmentDepartment
OfficeofCommunityPlanningandDevelopment
NationalAffordableHousingAct
AddedthroughSection164oftheHousingandCommunityDevelopmentActof1992TitleIVSubtitleD
*YouthBuildProgram
YouthBuildgrantsareavailabletopublicorprivatenon-profitagencies,publichousingauthorities,stateandlocalgovernments,Indiantribes,oranyorganizationeligibletoprovideeducationandemploymenttraining.
Non-profitorganizationsassisthigh-riskyouthbetweentheagesof16-24tolearnhousingconstructionjobskillsandtocompletetheirhighschooleducation.
78grants
CommunityRenewalTaxReliefActof2000
EmpowermentZones/EnterpriseCommunities
Targetstaxincentives,performancegrants,andloanstodesignatedlowincomeareastocreatejobs,expandbusinessopportunities,andsupportpeoplelookingforwork.
Localunitsofgovernmentsaretheeligibleapplicants.
EZsandECsarebasedoneconomiccharacteristicsofageographicareaandservicesarenotagespecified.
Currently105designatedurbanandruralEZ/EC’s
McKinney-VentoHomelessAssistanceAct,reauthorizedJanuary2002
EmergencyShelterGrantProgram
Provideshomelesspersonswithbasicshelterandessentialsupport.
Canassistwiththeoperationalcostsoftheshelterfacility.
Grantsaretoeligiblejurisdictions,includingstates,territories,andqualifiedmetropolitancitiesandurbancounties.
Agenotspecified. InFY2001,therewere366grantees
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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DepartmentofJustice
OfficeofJuvenileJusticeandDelinquencyPrevention
JuvenileJusticeandDelinquencyPrevention(JJDP)Actof1974(Pub.L.93-415,42U.S.C.5601etseq.)andsubsequentamendments
ServicestoAdjudicatedYouth
Grantsprogramfundscollaborative,community-baseddelinquencypreventionefforts.
Providescommunitieswithfundingandaguidingframeworkfordevelopingandimplementingcomprehensivejuveniledelinquencypreventionplans.
Statesdefinetheagesforadjudicationpurposes.
Currently53fundedprograms
DepartmentofLabor
EmploymentandTrainingAdministration
WorkforceInvestmentActof1998,TitleI
One-StopCenters
Asystemunderwhichentitiesresponsibleforadministeringseparateworkforceinvestment,educational,andotherhumanresourcedevelopmentprogramscollaboratetocreateaseamlesssystemofservicedelivery.
Note*formandatedpartnersoftheCenters.
UniversalserviceatOne-Stopforjobsearchactivities.Formoreintensiveservices,includingtraining,olderyouthages18-21maybeco-enrolledasyouthandadults.Thenextsection(YouthServicePrograms)providesdetailsofeligibility.
1,978comprehensiveOne-Stopcentersand7,535satelliteoffices
WorkforceInvestmentActof1998,TitleI,BforformulagrantsandTitleIVSubtitleDfornationallymanagedprograms.
*YouthServicePrograms
TheformulagrantprogramservicesaredeterminedbyandcontractedforbytheWIBs.
ThefederalgovernmentmanagestheYouthOpportunityPrograms,Migrant&SeasonalFarmworkerandNativeAmericanprograms.
Ages14-21.
Eligibleyoutharelowincomeandoneormoreofthefollowing:deficientinbasicliteracyskills;ahighschooldropout;homeless;arunaway;orafosterchild;pregnantoraparent;anoffender;anindividualwhorequiresadditionalassistancetocompleteaneducationalprogram,ortosecureandholdemployment.
Thenumbersvarybyprogrambecauselocalcommunitiesmakedecisionsabouthowmanyandwhattypeofserviceswillbeprovidedthroughformulagrantfunds
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
WorkforceInvestmentActof1998,TitleI,C
*Residentially-BasedEducationandTrainingPrograms
JobCorpsisafederallyadministeredprogramthatprovidesacademicandoccupationaltraininginaresidentialsetting.
SameincomeanddeficiteligibilitycriteriaasforYouthServiceProgramsbutagesrangefrom14-24andthereisno
upperagelimitforanotherwiseeligibleindividualwithadisability.
118centersnationwide
TheWagner-PeyserActasamendedbytheWorkforceInvestmentActof1998,TitleIII,SubtitleA
*EmploymentServiceOffices
Haslistingsofavailablejobsandprovidesarangeofservicestojobseekersandemployers.Alsoprovideslabormarketinformationservices.
TheEmploymentServiceprovidesuniversalservice,availabletoall.
Agenotspecified.
EmploymentServicesarepartofallOne-Stopsbutthereareadditionalofficesineachstate.
AmericanCompetitivenessandWorkforceImprovementActof1998,H-1BTechnicalSkillsTrainingGrants
RegionalandLocal
BusinessPartnerships
DesignedtohelptrainU.S.workersinthehightechnologyskillsthattheindustryneedstherebyreducingtheneedtoimportworkersfromabroad.
OrganizationsmustpartnerandapplytotheDepartmentofLabor.
Thegrantsareeitherissuedtoabusinesspartnershiportoalocalworkforceinvestmentboardandgenerallyareaimedatadults.
89grants
SocialSecurityAct,Section403a,asaddedbySection5001oftheBalancedBudgetActof1997
*Welfare-to-WorkServices
Stategrantstoprovidecommunityorworkexperiences,jobcreation,on-the-jobtraining,jobretentionorsupportservices,vocationaleducationorjobtrainingforamaximumof6months,orcontractedservicesforjobreadiness,jobplacementorpost-employmentservices.
Welfarerecipientswhohavereceivedbenefitsforatleast30monthsorwhoarewithin12monthsofbecomingineligibleforbenefitsduetoadurationallimit.
189grantstoWorkforceInvestmentBoardsandcommunityorganizationshavebeenissuedinthreeroundsofcompetitions.
TradeActof1974,TitleII,Chapter2
*TradeAdjustmentAssistance
Assistancemayincludere-employmentservices,jobsearchallowances,relocationallowances,fundingfortraining,orreadjustmentallowancesforeligibleworkerswhohaveexhaustedunemploymentinsuranceorwhoareintraining.
WorkerswhoaresignificantlyharmedbyU.S.tradepolicies,i.e.,bylosingtheirjobsorhavinglesswork.Workersmustapplyforbenefitswithin12monthsafterbeinglaidofforwithin6monthsaftercompletingapprovedtraining.
68,568individualswereservedfromJuly1,2002throughJune30,2003
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
UnitedStatesCode,Title38,Chapter41
*DisabledVeteransReadjustmentBenefits
Thesebenefitsincludejobcounseling,trainingandjobplacement.
Disabledveteranswhoareentitledtocompensationorwerereleasedfromactivedutyduetoaservice-relateddisability;spousesofpersonswhoweretotallydisabledordiedofaservice-connecteddisability;orspousesofanyactivedutymemberoftheArmedForceswhoismissinginaction,capturedbyhostileforces,ordetainedbyaforeigngovernmentinthelineofduty.
InProgramYear1999,
428,687veteransregisteredforservicefromthelocalveteranemploymentrepresentativesstationedatemploymentserviceofficesandOne-Stops;ofthatnumber,39,986weredisabledveterans
CorporationforNationalandCommunityService
NationalandCommunityServiceActof1990asamended,42U.S.C.12571-12595
ServiceandConservationCorps
Stateandlocalprogramsthatengageprimarilyyouthandyoungadultsinfull-timecommunityservice,trainingandeducationalactivities.
Youthandyoungadultsages16-25;eligibilitydependsonsourceoffundingandlocaldecisions.
118Corpsoperateinmultiplecommunitiesacross31statesandtheDistrictofColumbia;
In2002over24,000enrolledyoungpeopleprovidedtheircommunitieswith18.3millionhoursofserviceinyear-roundandsummerprograms
SocialSecurityAdministration
TickettoWorkandWorkIncentivesImprovementActof1999
TrainingforSocialSecurityDisabilityEligibleIndividuals
EstablishesapprovedproviderscalledEmploymentNetworks(ENs).
ENscanfundvocationalrehabilitation,employment,orsupportservicestohelpanindividualgotowork.
Theprogramisbeingrolledoutinthreephasesacrossthecountrywiththelastphaseavailableinlate2003.
AnindividualmustbereceivingSocialSecurityDisabilityInsurance(SSDI)orSupplementalSecurityIncome(SSI)andmusthaveadisabilityforwhichmedicalimprovementisnotexpectedorpossible;theindividualmustliveinastatewhereTicketsareavailable.
1000
EmploymentNetworksrecognizedasofOctober2003
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
Afterusingtheaboveinformationtohelpyouidentifywheretolookforpotentialresourcesandpartners,youmaywanttousethetwotoolsbelowtogatherspecificinformationabouttheyouthtransitionserviceprovidersinyourarea.Tool2maybeusedforagenciesandorganizations,whileTool3istobeusedforemployerorganizationsornetworks.
AuthorizingAct TypeOfServices AgesAndEligibility NationalNumber
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UsingMentoringtoPromotePositiveEmployment&Post-SecondaryTransitioningforYouthwithDisabilities8-20
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Tool 2: Principal Players Designation
Completeoneforeachagencyororganization
1.ProgramName:
2.ContactInformation:
3.ProgramAuthority(e.g.,federalorstatelegislationorexecutiveorder):
4.ProgramPurpose:
5.EligibilityRequirements/TargetPopulation:
6.FundingLevel:
ParticipantLevel:
KeyParticipantData(onyouthwithdisabilities,outcomesrelatedtopurpose):
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
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PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Tool 3 Principal Players Designation Complete one for each employer organization or network
Organizationname:
Contactname:
Membershipinformation:(number&typeemployersrepresented)
Organization’spurpose(s):
Representationwithinthestate:(statewideorinspecificcommunities)
Workforceservicesprovidedtomembers:
Roleinyouthworkforcedevelopmentsystem:(indicatehowitsupportsthesystem)
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
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UsingMentoringtoPromotePositiveEmployment&Post-SecondaryTransitioningforYouthwithDisabilities8-22
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
YouwillalsofindithelpfultodisseminateinformationaboutfreejobtransitionservicesfundedbytheU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy(ODEP)toyourmentors,menteesandmentees’families.YouwilldefinitelywanttobecomefamiliarwiththeJobAccommodationsNetworkandtheEmployerAssistanceReferralNetwork.Descriptionsofbothnetworksandtheservicestheyofferareexcerptedfromtheirbrochuresandareprovidedbelow.
Job Accommodations Network (JAN) YouraccommodationinformationresourceJANisacomprehensiveserviceprovidingaccommodationinformationthatcanbeusedinthehiring,training,retention,andcareeradvancementofpeoplewithdisabilities.
Callersmayreceiveanyorallofthefollowing:
• Individualizedinformationforuseintheworkplace,job-trainingenvironment,orclassroom.
• InformationabouttheAmericanswithDisabilitiesActandotherdisability-relatedemploymentlegislation.
• Serviceandcontactinformationonthousandsofdisabilityserviceorganizations,facilities,andagencies.
AnyonemaycallJANforinformationaboutjobaccommodationsandtheemployabilityofpeoplewithdisabilities.
Servicesareprovidedfreeofcharge.JAN’sconsultantsaddressquestionsregardingalldisabilities,employmenttypes,andbusinesstrainingenvironments.JANpreservestheconfidentialityofcommunicationbetweencallerandconsultant.
JAN’s services may be accessed by calling the toll-free phone number (Voice/TTY): 1-800-JAN-7234
JANmayalsobeaccessedonthefollowingwebsites:JANHomePage:http://www.jan.wvu.eduSearchableOnlineAccommodationResource(SOAR):http://www.jan.wvu.edu/soar
Email:[email protected]
Fax:304-293-5407
Mail:P.O.Box6080,WVUMorgantown,WV26506
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PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Officehours:Callsareanswered8a.m.to8p.m.EST,MondaythroughThursday,andFridaysfrom8a.m.to7p.m.
Note.FromJobAccommodationsNetwork,byOfficeofDisabilityEmploymentPolicyoftheU.S.DepartmentofLabor,contract#J-9-M-2-0022.
Employer Assistance Referral Network (EARN)
Afreeserviceforemployers,EARNworkstoconnectemployerswithjobseekerswhohavedisabilities.EARNconnectsemployersto“linkage”agenciespre-qualifiedashavingcandidateswhomeettheirjobrequirements,anditprovidesemployerswithresourcesandsolutionswithinthefullrangeofdisabilityemploymentissues.
Employersconnectwith“linkage”agenciesthathavejob-readycandidateswithdisabilitiesbythefollowingprocess:
• EmployercontactsEARNviatheirtoll-freenumberorwebsitetoenroll.
• EmployerpostsjobannouncementswithEARN.
• EARNstaffconductsresearchtoidentifyagencieswhohavecandidatesmeetingtheemployer’sjobrequirements.
• EARNstaffrefersemployertoagencieswithqualifiedcandidates.
• EARNmaintainstheemployer’sanonymity.Theemployerdecideswhotocontacttofurtherscreencandidatesandstarttheinterviewingprocess.
Employers may contact EARN by calling the toll-free phone number: 1-866-327-6669, by accessing the website at http://www.EARNworks.com, or by emailing [email protected]
Note.FromTheEmployerAssistance&RecruitingNetwork,U.S.DepartmentofLaborOfficeofDisabilityEmploymentPolicy,managedbyCherryEngineeringSupportServices,Inc.
EncourageemployersinyourareatouseEARN’sservicestohirequalifiedpersonnelwithdisabilities.
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UsingMentoringtoPromotePositiveEmployment&Post-SecondaryTransitioningforYouthwithDisabilities8-24
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Below are examples of successful programs that promote positive employment and post-secondary outcomes for youth with disabilities.
Example One: Partners for Youth with Disabilities, Inc.’s
YoungEntrepreneursProjectincorporatesworkshop-stylelearningandone-to-onementoringtoteachyouthvaluabletransition-relatedskills.TheYoungEntrepreneursProjectcollaborateswithschoolsintheBostonPublicSchoolstoteachbusinessandentrepreneurshipskillstoyouthwithdisabilities.UtilizingthenationalstandardsoftheConsortiumforEntrepreneurshipEducation,andamultimodalapproachtolearning,theYoungEntrepreneursProjectensuresthattheyareteachingage-appropriateskillsthatwillbenefityouthastheytransitionoutofhighschool.Theone-to-onementoringcomponentpairsyouthparticipantswithadultsinthebusinessworldwhocanassistyouthwithbusinessplans,collegeapplications,jobapplicationsandprovidework-relatedopportunitiessuchasjobshadowing.
Example Two: D.C. Public Charter School Cooperative’s
ApprenticeMentorProjectisagroupmentoringprojectthatmatchescaringadultswithhighschool“apprentices”withdisabilitiesingrades10-12.Mentorsareworkingprofessionalswhomeetface-to-facewithapprenticestoparticipateinmentoringactivities,includingjob-shadowing,interactiveskills-developmentworkshops;hands-oncommunityserviceprojects;andfieldoutingstolocalbusinessesandcommunityorganizations.Viaemailandinperson,mentorsofferapprenticespersonalandacademicsupport,guidanceinthecareerandexplorationprocess,andassistanceinsettinggoalsaimedatachievingindependenceafterhighschool.
Example Three: VA Business Leadership Network, VA Commonwealth University Rehabilitation Research & Training Center, and Richmond Youth Workforce Investment Networks
MentoringMattersisawork-basedmentoringprogramforjuniorandseniorhighschoolstudentsandcollegestudents.Thegoaloftheprogramistoimproveemploymentoutcomesforyouthwithdisabiltiesbymatchingthemwithcareermentorsforjobshadowing,careerexploration,andjobplacementassistance.
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Resource List
Disability Resources
AmericanAssociationofPeoplewithDisabilities1629KStreetNW,Suite503Washington,DC20006202-457-0046(V/TTY)800-840-8844(TollFreeV/TTY)http://www.aapd-dc.org
InstituteforCommunityInclusionUMassBoston100MorrisseyBlvd.Boston,Massachusetts02125Voice:(617)287-4300Fax:(617)287-4352TTY:(617)287-4350Email:[email protected]
NationalCenteronSecondaryEducationandTransitionInstituteonCommunityIntegrationUniversityofMinnesota6PatteeHall150PillsburyDriveSEMinneapolisMN55455ncset@umn.edu612-624-2097(phone)612-624-9344(fax)www.ncset.org
NationalCollaborativeonWorkforceandDisabilityforYouthNCWD/Youth,c/oInstituteforEducationalLeadership4455ConnecticutAvenueNW,Suite310,Washington,DC20008Telephone:1-877-871-0744(TollFree)TTY:877-871-0665(TollFree)www.ncwd-youth.info
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Disability Resources (continued)
NationalCouncilonDisability1331FStreetNWSuite850WashingtonDC20004Voice:202-272-2004TTY:202-272-2074www.ncd.org
NationalOrganizationonDisability910SixteenthStreet,N.W.,Suite600,Washington,DC20006Phone:(202)293-5960Fax:(202)293-7999TTY:(202)293-5968www.nod.org
ThePacerCenter8161NormandaleBlvd.,Minneapolis,Minnesota55437Voice:(952)838-9000-TTY:(952)838-0190Toll-freeinGreaterMinnesota:(800)537-2237Fax:(952)838-0199www.pacer.org
PresidentGeorgeW.Bush’sNewFreedomInitiativedisabilityinfo.gov
U.S.DepartmentofLabor,OfficeonDisabilityEmploymentPolicyFrancesPerkinsBuilding200ConstitutionAvenue,NWWashington,DC20210Voice:1-866-633-7365TTY:1-877-889-5627Fax:1-202-693-7888www.dol.gov/odep
YouthtoWorkCoalitionPhone:612-624-5659www.ncset.org/youthtowork
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Evaluation Resources
MentoringCanadac/oBigBrothersBigSistersofCanada3228SouthServiceRoad,Suite113EBurlington,ONL7N3H9Phone:(800)263-9133Fax:(905)639-0124www.mentoringcanada.ca
NationalCollaborativeonWorkforceandDisabilityforYouthNCWD/Youth|c/oInstituteforEducationalLeadership4455ConnecticutAvenueNW,Suite310,Washington,DC20008Telephone:1-877-871-0744(TollFree)TTY:877-871-0665(TollFree),www.ncwd-youth.info
NationalMentoringCenterNorthwestRegionalEducationalLaboratory101S.W.MainStreet,Suite500Portland,OR97204Phone:1-800-547-6339x135www.nwrel.org/mentoring
Mentor/NationalMentoringPartnership1600DukeStreet,Suite300Alexandria,VA22314Phone:703-224-2200www.mentoring.org
UnitedWayofAmerica701NorthFairfaxStreetAlexandra,VA22314Phone:703-836-7100http://national.unitedway.org/outcomes/index.cfm
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Funding Resources
AssociatedGrantMakers55CourtStreet,Suite520Boston,MA02108Phone:617.426.2606Fax:617.426.2849Email:[email protected]
TheChronicleofPhilanthropywww.philathropy.com
TheFoundationCenter79FifthAvenue/16thStreetNewYork,NY10003Phone:212-620-4230www.fdncenter.org
TheGrantsmanshipCenterP.O.Box17220LosAngeles,CA90017Phone:212-482-9860www.tgci.com
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Mentoring Resources
NationalMentoringYouthwithDisabilitiesInitiativePartnersforYouthwithDisabilities,Inc.95BerkeleyStreet,Suite109Boston,MA02116Phone:617-556-4075www.pyd.org
America’sPromise:TheAllianceforYouth909N.WashingtonStreetSuite400Alexandria,VA22314-1556Phone:703-684-4500www.americaspromise.org
MentoringCanadac/oBigBrothersBigSistersofCanada3228SouthServiceRoad,Suite113EBurlington,ONL7N3H9Phone:(800)263-9133Fax:(905)639-0124www.mentoringcanada.ca
Mentor/NationalMentoringPartnership1600DukeStreet,Suite300Alexandria,VA22314Phone:703-224-2200www.mentoring.org
NationalMentoringCenterNorthwestRegionalEducationalLaboratory101S.W.MainStreet,Suite500Portland,OR97204Phone:1-800-547-6339x135www.nwrel.org/mentoring
TheMentoringGroup13560MesaDriveGrassValley,CA95949Phone:530.268.1146Fax:530.268.3636Email:[email protected]
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Online Mentoring Programs for Youth with Disabilities
PartnersOnline95BerkeleyStreet,Suite109Boston,MA02116Phone:617-556-4075https://pol.pyd.org
CareerJourneysOregonHealth&ScienceUniversity’sCenterforSelf-Determination(CSD)3181SWSamJacksonParkRoad,L106Portland,Oregon97239Contact:Jo-AnnSowers,Ph.D.andCloverMowPhone:503-725-9610www.careerjourneys.org
ConnectingtoSuccess:MentoringThroughTechnologytoPromoteStudentAchievement.NationalCenteronSecondaryEducationandTransitionUniversityofMinnesotaPhone:612-624-2097http://www.ici.umn.edu/ementoring
DepartmentofDefenseE-MentoringProgramforCollegeStudentswithDisabilitiesWorforceRecruitmentProgramforCollegeStudentswithDisabilitiesOfficeoftheDeputySecretaryofDefense(EqualOpportunity)Contact:DianeLevesque,AdministrativeCoordinatorPhone:703-697-7851Email:[email protected]
DO-IT:DisabilitiesOpportunitiesInternetworking&TechnologyDo-ITPalsProgramUniversityofWashingtonBox355670Seattle,WA98195-5670Director:SherylBurgstahler,Ph.D.Phone:206-543-0622Email:[email protected] /doit
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Universal Design Resources
AdaptiveEnvironments374CongressStreet,Suite301Boston,MA02210Phone:617-695-1225(TTY)www.AdaptiveEnvironments.org
CASTAnon-profitorganizationthatworkstoexpandlearningopportunitiesforallindividuals,especiallythosewithdisabilities.http://www.cast.org
WorldWideWebConsortium(W3C)TheWorldWideWebConsortium(W3C)developsinteroperabletechnologies(specifications,guidelines,software,andtools)toleadtheWebtoitsfullpotential.W3Cisaforumforinformation,commerce,communication,andcollectiveunderstanding.
AccesstheWebContentAccessibilityGuidelinesat:http://www.w3.org/WAI/QuickTipsandhttp://www.w3.org/TR/WCAG
Page 141
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Wilson,J.(2003).Mentors:pavingthetransitionfromschooltoadulthoodforstudentswithdisabilities.AmericanRehabilitation,44.
W.K.KelloggFoundation(2004).Logicmodeldevelopmentguide.RetrievedAugust8,2005,fromhttp://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf
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“Ithasbeensaidthat‘amentoraffectseternity;heorshecannevertellwheretheirinfluencestops.’
Mentoringtakesonspecialmeaningandspecialchallengeswhenitcomestoworkingwithchildrenwithdisabilities.Oldattitudesaboutdisabilityneedtobesetaside.Thechallengeistohelpthechildwithadisabilityunderstandthatfact—andtohelpfamily,friendsandthoseinthecommunityrecognizeitaswell.Theopportunityforamentoristoopentheworldofhealthandlearning,activityandengagementtoachildwithadisability.Amentorcanhelpchildrenwithdisabilitieslearnthattheirworldofopportunitiesisnomorenarrowthanitisforotherchildren.Andthatworldofopportunitiesincludestheopportunitytobeactiveandstayhealthy.
The‘ICanDoIt,YouCanDoIt!’ProgramcreatedbytheOfficeonDisabilityoftheU.S.DepartmentofHealthandHumanServicesisamodelofmentoringforchildrenwithdisabilitiesthatemphasizesphysicalfitnessforalifetime.Itisbasedontherecognitionthatdisabilityisnotillnessorinability.Disabilityissimplyanotherwayofliving.Tostayhealthyforalifetime,childrenwithdisabilitiescantakechargeoftheirhealththroughincreasedphysicalactivities,throughsports,throughouttheirlifetimes.Wecanpreachthatlesson;wecanteachthatlesson.However,thewaythatknowledgeisbestimpartedtoachildiswhenamentorcomesintothepicture.Whetheramanorwoman,anadultwithorwithoutadisability,thementorservesasarolemodel,afriend,alistener,andadvisor.Throughthatrole,thelessonoftheneedforphysicalexerciseandactivitycanbetaughtreadilyandwell.
Mentoringisacommitment,butit’sacommitmentthathelpsbuildbetterchildhoodsintheshort-term,andinthelongterm,promotesbetter,longer,andhealthierlivesforpeoplewithdisabilities.
AsoneoftheParticipatingOrganizationsworkingcloselywiththeOfficeonDisabilityintheimplementationofthisInitiative,wecongratulatePartnersforYouthwithDisabilitiesfortheiroutstandingrecordasapremierMentoringProgram.”
MargaretJ.Giannini,MD,FAAPDirector,OfficeonDisabilityU.S.DepartmentofHealthandHumanServices
September15,2005
The significance of mentoring: