Welcome to the. Community Partnership Program. Agenda/Topics to Be Covered. Why A Mentor Program? Mission and Goals Who’s Who Program Overview Mentoring Policies Relationship Building Activities The Literacy Program Logistics/Tour. Why have a mentor program?.
Welcome to the
Why A Mentor Program?
Mission and Goals
Relationship Building Activities
The Literacy Program
Children’s initial reading competence is correlated with the home literacy environment, number of books owned, and parent distress (Aikens & Barbarin, 2008). However, parents from low-SES communities may be unable to afford resources such as books, computers, or tutors to create this positive literacy environment (Orr, 2003).
In a nationwide study of American kindergarten children, 36% of parents in the lowest-income quintile read to their children on a daily basis, compared with 62% of parents from the highest-income quintile (Coley, 2002).
When enrolled in a program that encouraged adult support, students from low-SES groups reported higher levels of effort towards academics (Kaylor & Flores, 2008).
The mission of the 1-1-1 Community PartnershipProgram is to affect the academic achievement of our youth by improving their speaking, listening, reading and writing skills.
The program will:
provide opportunities for students to build a relationship with an adult(s) who can inspire students to improve their literacy skills.
model valuable comprehension skills that will enable students to be successful within all content areas.
develop students’ global knowledge as shared by the mentor/tutor from his or her own experiences.
Mentors must have an investigative background check on file at the Avon Administration Center (paid for by the school district)
Each mentor must wear a name tag at all times while in the building
The mentor must sign-in at the office before proceeding to the classroom
The mentor and the student will meet each day at the designated time in the front office and proceed to the classroom.
The student must return to the classroom on time.
The mentor will have time either before or after the student meeting time to prepare or document for the following session. Communication with the next day’s mentor is essential to program success.
The first is an interest inventory that both the student and the mentor will fill out during their time together on Day 1. After the inventory is filled out, the mentor will lead a conversation based on the student's responses. The mentor will also take this time to make connections with the student and cite similarities and differences in each student’s responses. The interest inventory should stay in the child's folder throughout the course of the school year so that any of the five mentors can access it at anytime.
The second is a game that requires a little setup and will be played on Day 2. The two cards labeled "strongly agree" and "strongly disagree" need to be taped to the floor at either end of a continuum (made from masking tape on the floor). See picture below...
Strongly Agree ________________________________________________________ Strongly Disagree
Scenario or question cards will be stacked for the mentor and student to choose and read aloud. The mentor will need to preface for the student that they will be choosing cards with given scenarios and they will then decide how strongly they agree or disagree with the statement that is being made. (Would be a great time to review fact vs. opinion.) For example, the mentor may choose a card from the top of the stack that reads "The best time of year is early summer because school is letting out, and it is warm enough to go swimming." The student may then decide to stand on strongly disagree. The job of the mentor is to find out why the student chose to stand where they did on the continuum. Whether it is because the student loves snowy weather, feels most alive during the month of his fall birthday, or thinks splashing in rain puddles sounds like more fun than a sunny day in May. The conversation can be directed in any way that the mentor feels is most helpful in getting to know the student and develop a relationship. It is very important that the mentor allow the student an opportunity to be the question asker and scenario setter... Mentors need to be open to taking turns on the continuum as well, and they need to encourage the student to ask at least one question about where the mentor chose to stand.
What questions do you have about the 1-1-1 Community Partnership Program?