developed and published by: partners for youth …...partners for youth with disabilities board of...

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

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

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

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

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

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

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

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

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.

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.

• 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

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

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

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.

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?

• 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.

MentoringProgramModels2-1

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

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.

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).

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

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).

• 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

One-to-one academically-oriented mentoring model

• Improvedacademicperformance

• Morelikelytoparticipateincollegepreparatoryactivities

• Morelikelytoattendcollegeimmediatelyafterhighschoolgraduation

• Remainedlongerinschool

Group mentoring model

• Betterattitudestowardschool,familiesandcommunities

• Betterschoolattendance

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).

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).

Senior citizens-as-mentors mentoring model

Description:

• Youtharematchedwithvolunteermentorswhoareseniorcitizensinthecommunity.

• Mentoringactivitiesmaybeschool-basedorcommunity-based.

• Seniorcitizenmentorscommunicatewithmenteesviaface-to-facecontact,telephone,emailorletters.

Exampleprogram:

ThroughGenerationInc.’sEXPERIENCECORPSBOSTON,adultsoverage55mentorareaschoolchildrenduringschoolhoursbyactingasreadingcoaches,classroommentors,andlunchtimementors.Olderadultsalsomentoryouthone-to-oneoutsideofschoolthroughExperienceCorpsGenerationClubs.Groupmentoringtakesplaceviaspecializedcommunityservicelearningactivities(ExperienceCorps,2005).

• Youtharematchedwithvolunteermentorsfromreligiousdenominationsandfaith-basedorganizationsinthecommunity.

• 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).

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

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).

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.

BestPracticesforMentoringYouthwithDisabilities3-1

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

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.

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

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).

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.

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.

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.

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.

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).

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.

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.

• 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.

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.

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.

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

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.

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.

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.

E-Mentoring4-1

E-Mentoring

Thischapterwilldiscuss

onlinementoringprograms

ingeneralandwillshare

acasestudyofthe

PartnersOnlineProgram,

whichtakesthetypical

e-mentoringmodeltoa

newlevelbycombining

one-to-onewithgroupmentoringthroughasecureInternet

website.Byexaminingthismodelindetail,wewilladdress

manyofthebenefitsandchallengesposedbyonlinementoring

programs.Inaddition,wehavecreatedseveralappendicesthat

specificallyaddressthePartnersOnlinetechnologyifyouare

interestedinreplicatingtheprogramforyourownorganization.

Chapter4

E-Mentoring4-2

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

E-Mentoring4-3

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/.

E-Mentoring4-4

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

E-Mentoring4-5

• 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.

E-Mentoring4-6

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

E-Mentoring4-7

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.”

E-Mentoring4-23

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.

E-Mentoring4-24

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.

StartingaMentoringProgramforYouthwithDisabilities5-1

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

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.

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.

•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

• 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.

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

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

• 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.

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

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

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.

• 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.

SustainingMentoringPrograms6-1

Sustaining Mentoring Programs

Nowthattheworkofstart-uphasbeengivenappropriateattention,anincrediblyimportantquestionarises.Whatcanbedonetoensurethatthisprogramissustained?Mentoringprogramsoftenstrugglewiththefiscalissuesrelatedtostartingandsustainingamentoringprogram.Therefore,thischapterwillserveasaguidetoreinforcetheimportanceofcreatingaresourcedevelopmentplan,searchingforandsecuringgrantfunding,writingaproposal,anddevelopingarealistic

programbudget.

Chapter6

ReginaSnowden,ExecutiveDirectorofPYDandRaynaAylward,ExecutiveDirectorofMitsubishiElectricAmericaFoundation

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

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

Each form of funding has its own advantages and disadvantages:

FormofFunding Pro ConGrants • Proposalcanserveasaplanning

• 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).

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.

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

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.

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.

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?

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

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:

• 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

• 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

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.

EvaluatingMentoringPrograms7-1

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

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

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

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)

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

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.

• 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.

• 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

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.

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

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

• 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.

UsingMentoringtoPromotePositiveEmployment&Post-SecondaryTransitioningforYouthwithDisabilities8-1

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

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.”

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.

• informationabouttherelationshipsbetweenappropriatebenefitsplanningandcareerchoices;

• identificationofandaccesstodisability-relatedsupportandaccommodationsneededfortheworkplaceandcommunityliving;

• instructionandguidanceaboutcommunicatingdisability-relatedsupportandaccommodationneedstoprospectiveemployersandserviceproviders.

Work-BasedExperiences Inordertoattaincareergoals,allyouthneed

• opportunitiestoengageinarangeofwork-basedexplorationactivitiessuchassitevisitsandjobshadowing;

• multipleon-the-jobtrainingexperiences,includingcommunityservice(paidorunpaid)thatisspecificallylinkedtothecontentofaprogramofstudy.

• instructionandguidanceaboutrequesting,locating,andsecuringappropriatesupportsandaccommodationneededattheworkplace.

YouthDevelopmentandYouthLeadershipOpportunities

Allyouthneed

• mentoringactivitiesdesignedtoestablishstrongrelationshipswithadultsthroughformalandinformalsettingsandalsopeer-to-peermentoringopportunities;

• exposuretorolemodelsinavarietyofcontexts;

• traininginskillssuchasself-advocacyandconflictresolution;

• exposuretopersonalleadershipandyouthdevelopmentactivities,includingcommunityservice;

• opportunitiestoexerciseleadership.

• 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

...Continued

Tool 1 Profile of YouthAll Attending

HighSchoolHighSchoolDropout

HighSchoolGraduate

AttendingPost-Secondary

Totalyouthpopulationages14-25

AgeRanges/Gender

14-15yrs

16-17yrs

18-25Yrs

Female

Disability:bytypeofdisabilityifknown(addadditionalcolumns)

Race/Ethnicity:

Hispanic(only)

AmericanIndian/AlaskanNative(only)

Asian(only)

BlackorAfricanAmerican(only)

HawaiianNativeorotherPacificIslander(only)

White(only)

Morethanonerace

EnglishLanguageLearner

SingleParent

LowIncome

PublicAssistanceRecipient

SSIRecipient

Nowthatyou’veassessedtheneedsoftheyouthyou’reserving,youshoulddecidewhattypesoftransitionassistanceactivitiestoprovide.Rememberthattheprimarygoalistotrainmentorssothattheycanassistyouthwithdisabilitiesinachievingbetteremploymentoutcomesandeducationaloutcomes.OthersuggestedoptionsincludevisitingyourlocalOne-StopCenter,creatinginternships,jobshadowingandemploymentopportunities,anddevelopingcareerbuildingskillstrainingforyouthinyourprogram.Formanytransitionassistanceactivities,itwillbenecessarytoconnectwithemployersinyourarea.Toensurethatemployersarewillingandhelpfulpartners,youwillneedtounderstandtheirneedsandknowhowtoaddresstheirconcerns.YoumaywanttousethekeystrategiesinTable2whenworkingwithemployerstoensurethattheresultsaresatisfyingtoallconcerned.

“It’sinspiringforhertoseeotherkidsaddressingthingsthatsheisalsoconcernedabout.Sheenjoysseeingotherpostingsandknowingthatthereareotherpeoplelikeherissupportive,especiallyseeingotherkidswhoAREgoingtocollegeandHAVEmovedoutoftheirparent’shouses.”-ParentofaPartnersOnlineyouthparticipant

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.

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.

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.

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.

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

FederallyMandatedAdvisoryandGoverningBodies

WorkforceInvestmentBoards(WIBs) WIBsserveasgoverningbodiesforWIAprograms,andworkonstateandlocalworkforcesystem.

Privatesectorrepresentativesholdthemajorityseats.

LocalboardsarerequiredtohaveYouthCouncils;stateboardshaveoptionsforyouthcouncils.

52state

591local

StateCouncilonDevelopmentalDisabilities

Governorappointsstateboard,whichdevelopsastateplanforservices.

ConsumersandrepresentativesofstateagenciesresponsibleforoversightofservicesmakeuptheCouncil.

Thestatewideservicesplanincludesworkforcepreparationactivities.

StateRehabilitationCouncil Appointedbythegovernor,reviews,analyzes,andadvisesstaterehabilitationagencyaboutgoalsandpriorities,effectiveness,andcustomersatisfaction.

Annualreportstothegovernorandthecommissionerrequired.

StatewideIndependentLivingCouncil

Appointedbythegovernortodevelop,monitor,andevaluatestateindependentlivingplans.

55statesandterritories

“IthinkYIPIreallyhelpsherhaveamorepositiveself-imageandtoseethatshecanhaveasuccessfulindependentlife.InadditiontothemanyfriendsshehasatYIPI,themeetingtopicsareallfocusedathelpingkidsunderstandhowtodothingsforthemselvesandplanforthefuture.YIPIgivestheparticipantsanetworkoffriendsandapositiveapproachtolivingwithadisability.Ithasmadeahugedifferencetoourwholefamily”-ParentofayouthparticipatinginPartnersforYouthwithDisabilities’YouthinPreparationforIndependenceProgram.

Institutions/Organizations TypeOfServices NationalNumber

...Continued

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

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

...Continued

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

...Continued

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

...Continued

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

...Continued

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

...Continued

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

...Continued

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

...Continued

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.

EmploymentNetworksrecognizedasofOctober2003

Afterusingtheaboveinformationtohelpyouidentifywheretolookforpotentialresourcesandpartners,youmaywanttousethetwotoolsbelowtogatherspecificinformationabouttheyouthtransitionserviceprovidersinyourarea.Tool2maybeusedforagenciesandorganizations,whileTool3istobeusedforemployerorganizationsornetworks.

...Continued

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):

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)

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:jan@jan.wvu.edu

Fax:304-293-5407

Mail:P.O.Box6080,WVUMorgantown,WV26506

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 earn@earnworks.com

Note.FromTheEmployerAssistance&RecruitingNetwork,U.S.DepartmentofLaborOfficeofDisabilityEmploymentPolicy,managedbyCherryEngineeringSupportServices,Inc.

EncourageemployersinyourareatouseEARN’sservicestohirequalifiedpersonnelwithdisabilities.

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.

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:ici@umb.eduwww.communityinclusion.org

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

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

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

Funding Resources

AssociatedGrantMakers55CourtStreet,Suite520Boston,MA02108Phone:617.426.2606Fax:617.426.2849Email:agm@agmconnect.orgwww.agmconnect.org

TheChronicleofPhilanthropywww.philathropy.com

TheFoundationCenter79FifthAvenue/16thStreetNewYork,NY10003Phone:212-620-4230www.fdncenter.org

TheGrantsmanshipCenterP.O.Box17220LosAngeles,CA90017Phone:212-482-9860www.tgci.com

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:info@mentoringgroup.comwww.mentoringgroup.com

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:diane.levesque.ctr@osd.mil

DO-IT:DisabilitiesOpportunitiesInternetworking&TechnologyDo-ITPalsProgramUniversityofWashingtonBox355670Seattle,WA98195-5670Director:SherylBurgstahler,Ph.D.Phone:206-543-0622Email:sherylb@u.washington.eduwww.washington.edu/doit

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

Reference List

AssociatedGrantMakers(2005).Guidetograntmakerresearch:Gettingstarted.RetrievedJuly27,2005,fromhttp://www.agmconnect.org/RCP/guide1.htm

Baker,Q.E.,Davis,D.A.,Gallerani,R.Sanchez,V.andViadro,C.(2000).Anevaluationframeworkforcommunityhealthprograms.Durham,NC:CenterforAdvancementofCommunity-BasedPublicHealth.

Barron-McKeagney,T.,Woody,J,&D’Souze,H.(2002).Mentoringat-riskLatinochildrenandtheirparents:Analysisoftheparent-childrelationshipandfamilystrength.FamiliesinSociety,83,285-92.

Bauldry,S.&Hartmann,T.(2004).Thepromiseandchallengeofmentoringhigh-riskyouth:Findingsfromthenationalfaith-basedinitiative.RetrievedJune26,2005fromhttp://www.ppv.org/ppv/publications/assets/171_publication.pdf

Bennett,D.,Hupert,N.,Tsikalas,K.,Meade,T.,&Honey,M.(1998).Criticalissuesinthedesignandimplementationoftelementoringenvironments.RetrievedAugust23,2005,fromhttp://www2.edc.org/CCT/admin/publications/report/09_1998.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

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