Best Practices Guide in Mentoring Youth with Disabilities

Transcription

September2005
Developed and Published by:
Partners for Youth with Disabilities, Inc.
Telephone:617-556-4075Voice
617-314-2989TTY
Website:http://www.pyd.org
Thismanualwasfundedinpartunderagrant/contractsupportedbytheOffice
ofDisabilityEmploymentPolicyoftheU.S.DepartmentofLabor,grant/
contract#E-9-4-3-0080.Theopinionscontainedinthispublicationarethoseof
thegrantee/contractoranddonotnecessarilyreflectthoseofthe
U.S.DepartmentofLabor.
Thismanualwasalsofundedinpartthroughagrant/contractsupportedby
theTechnologyOpportunitiesProgramoftheU.S.DepartmentofCommerce,
NationalTelecommunicationsandInformationAdministrationgrant/contact
#25-60-I01037.Theopinionscontainedinthispublicationarethoseofthe
grantee/contractoranddonotnecessarilyreflectthoseoftheU.S.Department
ofCommerce.
ThismanualwasalsofundedinpartthroughTheMitsubishiElectricAmerica
Foundation,anon-profitfoundationjointlyfundedbyMitsubishiElectric
CorporationofJapananditsU.S.affiliateswiththemissionofcontributing
toabetterworldforusallbyhelpingyoungpeoplewithdisabilitiesthrough
technology,tomaximizetheirpotentialandparticipationinsociety.
Otherfundingandsupport
providedby:
MCJFoundation
MillbankFoundationfor
Rehabilitation
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,MaineMentoring
Partnership
EleanorAxelrod,PartnersforYouthwith
Disabilities
RaynaAylward,MitsubishiElectricAmerica
Foundation
NancyBazanchuk,ChildandFamily’s
DisabilityResource
DebbieBechard,MaineMentoring
Partnership
JulieCamerata,DCPublicCharterSchool
Cooperative
GenelleCampbell,PartnersforYouthwith
Disabilities
MaryCerreto,BostonMedicalCenter,
DepartmentofFamilyMedicine
PattiJ.Clay,CTDeptartmentofRehab.
Services,ConnecttoWorkCenter
RebelMcKinley,PartnersforYouthwith
Disabilities
JoyMcMahon,MassachusettsRehabilitation
Commission
OsvaldoModejar,Governor’sCommission
onEmploymentofPeoplewithDisabilities
ShelleyNuckols,SpringfieldTechnical
College,TechPrepTeam
BradParmenter,PartnersforYouthwith
DisabilitiesMentor
KathyPetkauskos,MABusinessLeadership
Network/TheResourceCenter
MartinPierce,MABusinessLeadership
Network/TheResourceCenter
JenniferPodgur,PartnersforYouthwith
Disabilities
JosephQuinn,ComputerTechnologies
Program,Inc.
JustinCoppolaSr.,HewlettPackard
NicoleRoos,MassachusettsDepartmentof
PublicHealth
MichelleDiLisi,MassachusettsGeneral
Hospital
DanaRosanelli,VABusinessLeadership
Network/SunTrustBank
BethFleurant,MassachusettsService
Alliance
ReginaSnowden,PartnersforYouthwith
Disabilities
MaureenGallagher,PartnersforYouthwith
Disabilities
Jo-AnnSowers,OregonHealth&Science
University’sCenterforSelf-Determination
(CSD)
DebraHart,InstituteforCommunity
Inclusion
NaomiHupert,EducationDevelopment
Center,CenterforChildrenandTechnology
MichaelJackowitz,MassachusettsAssistive
TechnologyPartnership
AndreaStanley,PartnersforYouthwith
Disabilities
JulieLongley,PartnersforYouthwith
Disabilities
CoreyManning,MassachusettsMentoring
Partnership
JTTansey,AmericanAssociationofPeople
withDisabilities
MarieTrottier,Governor’sCommissionon
EmploymentofPeoplewithDisabilities
SusanTufts,ParentsUnitedforHealth
Care,LeadtoOpportunitiesforYouthwith
Disabilities
HollyVernon,BostonCenterfor
IndependentLiving
GlennaWeiss,Psychologist,PrivatePractice
Partners for Youth with
Disabilities Board of Directors
Partners for Youth with
Disabilities Staff
TracyAtkinson-President
EleanorAxelrod
BenjaminGolub
GenelleCampbell
ChristopherHart
DeepChinappa
KeithJones
MaureenGallagher
JudgeReginaldC.Lindsay
LarryHaile
NeilLeonard
JulieLongley
LindaLong-Secretary
RebelMcKinley
AllanMacurdy,Esq.
SusanNicastro
PeterMontgomery,Esq.
ReginaSnowden
MarkA.Popovsky,M.D.-VicePresident
AndreaStanley
GeorgeRecck
SeanRiley
AnnP.Rose
JayK.Smith
KendraSnavely
PeterSouthard-Treasurer
JohnTalvacchia,Esq.
TinaZiegler
Authors
EleanorAxelrod
GenelleCampbell
TyHolt
Editors
MaureenGallagher
SusanNicastro
ReginaSnowden
RebelMcKinley
Graphic Designer
TomWard
Preface
TheBestPracticesGuideinMentoringYouthwithDisabilitiessignalsan
importantmilestoneinthehistoryofourorganization.Sinceourfoundingin
1985,wehavereceivedmanyrequestsforinformationfromindividualsand
organizationsacrosstheUnitedStateswantingtostartmentoringprogramsfor
youthwithdisabilitiesintheirarea.WithournewNationalMentoringInitiative
nowinplace,weareabletoprovidetrainingandtechnicalassistancetomany
oftheseorganizations.
Itisourhopethatyoufindthisguidetobeausefultooltohelpyoustartyour
ownmentoringprogramorexpandoneyoucurrentlyruntoincludeyouth
withdisabilities.Youthwithdisabilitieshavesomuchtogainfromrelationships
withmentorswhocanguidethemontheirpathstowardindependenceandfull
participationintheircommunities.Adultswithdisabilitieswhohavegrownup
tobesuccessfulleadersofthecommunityaretheperfectresourceforyouth
withdisabilities.Thesementorscandemonstratebyexamplewhatispossible
andhelpyouthdefineandachievesuccessforthemselves.
Thehundredsofmentormatcheswehavemadeoverthelasttwentyyears
havebeenaninspirationtousandkeptourbeliefinourprogramsalive.Our
groupandonlinementoringprogramshavefoundinnovativewaystoconnect
mentorstoyouthwhomightnototherwisehavehadthebenefitofamentoring
experience.Wehaveseentheimpactofmentoringinsomanyways:
•Youthwhohavegivenuphopehavebeguntobelieveinthemselves;
•Youngadultswhohavebeentoldtheywouldnevergotocollegehavedegreesandare
nowworking;
•Parentswhohavesearchedforafter-school,socialorrecreationalprogramsfortheir
sonordaughterhavefoundaplacefortheirkidsto“hangout”andmakefriendsin
thecommunity;
•Mentorswhofeelfulfilledtobepartofayoungperson’ssuccess;
•Menteeswhohavegrownuptobecomementorsthemselvesbecauseofthedifference
theirmentormadeintheirlives.
Theseandsomanyotherstorieshavedemonstratedtousthepowerof
mentoringandthelastingbenefitsitcanbringtoayoungperson’slife.
WehopeyouwillconsiderjoiningourNationalDisabilityMentoringCouncil
tohelpuspromotementoringforyouthwithdisabilitiesthroughoutthe
UnitedStates.Itisonlythroughourcollectiveworkthatwecanhelpbuilda
societythattrulyembraces,accepts,andvaluespeoplewithdisabilitiesandall
theyhavetooffer.
Firstwe’dliketothankthementorswhohavevolunteeredthousandsofhours
workingwithyouthinourprograms.We’dalsoliketothankourcolleagues,
familymembers,staff,boardmembers,funders,andotherswhohavebelievedin
ourworkandprovideduswiththesupportweneededtohelpourorganization
growovertheyears.Itisourhopethatthisisthefirstofmanypublications
andresourceswewillbeabletosharewithothers.We’despeciallyliketo
recognizetheU.S.DepartmentofCommerce,NationalTelecommunications
andInformationAdministration,TechnologyOpportunitiesProgram;theU.S.
DepartmentofLabor,OfficeofDisabilityEmploymentPolicy;andMitsubishi
ElectricAmericaFoundationfortheirfundingtodevelopourmentoring
programsintoreplicablemodelsandtocreatethisbestpracticesguide.
ReginaSnowdenandMaureenGallagher,
PartnersforYouthwithDisabilities
Table of Contents
1)Introduction
TheHistoryofMentoring
TheMentoringMovementandtheInclusionofYouthwithDisabilities
ResearchontheEffectivenessofMentoringYouthwithDisabilities
2)MentoringModels
TypesofMentoringModels
ExamplesofMentoringModelsintheU.S.
3)BestPractices
BestPracticesforRecruiting,Screening,andTraining
BestPracticesforMatching,Follow-up,andRetention
4)E-Mentoring
BenefitsofE-Mentoring
ConsiderationinSetting-UpandRunningMentoringProgram
PartnersOnlineCaseStudy
5)StartingaProgram
Start-UpInstructions
PossibleChallenges/RedFlagsandSuggestionsforOvercomingThem
DocumentationandLegalIssues
6)SustainingPrograms
Budgeting
FundingResources
Challenges/RedFlags
7)Evaluation
PurposesofEvaluationPlans
DevelopingScientifically-BasedProgramEvaluationTools
8)Transition
ElementsofSuccessfulTransitioning
KeyStrategiesforWorkingwithEmployers
UnderstandingtheWorkforceDevelopmentSystem
9)Resources
AnIntroductiontotheMentoringMovementforYouthwithDisabilities1-1
1
Chapter
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.
PartnersforYouthwithDisabilities–BestPracticesforMentoringYouthwithDisabilities
Tracking the Mentoring Movement as a Whole
YouwouldhavetolookallthewaybacktotheancientGreekstofindthe
originsofmentoring.Theinformalpracticeofmentoring,whichinvolvesan
older,moreexperiencedperson(oftentimesafamilymember,familyfriend
orteacher)guidingayouththroughhisorherdevelopment,hasoccurred
throughouthistoryaswell.Anexample
ofmorestructuredmentoringmaybe
“Whatmentorsdoisnot
foundintheFriendlyVisitingCampaign,
alwaysspectacular;whatthey
whichstartedinthelate1800s.Through
dowillnotalwaysmakethe
thiseffort,hundredsofmiddle-class
headlinesofthepaperorbethe
womenmentoredindividualsinpoorand
leadstoryonthenightlynews.
immigrantcommunitiestohelpbringthem
Butifalltheydoisdiffusethe
outofpoverty.BigBrothersBigSisters,
angerofoneindividual,they
whichwasfoundedin1904,isasuccessor
havemadeadifferenceinthe
totheFriendlyVisitingCampaign
world.Ifalltheydoisrelieve
(Freedman,1993).BigBrothersBigSisters
thefrustrationofoneindividual,
nowincludes470agenciesnationwide
theyhavemadeadifferencein
(BigBrothersBigSisters,2004).
theworld.Ifalltheydoismake
onepersonlesslonely,they
havemadeadifferenceinthe
world.Ifalltheydoisfortify
thecourage,inspirethedreams,
sustainthehopeandbuildthe
self-esteemofoneindividual,
theyhavemadeadifferencein
theworld.Mentorshavemade
thatdifferenceintheworld
becausetheyhavebeenand
areapositiveforceinthelifeof
atleastoneperson.”
–JudgeReginaldC.Lindsay,
UnitedStatesDistrictJudge
Fastforwardseveraldecadestotheearly
1980s,whenthegrowthofmentoring
programsfordisadvantagedyouth
began.In1983,MargaretMahoney,then
presidentofTheCommonwealthFund,
noticedthatoursocietylackedwaysto
buildmeaningfulconnectionsbetween
youngadultsandcaringolderadults.She
calledfora“renaissanceofmentoring”to
compensateforthe“absenceoftraditional
familyandcommunitylinkagestobring
youngerpeopletogetherwitholderones”
(Sipe,1998,p.11).
Followingthenewspotlightonmentoring
inthe1980s,RayChambersandGeoffBoisi,financiersandphilanthropists,
foundedMENTOR/NationalMentoringPartnershipin1990toleadtheeffort
toconnectyouthwithmentors.MENTORandotherorganizationsacrossthe
countrywereresponsibleformuchgrowthinthementoringmovementduring
the1990s.Initiativesatthenational,stateandlocallevelsemerged.MENTOR’s
directoryofmentoringprogramscontainedlistingsfor1700programsinthe
mid-1990s(JohnsonandSullivan,1995).In2004,thedirectorycontainedover
5000programs.Thefederalgovernmentrespondedtotheneedformentoring
programsforat-riskyouthin1992,whenCongressamendedtheJuvenile
Justice&DelinquencyPreventionActof1974tocreatetheJuvenileMentoring
Program(JUMP).AccordingtotheJUMPwebsite,thefederalgovernmenthas
fundedover300JUMPsitessince1994(JuvenileMentoringProgram,2005).
Thementoringmovementpickedupevenmoremomentumin1997,when
theCorporationforNationalService,PointsofLightFoundationandUnited
WayofAmericajoinedforcestosponsorthePresident’sSummitforAmerica’s
Future.FourU.S.presidentsattendedtheevent,whichurgedAmericansto
makechildrenandyouthanationalprioritybyfulfillingtheFivePromises
foryouth(America’sPromise,2003).ThefirstPromiseistoprovide“ongoing
relationshipswithcaringadults–parents,mentors,tutorsorcoaches”(Powell,
2003,p.1).AfterthePresident’sSummit,GeneralColinL.Powellfounded
America’sPromise–AllianceforYouth,whichisanetworkthathelpsevery
community,organizationandindividualinthenationfulfilltheFivePromises
(America’sPromise,2003).
Mentoringhasbeenattheforefrontofthenation’sconsciousnessforthelast
severalyears.In1997,theHarvardMentoringProjectbegananationalmedia
campaigntodrawattentiontomentoringandtheneedformentors.Thegroup
isstillcontinuingthiseffort,andrecentlyaddedtwonewinitiatives,the“Who
MentoredYou?”and“ThankYourMentorDay”campaigns(HarvardMentoring
Project,2001).TheMENTOR/NationalMentoringPartnershipwebsite
highlightsrecenteventsthathavefocusednationalattentiononmentoring.
In2002,theNationalMentoringPartnership,alongwiththeHarvardMentoring
Project,launchedJanuaryasNationalMentoringMonth.Thatsameyear,the
U.S.PostalServiceunveiledits“MentoringaChild”stamp.In2004,President
BushdeclaredJanuary“NationalMentoringMonth”andmentionedthe
importanceofmentoringinhisStateoftheUnionaddress(NationalMentoring
Partnership,2002).U.S.News&WorldReportwriterMichaelGersonsaid
that“discovering”aroleformentoringinthesocialpolicyarenahasbeen
“thesinglegreatestpolicyinsightinthelastcentury”(Grossman,1998,p.8).
Milestones in the Disability Mentoring
Movement
Despitethestridesthatthementoringmovementhasmade,ithaslargely
overlookedonekeygroupofat-riskyouthinitsefforts:youngAmericans
withdisabilities.Advocatesofyouthwithdisabilitieshavestruggledtoget
themincludedinmentoringprogramsandtomakethepublicawareof
theimportanceofcreatinginitiativesforthisunderservedgroup(Snowden,
2003).Thoughmanytypesofprogramshavegrownoutofpolicymakers’
recentshiftofattentiontotheneedsofyouthwithdisabilities,fewinclude
mentoringcomponents.
Onlywithinthelastfewyearshavelargenumbersofdisabilityservice
providersrecognizedthespecialimpactthatamentorhasonthelifeof
ayouthwithadisability.However,thementoringmovementforyouthwith
disabilitiesactuallybeganbackin1983,whenBoston-basedsocial
workerReginaSnowdennoticedthelackofqualityprogrammingforthe
teenagerswithdisabilitiessheserved.Realizingthatthereisnobetterrole
modelforayoungpersonwithadisabilitythanasuccessfuladultwith
adisability,Ms.SnowdenbeganPartnersforYouthwithDisabilities(PYD),a
pilotmentoringprojectwithafewone-to-onematches.Manyofthementors
andmenteesfromthosematchesstillkeepintouchalmosttwentyyears
later,andby2004,Ms.Snowden’ssmallpilotmentoringprojecthadgrown
toserveover600youthperyearinone-to-one,groupande-mentoring
programs.OtherdisabilityserviceproviderscaughtwindofPYD’ssuccess,
andsoongroupsaskedforadviceandassistancewithstartingdisability
mentoringprograms.
By1999,thefederalgovernmentfocuseditsattentiononmentoringyouth
withdisabilities.TheWhiteHouseheldthefirstNationalDisabilityMentoring
Day,whichwaspatternedafterschool-to-workactivities,toincreasethe
profileofNationalDisabilityEmploymentAwarenessMonthinOctober.The
AmericanAssociationofPeoplewithDisabilities(AAPD)incollaborationwith
theU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy(ODEP)
tookoveradministrationofNationalDisabilityMentoringDayin2001,and
builtitfromaprogramserving1500participantsfrom32statesin2001to
onewithover8000studentandjobseekerparticipantsfromallfiftystates
plustheDistrictofColumbia,PuertoRico,U.S.VirginIslandsandfourteen
othercountriesin2003.TheAAPDdroppedtheword“national”fromthetitle
in2003duetointernationalparticipation.Today,DisabilityMentoringDay
recruitsmentorsfromemployersandincludesactivitiessuchasjobshadowing
andhands-oncareerexplorationforstudentsandjobseekerswithdisabilities
(AmericanAssociationforPeoplewithDisabilities,2005).
In2003,severalfederalagenciesandnonprofitgroupsexpandedthe
mentoringyouthwithdisabilitiesmovement.TheU.S.DepartmentofLabor,
OfficeofDisabilityEmploymentPolicy(ODEP)createdanIntermediaryGrants
forMentoringYouthwithDisabilitiesInitiativein2003,issuinggrantfunds
todisabilityserviceprovidersacrossthenationtohelporganizationsintheir
areasstartmentoringprogramsforyouthwithdisabilitiestransitioninginto
employmentorpost-secondaryeducation.Alsoin2003,theRehabilitation
ServicesAdministration,undertheDepartmentofEducation’sOfficeofSpecial
EducationandRehabilitativeServices,notedtheimportanceofmentoring
youthintransitioninitsAmericanRehabilitation(Autumn2003)magazine,
andmadegrantfundsavailabletoentitiestostartmodelmentoring
demonstrationprojects.
Key Events in the Mentoring Movement and
PYD’s National Growth
• 800BC-300BC:AncientGreekspracticementoring
• Late1800s:FriendlyVisitingCampaigncreated
• 1904:BigBrothersBigSisterscreated
• 1980s:Growthofmentoringprogramsfordisadvantagedyouth
• 1983:MargaretMahoney,presidentofTheCommonwealthFund,callsfora
“renaissance”ofmentoringprogramsforyouth
• 1983:PartnersforYouthwithDisabilitiesiscreatedtoformmentoringrelationships
betweenyouthandadultswithdisabilities
• 1990:RayChambersandGeoffBoisicreateMENTOR/NationalMentoringPartnership
• 1992:CongresscreatestheJuvenileMentoringProgram,whichsupports93mentoring
projectsforat-riskyouth
• 1994:Thefirstformallyrecognizede-mentoringprogram,“TelementoringYoung
WomeninEngineeringandComputingProject,”wascreatedbyEducation
DevelopmentCenter’sCenterforChildrenandTechnologythroughfundingfromthe
NationalScienceFoundation
• 1997:President’sSummitontheFutureofAmericaisheldinPhiladelphiaand
attendeescallforthecreationofmentoringprogramsforat-riskyouth
• 1997:America’sPromise–AllianceforYouthiscreatedbyColinPowellandRay
Chambers;theorganizationcallsonAmericanstoprovideyouthwith“ongoing
relationshipswithcaringadults”(Powell,2003,p.1)
• 1997:TheHarvardMentoringProjectlaunchesanationalmediacampaigntodraw
attentiontomentoringandtheneedformentors
• 1999:NationalDisabilityMentoringDayisstartedintheWhiteHouse
• 2001:AmericanAssociationforPeoplewithDisabilitiesandU.S.Departmentof
Labor,OfficeofDisabilityEmploymentPolicybegancosponsoringNationalDisability
MentoringDay
• 2001:PartnersforYouthwithDisabilitiespilotsane-mentoringprogramforyouth
withdisabilitieswithfundingfromtheU.S.DepartmentofCommerce,National
TelecommunicationsandInformationAdministration,TechnologyOpportunity
ProgramanddevelopstheMassachusettsDisabilityMentoringCounciltoadvise
theproject
• 2002:U.S.PostalServicedrawsattentiontothementoringmovementbyissuingits
“MentoringaChild”stamp
• 2003:NationalDisabilityMentoringDaybecomesDisabilityMentoringDaywhen
studentsandjobseekersfrom14countriesparticipate
• 2003:IntermediaryGrantsforMentoringYouthwithDisabilitiesInitiativestartedby
theU.S.DepartmentofLabor,OfficeofDisabilityEmploymentPolicy
• 2003:AmericanRehabilitationmagazinenotesimportanceofmentoringyouth
withdisabilities
• 2003:RehabilitationServicesAdministrationstartsagrantinitiativeforcreationof
modelmentoringprograms
• 2003:PartnersforYouthwithDisabilitiescreatestheNationalMentoringYouthwith
DisabilitiesInitiativewithfundingfromtheU.S.DepartmentofLabor,Officeof
DisabilityEmploymentPolicyandformstheNationalDisabilityMentoringCouncilto
helpspreadmentoringforyouthwithdisabilitiesacrossthecountry
• 2003:BostonMedicalCenter,DepartmentofFamilyMedicineandPartnersforYouth
withDisabilitiesreceivefundingfromtheCentersforDiseaseControlandPrevention
toexpandMakingHealthyConnections,ahealthpromotionmentoringprogramfor
youthwithdisabilities
• 2004:PresidentGeorgeBushdeclaresJanuary“NationalMentoringMonth”and
mentionstheimportanceofmentoringinhisStateoftheUnionaddress
• 2004:TheU.S.DepartmentofHealthandHumanServices,OfficeonDisabilityholds
akick-offevent,promoting“ICanDoIt,YouCanDoIt,”amentoringprogramfor
youthwithdisabilitieswhichpromotesphysicalfitness
The Effectiveness of Mentoring
Researchersfromvariousfieldshavestudiedtheoutcomesofmentoringat
riskyouthusingdifferentmentoringmodels.Overall,studieshavefound
thatmentoringpositivelyaffectsyouths’livesinseveralareas.Onestudy,an
evaluationoftheSponsor-a-ScholarprograminPhiladelphia,PAfoundthat
at-riskyouthinvolvedinamentoringprogramthatstressesacademicgoalshad
improvedhighschoolandcollegeoutcomes.Youthhadsignificantlyhigher
gradepointaverages,higherratesofcollegeattendanceineachofthefirst
twoyearsfollowinghighschoolgraduation,andhigherratesofparticipation
incollegepreparationactivities.Thissamestudyalsofoundthatyouthmost
at-risk,thosewithfewerresourcesattheirdisposal,benefitedmostfrom
mentoring(Johnson,1999).
Inits1998reporttoCongress,theOfficeofJuvenileJusticeandDelinquency
Preventionreportedoutcomesfromthementoringprogramsfundedbyits
JUMPinitiative.Theirstudyfoundthatat-riskyouthwhoreceivedmentoring
throughtheprogramswerelesslikelytousealcoholanddrugs,avoided
fightsandfriendswhostartedtrouble,didnotjoingangs,anddidnotuse
gunsorknives.Thestudy’sauthorsexpressedthatregularyouthparticipation
inmentoringactivitiescouldprovideanat-riskyouthwith“personal
connectedness,supervisionandguidance,skillstraining,careerorcultural
enrichmentopportunities,aknowledgeofspiritualityandvalues,asenseof
self-worth,andgoalsandhopeforthefuture”(JuvenileMentoringProgram
ReporttoCongress,1998,p.10).A1995studyofBigBrothers/BigSistersfound
thatyouthwhoparticipatedintheprogram’sone-to-onementoringwere46%
lesslikelytoinitiatedruguseand27%lesslikelytoinitiatealcoholusethan
theirnon-mentoredcounterparts.Theyalsomissedhalfasmanydaysofschool,
feltmorecompetentwithschoolworkandreceivedhighergrades,and
enjoyedmorepositiverelationshipswithparentsandfriends(Tierneyand
Grossman,1995).
Potential Benefits of Mentoring for Youth
with Disabilities
Itseemsclearthatmentoringprogramsforat-riskyouthyieldpositiveresults.
Whatabouttheeffectivenessofmentoringyouthwithdisabilities?Canwe
expectthesamepositiveresults?Dothespecialneedsofthisparticularat-risk
groupimplydifferentoutcomes?Unfortunately,researchershaveconducted
veryfewstudiesofmentoringprogramsforyouthwithdisabilities.Toofew
programsexisttoprovideavalidsamplesizeacrossprograms,andmostof
thecharacteristicsofat-riskyouthtakenintoaccountinotherstudiesdonot
includedisability-relatedissues.However,thereisevidencetosuggestthat
mentoringforyouthwithdisabilitiescanyieldimportantoutcomes.
OnestudythatappearedintheJournalofRehabilitation’sJanuary/March1995
issuedidlookattheimpactofmentoringonadolescentswithseverephysical
disabilities.Theresearchshowedthatmentoredyouthreportedsignificantly
higherlevelsofdisability-relatedself-efficacyandsignificantlymoreknowledge
ofstrategiesusedtoovercomebarrierstocommunityindependence.In
addition,parentsofmentoredyouthperceivedtheirchildrenassignificantly
moreknowledgeableaboutstrategiestopromotecommunityindependence
andhadsignificantlyhigherlevelsofconfidenceinthecommunity-based
capabilitiesoftheirchildren(Powers,Sowers,andStevens,1995).Mentors
inthestudyprovidedqualitativeevidencethattheirmentees“(1)learnedhow
toconquerdisability-relatedbarriers,(2)becamemorepositiveabouttheir
capabilitiesandfuturepotentialforindependence,(3)becamemore
self-reliant,and(4)expressedincreasedinterestinworking,goingtocollege,
andlivingintheirownhomes”(Powers,SowersandStevens,1995,p.12).
Anotherstudyofyouthwithmilddisabilitiesinmiddleschoolsubstantiatesthat
mentoringcanhelptheseyouthimproveselfesteemandgradepointaverages,
improveattendanceandreceivefewersuspensions(Campbell-Whatley,
2001).Moccia,Schumacher,Hazel,Veron&Dessler(1989)alsofoundthat
mentoringcanbeastronginterventionrelatedtoacademicoutcomes.While
examiningademonstrationmentoringprojectsetuptohelphighschool
studentswithlearningdisabilities,theyfoundpositiveeffectsongraduation
ratesandenrollmentinpostsecondaryschools.
Whiletheremaybealackofpublishedscientificresearchrelatedtomentoring
foryouthwithdisabilities,manymentoringprogramsforyouthwithdisabilities
havedocumentedoutcomes.BasedonPYD’sexperiencementoringyouth
withdisabilities,belowareexamplesofpotentialoutcomesforyouthwith
disabilities:
• Increasedindependentlivingskills
• Improvedmotivationandself-esteem
• Healthierrelationshipswithfamily,
friends,teachers,etc.
• Increasedinvolvementincommunity
andextracurricularactivities
• Increasedinterestinhavinga
job/careerandtheknowledgeofhowto
doso
• Increaseddisabilitypride
• Increasedknowledgeofdisabilityrights
• Improvedself-advocacyskills
• Increasedinterestincontinuing
educationandtheknowledgeofhow
todoso
Merging Two Mentoring Movements
Thepurposeofthisintroductorychapteristoincreaseawarenessofthe
mentoringmovementanditsachievementsand,mostimportantly,to
emphasizethenecessityofincludingyouthwithdisabilities—aspecialsector
ofat-riskyouthoftenoverlookedandunderservedinthemovement.Asthe
statisticsreportedbytheNationalOrganizationonDisability/HarrisSurvey
ofAmericanswithDisabilities(2004)intheboxbelowindicate,youthwith
disabilitiesfaceincrediblebarrierstosuccessfulself-developmentandfull
participationinsociety.
Participation Gaps for Youth with Disabilities
• 35%arecompletelyuninvolvedin
theircommunities,comparedto21%
withoutdisabilities
• 41%votedinthe2000presidential
election,comparedto51%ofthose
withoutdisabilities
• 22%failtocompletehighschool,
comparedto9%withoutdisabilities
• 28.4%haveaccesstotheInternetat
home,comparedto56.7%without
disabilities
• 32%aged18-64areworking,
comparedto81%withoutdisabilities
• 28%postponehealthcarebecause
theycan’taffordit,comparedto12%
withoutdisabilities
• 30%haveaproblemwithinadequate
transportation,comparedto10%of
thosewithoutdisabilities
Youthwithdisabilitiesareinneedofpositiverolemodelswhohaveovercome
barrierstobecomesuccessfuladults.TheevidencepresentedbyPowers,
SowersandStevens(1995)pointstothepromisethatmentoringholdsfor
youthwithdisabilities.Itiscriticalformentoringorganizationstoproactively
takestepstoprovidementoringservicesfortheseyouth.Itisalsojustas
importantforleadersofthementoringmovementtoincludeyouthwith
disabilitiesintheireffortstoraisepublicawarenessabouttheimportanceof
mentoring.
Incorporating Youth with Disabilities into
Existing Mentoring Programs
Therestofthismanualpresentsinstructions,resources,suggestionsand
advicetohelporganizationsstart,runandsustainmentoringprogramsfor
youthwithdisabilities.However,organizationsdonothavetotakethebig
stepofcreatingentirelynewmentoringprogramsinordertoincludeyouth
withdisabilitiesintheirefforts.Agenciesmaytakeafewsmallstepsto
maketheirprogramsmoreaccessible.AccordingtoSwordandHill(2003),
someissuesformentoringprogramstafftoconsiderwhenmakingprograms
accessibleandwelcomingforyouthwithdisabilitiesincludethefollowing:
• Doweneedtoprovidereasonableaccommodationsinorderfortheyoungperson
toparticipate?Ifso,whatarethey,andhowmightweprovidethem?
• Arementorsinourmentoringprogrampreparedtomentorayoungpersonwhomay
haveacademiclimitations,socialproblemsand/ormedicalcomplexities?Oftentimes,
thebestmentorforayouthwithadisabilityisamentorwhohasthesameorsimilar
disability.
• Whatdisability-relatedinformationdoweneedtoprovideforthementors?Where
mightwefindtheinformationweneedtoprovide?
• Howcanthementoringprogramstafftrainandsupportmentorstohelpthem
understandtheneedsofmenteeswithdisabilitieswhilealsoteachingthemtoexpect
thebestfromtheirmentees?
• Whatisthementoringprogram’spolicyondisclosingthedisability?
Besidesaddressingtheissuesabove,existingmentoringprogramsshould
establishsomebasicprovisionsforservingyouthwithdisabilities.Thesteps
belowarebasedontheexperienceofPartnersforYouthwithDisabilitiesand
representrelativelysimpleactionsthatwilldrawyouthwithdisabilitiestoyour
programandmakesurethattheybenefitfromtheexperienceoncethey’ve
joined.
• Makeyourmentoringwebsiteaccessibletoyouthwithallkindsofdisabilities.Visit
theWorldWideWebConsortium’sWebAccessibilityInitiativeat
http://www.w3c.org/WAIformoreinformation.
• Designyourprogramrecruitmentandpromotionalmaterialstoclearlyshowthat
youthwithdisabilitiesareencouragedtoparticipate.Itisagoodideatoincludea
directstatementassuch.
• Designmentoringprogramtrainingstocoverissuespertinenttoservingyouthwith
disabilities,suchasdisclosureofdisability,specialaccommodations,health-related
issuesandlimitations,mentorandmenteeexpectations,mandatoryreportingofabuse
andneglect,andsoforth(SwordandHill,2003).
Onceyouhavemadethecommitmenttoserveyouthwithdisabilitiesthrough
amentoringprogram,itiscriticaltounderstandthestepsneededtoensure
thatyourprogramexperiencessuccessandproducespositiveresultsforthe
youthserved.Theremainderofthechapterswillhighlightresearchinthefield,
discussbestpractices,anddetailtheexperiencesofPartnersforYouth
withDisabilities,providingyouwitharoadmapforstartingandmaintaining
yourprogram.
MentoringProgramModels2-1
2
Chapter
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.Somemaybeembeddedinemployerbasedorschool-basedprograms.Chapter2outlinesdifferent
typesofmentoringmodels,comparesthemodels,andgives
shortdescriptionsofexistingexampleprogramsthatareusing
themodels.
One-to-one models
One-to-one community-based model
Description:
• Ayouthismatchedwithanadultvolunteerfromthecommunity-at-large.
• Mentorsandmenteescommunicateviaface-to-facemeetings,telephone
conversations,emails,andletters.
• Mostactivitiestakeplaceinthecommunity,outsideworkorschool.
• Programstaffaskmatchedpairstocommunicateacertainnumberoftimesper
weekormonth,andtostaymatchedforacertainlengthoftime.
• Matchesareoftenfocusedonbuildingrelationshipsandsocialskills,althoughsome
haveanacademicand/orcareerfocusaswell.
Exampleprogram:
PartnersforYouthwithDisabilities,Inc.’sMENTORMATCHPROGRAMfor
youthwithdisabilitiesprovidesuniquerolemodelrelationshipsbycarefully
pairing“mentoring”adultsfromthecommunitywhohaveadisabilitywith
youthwhohavesimilardisabilities.Thisprogramisdesignedtoencourage
asocialrelationshipbetweenmentorandmenteewherebytheycanidentify
commonground(suchashobbies,interests,etc.)andworkonindividual
menteegoals.Theprogramfacilitatesone-to-onemeetingsandoffers
participantscustomdesignedworkshopsandrecreationalactivitiestoassist
themindevelopingtheirrelationships.Theprogramstrivestoconveytothe
youthandtheirfamiliesthatgrowingupwithadisabilityneednotlimitselfesteem,social,careerandlifestyleoptions(PartnersforYouthwithDisabilities
[PYD],2004).
“AsaformerpublicschoolteacherIhaveafirsthandunderstandingofwhat
youngpeoplecanaccomplishwhentheytrulystrivetorealizetheirdreams,
andIwholeheartedlyembracetheartsasavehicleforhelpingthemfindtheir
way.AccesstoTheatrehascreatedaremarkableroadmapforsuccess.”First
LadyLauraBush,HonoraryChairofthePresident’sCommitteeontheArtsand
theHumanities,discussingPYD’sAccesstoTheaterprogram,aninclusivegroup
mentoringprogramwhichbringstogetheryouthwithandwithoutdisabilitiesto
workwithartistsfromthecommunitytocreateoriginaltheaterproductions.
One-to-one school-based model
Description:
• Ayouthismatchedwithanadultvolunteerthroughaprogramintheyouth’sschool.
Mentorsmaybecollegestudents.
• Mentorsandmenteescommunicatemostlyviaface-to-facemeetings,butmayalso
communicateviaemailorletters.Communicationmaytaketheformoftutoring.
• Mostactivitiestakeplaceduringschoolhoursonschoolgrounds.
• Matchesareusuallyfocusedonbuildingacademicand/orcareer-relatedskills.
Exampleprogram:
PhiladelphiaFutures’SPONSOR-a-SCHOLARPROGRAM(SAS)“isdedicated
tomotivatingstudentswhomightnototherwiseconsiderhighereducationto
stayinschoolandattendcollege.Theprogramselectsat-riskstudentsfromthe
Philadelphiapublicschoolsystemandoffersthemanopportunitytoparticipate
inamentoringrelationshipwithanadultvolunteer.Studentsentertheprogram
inhighschool-usuallyin9thgrade-andremainintheprogramthroughthefirst
yearofcollege.”Studentsreceiveacademicassistance,collegecounselingand
otherservicesinadditiontomentoring(Johnson,1999).
One-to-one employer (business)-based model
Description:
• Ayouthismatchedwithanemployee-mentorthroughaschoolorcommunity
organization.
• Mentorsandmenteescommunicatemostlyviaface-to-facemeetings,butmayhave
somecontactviatelephoneand/oremail.
• Matchactivitiestakeplaceatthementee’sschoolorattheemployee’splace
ofbusiness.
• Matcheshaveanemployment-relatedfocus,withactivitiessuchasjobshadowing,
internships,andresumewriting/interviewingskills-building.
Exampleprogram:
JohnsHopkinsHospital’sTHEHOSPITALYOUTHMENTORINGPROGRAM
pairsyouthwithemployeesatlocalhospitals.“Oneafternoonaweekfortwo
tofourhourschildrenbetweentheninthandtwelfthgradesmeetwithamentor
atoneofthehospitals,observingtheworkofallofthehospitals’departments,
spendingseveralmonthsworkinginoneofthedepartments,andparticipating
invariouscareerdevelopmentandsocialactivities”(Jaffe,1999).
“Tuesdayisoneofthebestdaysoftheweekforme.Ihaveamentorandwe
spendTuesdayafterschoolwitheachother.Heislikeabigbrothertome.Heis
specialtome;heteachesmethingsthatarerightandthingsthatarewrong.He
isinawheelchair,too,becauseheisdisabled.Iwisheverybodycouldhavea
mentorjustlikemine-thentheycouldbeashappyasme.”
-PartnersforYouthwithDisabilitiesmentee
Group mentoring
Group mentoring model
Description:
• Acertainnumberofadultvolunteers(fromonementortoseveralmentors)mentor
youthinagroupsetting.
• Groupsizesmaybesmallorlarge.
• Mentorscommunicatewithmenteegroupsmostlyviaface-to-facecontact,possibly
viaInternetchatrooms.
• Mentoringactivitiescantakeplaceataschool,businessorcommunity
organization’sspace.
• Mentoringactivitiescanbefocusedonacademics,employment,careers,
relationships,socialskillsorindependentlivingskills.Manyprogramsfocusona
combinationofthese.
• Menteesbenefitfrominteractionswithothermenteesaswellasmentors.
• One-to-onematchesmayresultfromgroupmentoringinteractions.
Exampleprogram:
LosAngelesTeamMentoring’sTEAMWORKSMENTORINGPROGRAMserves
middle-schoolagedyouthfromdisadvantagedcommunities.“Adultteamsof
mentors,comprisedofteachersfromtheschool,collegestudentsandbusiness/
communityvolunteers,workwithgroupsof12-15studentsusinganactivitybasedcurriculumthatfocusesonleadershipdevelopment,teambuilding,
communityservice,academicachievement,andculturaldiversity”(LosAngeles
TeamMentoring,Inc.,2005).
Proven Benefits of Standard Mentoring Models
Manystudieshavebeendonethatshowthebenefitsofstandardmentoring
programs(Sipe,1999;Grossman,1999;Johnson,1999).Studieshavemainly
focusedontheeffectsofmentoringon“at-risk”youth.Theresultsseemclearwhenaprogramiswell-runandusesbestpractices,therearemanybenefitsto
mentoring.Benefitsoftendifferdependingonthefocusoftheprogram.Below
isabreakdownofbenefitsbasedondifferenttypesofprograms:
One-to-one mentoring model
• Lesslikelytoinitiatedrugandalcoholuse
• Lesslikelytohitsomeone
• Betterschoolattendance
• Improvedfeelingsofcompetenceabouttheabilitytodowellinschool
• Highergrades
• Morepositiverelationshipswithfriendsandfamily
One-to-one academically-oriented mentoring model
• Improvedacademicperformance
• Morelikelytoparticipateincollegepreparatoryactivities
• Morelikelytoattendcollegeimmediatelyafterhighschoolgraduation
• Remainedlongerinschool
Group mentoring model
• Betterattitudestowardschool,familiesandcommunities
• Betterschoolattendance
Note.From“MentoringAdolescents:WhatHaveWeLearned?,”byCynthiaL.Sipe,1999,Contemporary
IssuesinMentoring,p.16.Copyright1999byPublic/PrivateVentures.AdaptedwithPermission.
New Innovations to Existing Mentoring Models
E-mentoring model
Description:
• Ayouthismatchedwithanadultvolunteerasinotherone-to-onementoringmodels.
• Mentorsandmenteescommunicateprimarilyviaemail,listserves,chatorinstant
messaging.
• Programsmaybecommunity-based,school-based,oremployer-based.
• Peermentoringmaytakeplaceviaforumsand/ormoderatedchats.
Exampleprogram:
PartnersforYouthwithDisabilities’PARTNERSONLINEPROGRAM(POL)is
ane-mentoringprogramthatenablesyouthandadultswithdisabilitieswho
mightbeisolatedduetohealth,mobility,orgeographytoparticipateina
mentoringrelationshipthroughtechnology.POL’sobjectivesincludeimproving
access,facilitatingfrequentcommunicationandbuildingthetechnologyskills
thataresoimportanttotheeducationalandprofessionalgoalsofpeoplewith
disabilities.Matchedpairsareprovidedthemeanstocommunicatethrough
aninnovativecommunitywebportalthatincludesemail,forums,one-to-one
messagingandchatinasecureenvironmentmonitoredbyPYDstaff.
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-agedyoungadultswithintellectualdisabilitiesbypairingthem
inone-to-onefriendshipswithpeers.Peermentorshelptheirpeermentees
developsocialskills,leadershipskills,andjobskills(BestBuddiesInternational,
2005).
Exampleprogram:
PartnersforYouthwithDisabilities’MENTORINGTHROUGHPEER
LEADERSHIPPROGRAM.Thiscommunityservicementoringprogramtrains
youngadultswithandwithoutdisabilitiesages16-24tobecomeleadersin
theircommunitiesandplacestheminservicepositionsinavarietyofsettings
wheretheyworkasmentorsandrolemodelsforyouthwithdisabilities.Peer
leaderslearnthevalueofcommunityservicewhilesimultaneouslydeveloping
theirownleadership,independence,andemploymentskills(PYD,2004).
Senior citizens-as-mentors mentoring model
Description:
• Youtharematchedwithvolunteermentorswhoareseniorcitizensinthe
community.
• Mentoringmaytakeplaceviaone-to-onematchesorinagroupmentoringsetting.
• Mentoringactivitiesmaybeschool-basedorcommunity-based.
• Seniorcitizenmentorscommunicatewithmenteesviaface-to-facecontact,
telephone,emailorletters.
Exampleprogram:
ThroughGenerationInc.’sEXPERIENCECORPSBOSTON,adultsoverage55
mentorareaschoolchildrenduringschoolhoursbyactingasreadingcoaches,
classroommentors,andlunchtimementors.Olderadultsalsomentoryouth
one-to-oneoutsideofschoolthroughExperienceCorpsGenerationClubs.
Groupmentoringtakesplaceviaspecializedcommunityservicelearning
activities(ExperienceCorps,2005).
Faith-based mentoring model
Description:
• Youtharematchedwithvolunteermentorsfromreligiousdenominationsand
faith-basedorganizationsinthecommunity.
• Mentoringmaytakeplaceviaone-to-onematchesorinagroupmentoring
setting.
• Mentoringactivitiesoftentakeplaceatthereligiousdenomination’splaceof
worshiporatthefaith-basedorganization’ssite,butmayalsotakeplaceinthe
community.
• Faith-basedmentorsandtheirmenteescommunicateviaface-to-facecontact,
telephone,emailorletters.
• Ifthementoringinitiativeissecularlyfunded,faith-basedmentorsmaybeasked
nottoproselytizetotheirmentees.
Exampleprogram:
BatonRouge,Louisiana’sWALK-BY-FAITHCOLLABORATIVEmatchesat-risk
youthinone-to-onementoringrelationshipswithEastBatonRougechurchgoers.
MentorsaremainlyrecruitedfromAfricanAmericanBaptistchurches.
Besidesone-to-onementoring,theprogramoffersmonthlyrecreationalactivities
andaweeklyoptionalBiblestudy.Duetosecularcollaborationsandfunding,
theprogramasksthatitsmentorsnotproselytizetomentees(Bauldry&
Hartman,2004).
Quick Comparison of Mentoring Models
Mentoring
Model
Typeof
Mentoring
Relationship
Mentor
Locationof
Characteristics Mentoring
Communication
Method
MentoringFocus
One-to-one
communitybased
One-to-one
Adultvolunteer Inthecomfromthecommunity,outside
munity
workorschool
Face-to-facemeetings,telephone,
email,letters
Developingsocialskills
&relationships/overall
personaldevelopment
One-to-one
schoolbased
One-to-one
AdultvolunAtthementee’s
teersfromthe
school
communityor
collegestudents
Mostlyface-tofacemeetings;
sometimestelephone,emailor
letters
Buildingacademicor
career-relatedskills;
tutoring
One-to-one
employerbased
One-to-one
Adultemployee Atthementee’s
ofasponsoring schoolorthe
employer
employee’s
placeofbusiness
Face-to-facemeetings,telephone,
emailorletters
Buildingemploymentrelatedskillsorfinding
employment;activities
includejobshadowing,
internships,resumewriting,mockinterviews
E-mentoring
One-to-one
and/orgroup
Adultvolunteersfromthe
community
Placeswhere
Email,chatorinmentees&men- stantmessaging,
torsaccessthe
forums
Internet
Developingtechnology
skillsaswellassocial
skills;canfocusonacademicsand/oremploymentaswell
Oneorseveralmentors
toagroupof
mentees
Adultvolunteersoryoung
adultpeersof
thementees
Atacommunity-basedsite,
schoolorplace
ofbusiness
Face-to-facegroup
dynamics;may
includeInternet
forumsand/or
chats
andrelationships;may
haveadditionalfocuson
academics,employment
andindependentliving
skills
Peer-to-peer One-to-one
and/orgroup
Youngadult
peer(s)ofthe
mentee(s)
Inthecommunity,ataschool
oratacommunity-based
meetingsite
Face-to-face,
telephone,email,
lettersand/or
face-to-facegroup
dynamics
andrelationshipswith
peers;mayhaveanadditionalacademicfocus;
peermentorsdevelop
leadershipandjobreadinessskills.
Senior
citizens-asmentors
Seniorcitizens
inthecommunity
Inthecommunity,ataschool
oratacommunity-based
meetingsite
Face-to-face,
telephone,email,
lettersand/or
face-to-facegroup
dynamics
andintergenerational
relationships;mayhave
additionalfocusonacademicsand/oremployment
Group
One-to-one
and/orgroup
Blending Mentoring Models
Combining one-to-one with structured group mentoring
Description:
• Youthbenefitbyhavinganopportunitytoworkwithmentorsindividuallyaswell
asinagroupsetting.
• Byusingtwoapproachestomentoring,menteeshaveanincreasedchance
ofgainingmentoringexperiences(i.e.,iftheone-to-onerelationshipfails,
thestructuredgroupmentoringexperiencecontinuestoprovidelearning
opportunities).
• Menteescanhavetheopportunitytolearnfromavarietyofmentorsandpeersso
theyhaveahigherlikelihoodofachievingtheirgoals.
• Supportsformentors,menteesandparentsofthementeescanbebuiltintogroup
activitiesandmeetingswherepeoplecanshareandbenefitfromeachother’s
experiences.
Exampleprogram:
PartnersforYouthwithDisabilities’MAKINGHEALTHYCONNECTIONS
(MHC)PROGRAMprovidesauniquehealthpromotionmentoringandskills
buildingprogramdesignedtomotivateyouthwithdisabilities,ages14-22,to
maintainwellnessandmakeafullyinformedtransitiontoadulthealthcare
services.Unliketraditionalmentoringprogramsforyouthwithdisabilities,
whichfocusonprovidingone-on-onerolemodelinginordertoprovide
supporttoyouth,MakingHealthyConnectionsprovidesstructuredgroup
mentoringincombinationwithindividualmentoringtoempoweryouthto
makethechallengingtransitiontothecomplexworldofadulthealthcare.The
MHCmodelintegratesgroupandindividualactivities,hypotheticalproblemsolving,andexperientiallearningwithinthegroupandindividualmentoring
structure.TheMHCprojectdesignincorporatesthreeinterrelatedtracks:Youth
Learning(a12-weekgroupmentoringskillstrainingcurriculum);Parents
Learning(a12-weektrainingcurriculumfocusedonbuildingrelationships
betweenparents,children,healthcareproviders,schools,andcommunities);
andIndividualMentoring,throughwhichadultswithdisabilitiessupportyouth
participantsinthepracticeofnewlyacquiredskillsandserveasrolemodels
throughthesharingoftheirownexperiences.Withthesethreetracks,MHC
providesacomprehensiveapproachtohelpingyoungpeoplesuccessfully
transitiontoadulthood(PYD,2004).
Combining E-mentoring and group mentoring in a
transition-to-work model
Description:
• Youthenrolledinatransitiontoworkprogramorclassarematchedwithanadult
mentor
• Mentoringactivitiesarepartofatransition-to-workcurriculumwithinaclasssetting.
• Teacherinvolvedintalkingtostudentsaboutmentoring,andindevelopingcareer
relatedtopicsandassignmentsforstudentsandmentortoengageinandexplore.
• Allparticipants(teacher,mentor,students)haveaccesstoelectroniccommunication
viae-mentoringwebportal
• Groupmentoringtakesplaceinblendedcombinationofelectronicgroupchatand
forumdiscussions,incombinationwithin-persongroupmeetingswiththeclass.
Exampleprogram:
ComputerTechnologiesProgramE-MENTORINGPROJECTWITH
THECALIFORNIASCHOOLFORTHEDEAF(CSD).Thispilotproject
allowsstudentstoexploretechnology-relatedcareerswithmentorsina
classroom-basedgroupsettingusingablendedmixofe-mentoringandinpersonmeetingswithstudents.AllCSDfreshmenareenrolledinacareer
developmentclassaspartoftheschool’stransition-to-workprogram.Students
aresplitintosixdifferentclasses,andeachclassofstudentsismatchedwith
amentorinvolvedinatechnology-relatedcareer.Theclassinstructorhas
woventhementorshipexperienceintothecareerdevelopmentcurriculum.
Students,mentorsandteacheraretrainedinthePartnersOnline(POL)
software.POLemail,chatandtalkfeaturesareinstrumentalingetting
studentsusedtobusinesscommunication,whilebeingusedastoolsto
exploretechnologycareersthroughe-mentoring(ComputerTechnologies
Program,2005).
Choosingamentoringmodelcanbeachallengingdecision.Asyouhave
seenfromthischapter,therearemanymodelstochoosefromandeachhas
itsownadvantagesanddisadvantages.Whenmakingyourdecision,some
thingstoconsidermaybetheageandgeographyofyourtargetpopulation,
theoutcomesyouaremostinterestedin,andyourpotentialreferralsources
formentorsandmentees.Theremainderofthechapterswillwalkyou
throughthestepstostartandmaintainyourmentoringprogram.
BestPracticesforMentoringYouthwithDisabilities3-1
3
Chapter
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.
Best Practices for Recruiting
Manyprogramsreportthatrecruitmentisoneofthemostimportantactivities
theydo.Makesurethatyoudonotunderestimatetheamountoftimeitwill
taketobuildrelationshipswithreferralsourcesandpublicizeyourprogram
withinyourcommunity.Also,keepinmindthatifyouragencyisnewto
servingyouthwithdisabilities,itwilltaketimetolearnaboutcommunity
resourcesrelatedtodisabilityaswellasnetworkwiththesedisability-specific
agencies.Belowaresomesuccessfulrecruitmentstrategies.
Use word of mouth to recruit program participants, especially
mentors.
• Encouragethementorsinyourprogramtorecruitnewmentorsfromtheirfriends,
family,co-workersandacquaintances.Studiesshowthatwordofmouthisthemost
effectivewaytorecruithigh-qualitymentors.
• Tryhostinga“bringafriend”event,wherementorsbringindividualswhoare
interestedinlearningmoreaboutmentoring.
Use mass media advertising, such as local Public Service
Announcements, to recruit youth.
• Studiesshowthatmassmediaadvertisingrecruitsmorepotentialmenteesthan
mentors.
Identify sources of potential mentors and mentees in your
area, and concentrate your efforts on those sources.
• Foryouthwithdisabilities,someideasforsourcesincludeprivatespecialeducation
schools,parentadvisorygroups,healthcareproviders,specialeducationdepartments
inpublicschools,andsocialserviceagencies.
• Foradultswithdisabilities,someideasforsourcesincludelocalemployers,
IndependentLivingCenters,StateVocationalRehabilitationagencies,associations
andlocalchaptersofvariousdisabilityorganizations,localreligiousdenominations,
volunteerorganizationsandvolunteerfairs,andChambersofCommerce.
• Createamailinglistwithsources’contactinformation.Keepthisupdated.
Employ marketing techniques when creating and
disseminating program information.
• Designattractive,eye-catchingpromotionalliteratureanddisplays.
• Advertisebydistributinginexpensiveusefulitemssuchasmagnets,pensandnotepads
emblazonedwithyouragency’swebsite,logoandphonenumber.
• Designalternativeformatsofyourrecruitmentmaterials,suchasfliersinlargeprint
andinBraille.
Promote your program in-person whenever possible.
• Createabrief,persuasivespeechtorecruitprogramparticipants.
• Contactsourcesofpotentialprogramparticipantsinyourareapersonallyviaphone.
Sendpromotionalliterature;thenarrangetospeaktothegroupbrieflyaboutyour
program.
• Remembertobringpromotionalliteratureandadvertisingitemstodistributeto
potentialrecruitsafteryoudeliveryourspeech.
• Lookforopportunitiesatalltimestotellothersaboutyourprogram.Rememberthat
wordofmouthisthemosteffectiverecruitmenttool.
Design a written recruitment plan to keep track of your efforts.
• Listthesourcesyou’lltargeteachmonthandtherecruitmentmethodsyouplantouse
foreachsource.Frequentlyupdatetheplanasyouconductrecruitmentefforts.
• Includeyourentirementoringprogramstaff/agencystaffinrecruitmentactivities.Ask
everyonetokeeptrackofhis/herefforts.
“Utilizingthe‘ElementsofEffectivePractice’fromMENTOR/NationalMentoring
Partnership,willensurethatyourmentoringprogramisanappropriateresponseto
theidentifyingneedofyourchildrenandyouth.It’saboutthesafetyformentors
andmenteesandtheeffectivenessofthementoringrelationship.”
-NancyAnderson,ExecutiveDirector,MaineMentoringPartnership
Best Practices for Screening
Screeningiscriticaltothesuccessofyourmentoringprogram.Thorough
screeningcanservethefollowingpurposes:
• 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.
• Choosepotentialmentorswhounderstandthattheirprimaryresponsibilitywillbeto
developafriendshipwiththementee(Sipe,1999).
• Beupfrontwithprospectivementors.Letthemknowthattheprocessofmentoring
mightbedifficultandsomewhattime-consuming.Askthemhowtheywillfit
mentoringintotheirschedules(Sipe,1999).
Conduct personal interviews with program applicants.
• Requireprospectivementees’parent(s)/guardian(s)tobepresentatmenteeinterviews
ifpossible.
• Interviewapplicantsattheirhomesifpossible.Thisallowsprogramstaffaglimpseof
applicants’lifestyles.
• Interviewersshouldexplainthementoringprogramindepthagain,answeringany
questionsfullyandmakingsurethatapplicantsunderstandthescreening,trainingand
matchingprocess.
• Askprospectivementeestofilloutanapplicationduringtheinterview.Havementees’
parent(s)/guardian(s)signconsentforms.
• Prospectivementorsmayfilloutanapplicationbeforeorduringtheinterview.
Design program applications for potential mentors and
mentees to be as comprehensive as possible.
• Collectallnecessarydemographicandbackgroundinformation.Askmentorsand
menteestodescribetheiridealmentormatchpartner.Documentanyhealth-related
concernsorneededaccommodations.
• Askmentorsandmenteestosignastatementagreeingtomeetprogramlengthand
timerequirements.
Require mentees’ parent(s)/guardian(s) to sign
consent forms.
• Formsshouldaddresslegalconcerns,confidentiality,releaseofmedicalinformation
andresponsibilityformentormatchsupervision.
• 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.Otherreferencesshould
knowtheapplicantwell,butnotbefamilymembers,significantothers,orsomeone
employedbythementor(i.e.,aPersonalCareAttendant).
• Createareferencecheckquestionnairedesignedtogaugetheapplicant’ssuitabilityfor
thementorrole.Askpertinentquestionsabouttheapplicant’shistoryandcharacter,
includingquestionsabouttheapplicant’sintegrity,honesty,follow-through,ability
toworkwithyouth,alcoholand/ordruguse,anddrivinghabits.Conductreference
checksviaphoneorinperson.
Conduct a criminal history background check on all
prospective mentors prior to accepting them into your
program.
• Thereareseveraltypesofbackgroundcheckstochoosefrom,includingstate
backgroundchecks,federalbackgroundchecksanddrivinghistorychecks.
• Statebackgroundchecksaredonebyastateagency.Foralistofstateagencies
providingbackgroundchecks,seehttp://www.nonprofitrisk.org/csb/csb_
crim.htm#apndxb.Thecostassociatedwithstatebackgroundchecksvariesfromstate
tostate.
• FBIchecksarethemostcomprehensivebecausetheyarecompletedusingfingerprints
andincludebothconvictionsandarrests.Theyarenormallycostly,butcanbe
obtainedfor$18.00throughapilotprogramcalledSafetyNET.Mentor:National
MentoringPartnershipisoneagencyhelpingtopilotthisprogram.Formore
information,seehttp://www.mentoring.org/safetynet/.
• Forinformationaboutobtainingadrivingrecord,contactyourlocalDepartmentof
MotorVehicles.Byreviewingadrivingrecord,youcanobtaininformationabout
drivinginfractions,suchasDUIs.Thismaybemorerelevantforyourprogramifyour
mentorswillbetransportingyouthinthementor’scar.
• Whendecidingwhichbackgroundcheck(s)youwilluse,thereareseveralthingsto
consider,suchascost,liability,andsafetyofyourmentees.Youmaydecidetoconsult
withanattorneywhenmakingthisdecision.
After the interview, have the staff member(s) who conducted
the interview fill out an applicant assessment form.
• Questionsonassessmentformsshouldasktheinterviewertocommentonthe
applicant’ssuitabilityfortheprogramandtodescribecharacteristicsofanidealmatch
partner.
Best Practices for Training
Programsshouldprovidecomprehensivetrainingforallmentorspriortobeing
matched.Manyprogramsalsoprovidetrainingformentees.Trainingiscritical
toensurethatparticipantsunderstandprogramexpectationsandrules,andare
providedideasforgoalsandactivities.Bestpracticesfortrainingincludethe
following:
Provide comprehensive, in-person training for mentors.
• Requirenewmentorstoattendatrainingsessionbeforebeingmatchedwithamentee.
• Offertrainingsessionsfrequentlyandatconvenientlocationsandtimes.Makesure
yourtraininglocationisphysicallyaccessible.
• Createatrainingmanualorbindertodistributetonewmentors.Includematerials
fromthein-persontraining,programguidelinesandexpectations,mentoringprogram
staffcontactinformation,ideasforaccessiblementorandmenteemeetings,and
commonfrustrationsandsuggestionsforovercomingthem.Mentorsmayusethis
informationthroughouttheirmentoringrelationship.Createalternateformatsof
yourtrainingmaterials,suchaslargeprintandBrailleoptionsandprovideelectronic
versionsofyourmaterials.
• Tosupplementyourtrainingofferings,createanaccessibletrainingthatyourmentors
canaccessonline.
• Offerperiodicrefreshertrainingsformentors,ormentorsupportgroups,tomakesure
they’reupdatedonthelatestprogramrequirements,toaddressconcernsandquestions
andtoprovidenewideasandresources.
Topics to Cover During Training Sessions
Mentoring program requirements, guidelines and
expectations.
• Makesurementorsknowexactlywhatyouexpectofthem.
• SomeofPYD’sguidelinesincludethefollowing:noovernightvisits,eachparticipant
isresponsibleforhis/herownmoneyneededforanactivity,andmentorsandmentees
shouldcontacttheirassignedagencyrepresentativeshouldtheyhaveanyconcerns.
What it means to be a mentor.
• Mentorsshouldhaverealisticexpectationsabouttheirmentoringrelationshipand
aboutwhattheywillbeabletoaccomplish.
The stages of a mentoring relationship.
• Explainthatinordertoaccomplishanygoalsthroughmentoring,mentorsmustfirst
establishatrustingfriendship,andthatthiswilltaketime.Friendshipsarebuiltin
stages.
• Informmentorsabouttheobstaclestheymayfaceduringeachstageoftherelationship
andprovideideasaboutovercomingthem.
Diversity issues and disability issues such as disability
etiquette, disclosure, and abuse.
• Donotassumethatmentorswillhaveknowledgeofdisabilityissues.Evenifamentor
hasadisability,thatdoesnotmeanhe/shehasinformationregardingalldisabilities.
Youmaywanttoutilizeorganizationsintheareathathaveknowledgeofdisability
training.LocalIndependentLivingCentersmayprovideagoodplacetostart.
• Addressissuesanddifferencesposedbyvisibleandinvisibledisabilitiesandhowthey
mayimpactamatch.
• Addressracialandethnicdiversityissues.
• Exploreotherdifferencesthattheremaybebetweenamentorandmentee,suchas
socioeconomicstatus,primarylanguage,educationlevels,etc.
• Forinformationregardingabuseissues,contactyourlocal(city/state)entitythatdeals
specificallywithissuesrelatedtoabuseofpersonswithdisabilities.
• Formorespecificdisabilityresources,seetheResourceListattheendofthisguide.
Ideas and resources.
• Givementorssuggestionsforaccessibleactivities,andresourcestohelpmenteesset
andachievegoals.
• Makesurementorsandmenteesunderstandthatactivitiesshouldbefreeorlowin
cost.Providesuggestionsforlocalactivities.Manylocalmuseums,theaters,andzoos
willprovidefreeorreduced-costticketstomentoringprograms.Ifyoucangather
tickets,youcanprovideamentorandmenteeticketsfortheirfirstactivity.
Make sure to cover Critical Attributes of Effective Mentors
presented below.
Critical Attributes of Effective Mentors
• Mentorsmustmakeacommitmenttobeingconsistentanddependable.Mentors
mayhavetodotheworktokeepthementoringrelationshipgoingattimes,suchas
initiatingcontactandschedulingmeetings.Mentorsshouldestablishboundariesand
expectationsaboutthefrequencyofcontactthatthementorcancommittointhe
long-term(Sipe,1999).
• Mentorsmustrespecttheirmentee’sviewpoint(Sipe,1999).
• Mentorsmustbegoodlisteners.
• Mentorsshoulddiscovertheirmentee’sinterestsandinvolvetheyouthinplanning
activities.
• Mentorsmustunderstandthatmenteesneedtohave“fun”andincorporatethatneed
intomentoringactivities(Sipe,1999).
• Mentorsshouldgettoknowthementee’sfamilyandestablishacomfortlevelwith
them,butnotgettooinvolvedwiththefamily.Mentorsshouldneverbecomethe
mediatorinafamilyconflict.Itisnotthementor’sroletocoachtheparenton
parentingorgetintoconfrontationswiththeparent(Sipe,1999).
• Mentorsshouldseekoutthehelpandsupportofmentoringprogramstaff(Sipe,1999).
Provide a brief training for your new mentees.
• Holdin-persongrouptrainings,in-personone-to-onetrainingsorinteractiveonline
trainings.
• Coverprogramrulesandrequirements.Makesurementeesknowwhatisexpectedof
them.
• Explainwhatitmeanstobeamentee.Makecertainmenteeshaverealistic
expectationsoftheirmentors.
• Addressconfidentialityanddisclosureissues.
• Addresssafetyissuesanddiscusswhomtheyouthshouldcontactifaproblemshould
arisewiththementor.
Best Practices for Matching
Makingasuccessfulmatchcanbechallenging.Aswithanyrelationships,there
aremanyreasonsthattwopeople“click.”Thoughtfulmatchingcanincrease
thelikelihoodthatthematchwillwork.Therefore,itisbettertotakethetime
neededtofindtherightpartnerforaparticipantratherthanrushingandpairing
twopeopletogetherwhohavelittleincommon.Herearesomestrategiesto
considerwhenmatching:
Remember that youth who share many things in common
with their mentors are more likely to be satisfied with their
matches.
• Trytomatchyouthandadultswithseveralthingsincommon,suchassimilarhobbies
andcareerinterests.
• Ifyourprogrammakesone-to-onematches,trytomatchyouthandadultswholive
closetooneanother.Itwillbeeasierforthemtospendmoretimetogether.
• Matchingayouthandanadultwithsimilardisabilitiescanbeespeciallymeaningful,
butshouldnotbethesolefactorinmakingamatch.PYDhasfoundthatyouth
matchedwithasuccessfulrolemodelwithasimilardisabilitydisplayincreased
independentlivingskills,increaseddisabilitypride,andgreateroptimismregarding
hisorherfuture.However,itmaybeimpracticalordifficulttomatchbasedonsimilar
disability.Therefore,explorecross-disabilitymatchingormatchingbasedonother
similaritiessuchasinterests,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.Describe
thepotentialmenteeandhisorherinterests,andseeifthementorisinterestedin
pursuingthematch.
• Callthepotentialmenteenext,andmakecertaintospeaktothementee’sparent(s)/
guardian(s).Checktoseeiftheyouthisstillinterestedinparticipatinginthe
mentoringprogram,thendescribethepotentialmentorandseeifthementeeandhis
orherparent(s)/guardian(s)wouldliketopursuethematch.
• Exploreallissuesthatcouldbecomebarriersinthematch.Remember,itisbetterto
notmatchthentohaveamatchterminateearlybecauseofincompatibility.
Once the potential mentor and potential mentee express
interest in being matched, schedule an initial match meeting.
• Trytospeakwiththeyouthtoprephim/herforthemeetingandlethim/herknowwhat
willbetakingplace.
• Trytoschedulethematchmeetingattheyouth’shome.Thiswillmaketheyouthand
his/herparent(s)/guardian(s)morecomfortable,andwillensurethatthementorknows
howtogettotheyouth’shome.
• Requirethefollowingpeopletobepresentataninitialmatchmeeting:amentoring
staffmember,atleastoneofthementee’sparent(s)/guardian(s),thementeeandthe
mentor.
• Thementoringstaffmembershouldcoverprogramrequirementsandguidelinesand
discussmatchsupervisionandfollow-upprocedures.
• Thestaffmembermaywanttofacilitatediscussionbetweenthementor,menteeand
thementee’sparent(s)/guardian(s)tomakesuretheybecomeaswellacquaintedas
possible.Firstmeetingscanbeawkwardandabitintimidating.
• Askthementorandmenteetoexchangecontactinformation.Makesurethementoris
awareofanyofthementee’shealthconcernsornecessaryaccommodations.
• Havethementorandmenteediscussgoalsfortherelationship.
• Leavethementorandmenteewithalistofideasforactivities.Youmaywanttosolicit
freeticketstolocalattractionstodistributeatinitialmatchmeetings.
• Askthementorandmenteetopickadate,timeandplacefortheirnextmeeting.You
maywanttoencouragethemtomeetatthementee’shomewhenparent(s)/guardian(s)
arepresentforthefirstfewinteractionssotheparent(s)/guardian(s)cangettoknow
thementor.
Keepinmindthateverymatchmeetingisuniqueandrequiresflexibility,soit
ishelpfultohavenewemployees“shadow”severalmatchmeetings(atleast
three)beforeattemptingoneonhis/herown.Sometimesayouthmayfeel
inhibitedbyhavingaparentpresentandmaynotactlikehim/herself.Itmay
makesensetostartthemeetingwitheveryone,andthengivetheyouthand
mentortimetotalktoeachotherawayfromthegroup.Developingamatch
meeting“checklist”ratherthana“script”willenablestafftoremainflexible
whilestillaccomplishingthenecessarygoalsofthematchmeeting.
Best Practices for Match Supervision/Follow-Up
Regularmatchfollow-upisabsolutelycriticaltothesuccessofmatchesand
theultimatebenefitsofyourprogram.Followingthesestrategiescanassistyou
withconstructingaclearfollow-uppolicy:
Do not underestimate the importance of regular
follow-up.
• Mentoringprogramstaffmustsupervisematchestomakesuretheyaremeeting
regularlyandthattherelationshipsarepositive(Sipe,1999).
• Catchingproblemsearlyandprovidingsupporttomentorsandmenteesiscrucialfor
helpingthemovercomeobstacles(Sipe,1999).
• Regularfollow-upmayhelpkeeptroubledmatchesfromdissolving(Sipe,1999).
For efficient follow-up, keep program participants’ files up-todate. 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,especiallyinthebeginningofmatch
relationships.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.
• Askpertinentquestionsintendedtohelpthestaffmemberascertainthehealthofthe
matchandifthegoalsofthematcharebeingattained.
• Aftertheformhasbeenfilledout,fileacopywiththementor’sandmentee’s
participantfiles.
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,suchasa
familycrisisorgeographicmove.However,othertimesaparticipantmayfeel
unsatisfiedwiththeprogramorhisorhermatchrelationship.Belowaresome
strategiestoincreaseparticipantretention:
Keep adults and youth informed about where they are in the
stages of the screening and matching process.
• Sendpostcards,makephonecalls,and/orsendemailstoletthemknowwhenthey’ve
beenacceptedintotheprogram.
• Periodicallysendupdateswhilethey’reonthewaitlist.
Organize and offer support groups for mentors.
• Holdamonthlysupportgroupatalocalcoffeeshoporpizzaparlor.
• Encouragementorstoexchangeideasanddiscussfrustrations.Staffandothermentors
canprovidesupportandsuggestions.
• Ifyourprogramhasawebsite,offerasupportgroupforumorchatfeature.Thisisa
goodplaceforprogramstafftoposthelpfultipsandtopics.
Host periodic group recreational activities for mentors and
mentees.
• Holdeventsatlowornocostvenuesifpossible.
• Trytohosteventsonceperquarter.Thisisagreatchanceforallofyourprogram’s
mentorsandmenteestogettoknowoneanother.PYD’srecentactivitieshave
includedatriptotheMuseumofFineArts(themuseumarrangedanaccessible
behindthescenestour),ashowatWheelockFamilyTheater(theyprovidedaudio
descriptionforourvisuallyimpairedparticipants),abaseballgameatFenwayPark,a
triptoalocalzoo,andapizzaparty.
• Askprogramstafftousetheeventsasopportunitiestooverseematchesandlookfor
anynoticeableproblems.
• Makesureallactivitylocationsarephysicallyaccessible.Askactivitylocationsabout
accessibleseatingoptionsandotheraccommodations.
Best Practices for Closure
Manyprogramsoverlooktheimportanceofclosuretotherelationshipand
theprogramingeneral.Somerelationshipswillendnaturallyandsomewill
endmoreabruptly,butallendingsshouldbeaddressedbythementoringstaff.
“Goodbyes”canbeawkward,difficult,orevenpainfulforsomeindividuals;
thereforeitisimperativetoprovidelotsofsupporttothementorandmentee
duringtheprocess.Belowaresomestepstobetakentoensureasmooth
closure.
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.
• Addresstheseissueswhentrainingbothmenteeandmentorandduringthematch
meeting.
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:
• Encouragethementorandmenteetospeakwiththementoringstaffpersonassoonas
oneofthemknowsthathe/shewillnotbeabletocontinueintherelationship.
• Encouragethementortobegintheclosureconversationearly,bysayingthingssuch
as,“Youknow,intwomonths,theprogramwillbeover.Canyoubelievewehave
alreadybeenmatchedthewholeschoolyear?Itmakesmefeelsadthatwewon’tsee
eachotherregularlyanymore,butIfeelsoluckythatIhadthechancetoknowyou.”
• Provideideasforclosureactivitiestothementor,suchasexchangingcards,drawinga
pictureoftheirfavoriteactivity,orenjoyingaspecialmealtogether.
• Includeaclosuremeeting,inwhichthementoringstaffperson,mentor,andmentee
meettodiscusswhatwilltakeplaceoncetherelationshipends.Willthementorand
menteecontinuetocommunicate?Ifso,how?Willtheyjustsendholidaycardsonce
ayearorwilltheyemailonceamonth?Maybetherewillbenocommunicationat
all.Remindthementorthathe/sheshouldnotagreetoanythingthathe/sheknows
he/shewillnotbeabletodo.
• Setupseparateexitinterviewswithboththementorandmenteetogiveeachan
opportunitytodiscusshis/herexperiencesinthementorprogram.Thismaybean
appropriatetimetohaveanyevaluationoftheprogram(surveys,post-tests,etc.)
completed.
“Itiscrucialtobaseyourmentoringprogramonbestpracticesinthefield,which
includeprovidingcarefulscreening,thoughtfulmatching,andstructuredsupport
andtrainingtoyourmentorsandmentees.”
-ReginaSnowden,ExecutiveDirector,PartnersforYouthwithDisabilities
Best Practices for Involving Parents/Guardians
Parents/Guardiansplayanimportantroleinmentoringprograms.Keeping
theminvolvedandawarewillincreasethelikelihoodthattheyouthparticipants
haveasafeandrewardingexperience.Belowaresomewaystokeepparents/
guardiansinvolved:
Work with parents to involve them in the mentoring process.
• Includeparentsintheinitialyouthinterviewinordertoexplainthementoringservices
tothem,discussthegoalsofthementoringrelationship,andgaintheirpermissionfor
theirson/daughtertoparticipate(especiallyifyouthisunder
theageof18).
Value parent input when determining the best mentor to
match with the youth.
• Parentshavegoodintuitionaboutthetypeofmentorthatwouldbethebestfitfortheir
sonordaughter.
• Parentsareabletoshareaspectsoftheirsonordaughter’sdevelopmentthatmaybe
importanttoconsiderwhendeterminingthetypeofmentorormentoringprogramthat
wouldworkmosteffectively.
Encourage parents to provide close supervision of
one-to-one mentor match relationships and to alert staff if
problems occur.
• Encourageparentstomeetandinteractwiththeirsonordaughter’smentorona
regularbasistoassesshowthementormatchisgoing,provideinformationtomentors
ontheirsonordaughter’sneeds,andtoprovidesafetyguidelines.
• Haveparentscontactyoudirectlyshouldtheyhaveanyconcernsabouttheiryouth’s
mentoringexperience.
• Contactparentsregularlytoseektheirinputandguidanceregardingtheiryouth’s
involvementinthementoringprogram.
Provide supports and trainings for parents.
• Askmentorstoshareresourceswiththeparentsofmenteesinorderfortheparentsto
havemoreinformationregardingissuessuchasindependence,recreation,education
andcareers.
• Considerofferingparenttrainingsandsupportgroupswhereparentscancome
togetherwithotherparentstolearnaboutresourcestohelptheiryouthandfamilies.
Topicssuchastransition,adultservices,disabilityrights,andemploymentoptionscan
giveparentsmoreconfidenceandknowledgetohelptheiryouthachievetheirgoals.
Include parents in program evaluation activities.
• Askparentstoprovideinputabouttheiryouth’sprogresssincebeginningthe
mentoringprogram.Parentsareoftentheonestonoticethesignificantchangesinthe
youth’sbehaviorandattitudes.
Best Practices for Mentoring Programs for
Youth with Disabilities
Startingamentoringprogramforyouthwithdisabilitiesorcommittingto
makingyouralreadyexistingmentoringprogramaccessibletoyouth
withdisabilitieswilltaketimeandresourcestoensurethatyourprogramis
ready.BelowaresomebestpracticesPartnersforYouthwithDisabilitieshas
foundtobesuccessfulformentoringprogramsforyouthwithdisabilities.
Establish a clear structure for serving youth with various kinds
of disabilities.
• Handledisclosureofdisability-relatedinformationcarefully.
• Systematicallyusereasonableaccommodationssoyouthandmentorscanparticipate
fullyintheprogram’sactivities(i.e.,personalcareassistants,signlanguage
interpretation,etc).
• Keepinmindthatdisabilitiesvarywidelyamongyouth.Whatworksforoneyouth
maynotworkforanotheryouthwithadifferentdisability.
Provide appropriate disability-related training to all
program staff.
• Besuretohaveregulartrainingsforallstaff.Itisimportanttokeepstaffabreastof
newresources,communityagenciesandresearchinthedisabilityfield.
Often,localorganizationsthatspecializeinspecificdisability-relatedservicescan
provideinformationand/orresourcesforyourtrainings.Potentialplacestogather
informationmaybeIndependentLivingCenters,VocationalRehabilitationServices,
transportationservices,andadaptiverecreationalprograms.
Fully cover disability-related issues during mentor training.
• Usefollow-ups,refreshertrainingandmentorsupportgroupstoaddressanydisabilityrelatedquestionsorconcerns.
Mentors should encourage discussion of disabilities as a part of
the mentoring relationship.
• Amajorgoalofmentoringprogramsforyouthwithdisabilitiesisforyouthtobecome
comfortablediscussingtheirdisabilitiesandadvocatingforthemselves.
Make sure mentors and mentees communicate regularly.
• Youthwithdisabilitiesmaybemorelikelytohaveexperiencedfailedrelationshipsand
lackofadultguidance.Asaconsequence,theymaybecomefrustratedandwithdraw
fromthementoringrelationshipiftheydonotcommunicatewiththeirmentorson
afrequent,ongoingbasis.Therearemanywaystokeeptherelationshipconnected,
evenifitbecomesmoredifficulttophysicallyconnect.Ideasforremainingconnected
includefuncards,phonecalls,emails,andpostcards.Encouragethementorsto
contactthementeeswhentheyseeatopicorreadaboutanarticleinthenewspaper
oramagazinethattheyfindinterestingandthattheythinktheirmenteewould
enjoyhearingabout.Also,encouragethementorstofindtopicsofinteresttoboth
thementorandmenteethattheycanexploretogether(science,technology,cultural
events,music,sports,etc.)andusethattopicasabasefromwhichtodeveloprapport
orgettoknoweachotherbetter.
• Encouragethementorstonotbecomediscouragedwhentheymayfeelinadequate
abouttheamountoftimetheyareabletocommit.Encouragethemtousevarious
waystoremainconnectedandbycreatingaqualityexperienceinthetimetheyare
abletomeet.
Ensure that your program is physically and programmatically
accessible to all youth.
• Considertheaccessibilityofyourwebsite,recruitmentmaterials,physicallocation,
traininglocations,activities,interviewprocedures,andevaluationprocedures.
E-Mentoring4-1
4
Chapter
E-Mentoring
Thischapterwilldiscuss
onlinementoringprograms
ingeneralandwillshare
acasestudyofthe
PartnersOnlineProgram,
whichtakesthetypical
e-mentoringmodeltoa
newlevelbycombining
one-to-onewithgroupmentoringthroughasecureInternet
website.Byexaminingthismodelindetail,wewilladdress
manyofthebenefitsandchallengesposedbyonlinementoring
programs.Inaddition,wehavecreatedseveralappendicesthat
specificallyaddressthePartnersOnlinetechnologyifyouare
interestedinreplicatingtheprogramforyourownorganization.
E-Mentoring4-2
History of Online Mentoring Programs
AmericaOnline(AOL)andNetscapeplayedinstrumentalrolesin
revolutionizingthewaypeoplecommunicatetotranscendgeographyand
time.In1985,AOLextendedtheuseofemailtothegeneralpublic.Priorto
thisperiod,emailusehadbeenlimitedtoscholarsandscientistsatinstitutes
ofhighereducationandgovernmentlaboratories(P.B.Single&R.M.Single,
2005).Onecanassumethatinformalmentoringtookplaceamongresearchers
andscientistswhohadaccesstoemail.In1994,Netscapeintroducedthe
WorldWideWeb,whichmadeitpossibleforonepersonorinstitutionto
suddenlycommunicatewithabroadandunknownaudience(e.g.,theability
tomakeyourprojectorprogramknowntoanyonewhocouldaccesstheWorld
WideWeb).
Intheearly1990s,anumberofe-mentoringortele-mentoringprogramsstarted
upthankstothisnewandinexpensivecommunicationmedium,butthefirst
federallyfundede-mentoringprogramwastheTelementoringYoungWomen
inEngineeringandComputingProject.Thismentoringprojectwasdeveloped
byEducationDevelopment
Center’sCenterforChildren
“PartnersOnline(POL)allowsustobevery
andTechnologywithNational
creativeinthewayswecanoffermentoring
ScienceFoundationfundingin
servicestoyoungpeoplewithdisabilities.
1994andranfor5years.This
Inaworldthatisincreasinglymobile
programwasdistinctinthat
andbusy,POLisatoolthatexpands
itwasastructuredmentoring
possibilitiesformeaningfulcommunication
programwithoutcomesbased
betweenyouthandadultrolemodels.”
evaluation.Thegoalwasto
-JosephQuinn,MentorshipProject
determinewhethere-mentoring
Coordinator,ComputerTechnologies
wasaneffectiveoptionfor
Program,Berkeley,CA
mentoringhighschoolfemales
withaninterestinengineering
andcomputing(P.B.Single&
R.M.Single,2005).Manyyoungwomendonothaveaccesstothesefemale
rolemodelswithinthecontextofhighschool,theirneighborhoods,oreven
theirfamilies.E-mentoringwasseenasawaytotapintoanetworkand
engageintheseimportantmentoringrelationships.Thisearlyprogramlaidthe
foundationfore-mentoringprogramsanddefinedseveralprogramcomponents
thatarenowdeemedcriticalforsuccess(Bennett,Hupert,Tsilalas,Meade,&
Honey,1998;P.B.Single&R.M.Single).
Sincethisproject’sfoundingin1994,hundredsofe-mentoringprojectshave
emerged.Thiscreatesanimpressiveneedforbestpracticesine-mentoringto
beestablishedanddisseminated,especiallyforyouthwithdisabilities.
E-Mentoring4-3
Exploring Different Online Mentoring Models
Therearemanydifferentonlinementoringmodels.Thesemodelshaveseveral
namesincludinge-mentoringandtele-mentoring.E-mentoringhastakenon
ameaningofmentoringthattakesplaceviaemail.However,forallthese
programs,thecommondenominatoristhatcorrespondencetakesplace
electronicallyratherthanface-to-face.Inthisguide,werefertoallprograms
thatuseelectroniccommunicationmediumsasOnlineMentoringprograms.
Listedbelowareafewofthemostcommonmodels.
One-to-One Mentoring via Email:
Inthismodel,amenteeismatchedinaone-to-onerelationshipwithamentor
andtheyuseemailtocorrespondregularly.Oftenthismodelisemployedina
school-basedorworkplacesettingwithafocusoncareermentorsormentors
whoassistwithclassprojects.
AsampleprogramisConnectingtoSuccess,aprogramthroughtheNational
CenteronSecondaryEducationandTransitionattheUniversityofMinnesota
(InstituteonCommunityIntegration,2005).
Peer-to-Peer Mentoring/Group Mentoring via Listservs:
Inthismodel,participantsagainuseemailtocommunicate.However,youth
andmentorsareregisteredtoalistservwhichallowsadiscussiontotakeplace
viaemailamongallregisteredusers.Inthismodel,ausersendsanemailto
thelistservaddressandalluserscanreadandrespondtothegrouportothe
individual.Typicallytherelationshipisonementortomanymentees,withthe
distinctionthatmenteescanalsoadviseandtalkwithothermentees.
AnexampleofthismodelisUniversityofWashington’sDO-ITprograms(DOIT,2005).Formoreinformation,visitwww.washington.edu/doit.Another
exampleisUniversityofTexasatAustin’sFourDirectionsElectronicMentoring
Project(FourDirectionsElectronicMentoringProject,2005).
Online Mentoring via an Online Community:
ThisisanewmentoringmodelemployedbythePartnersOnlineprogram
(PartnersOnline,2005),whichblendsone-to-oneandgroupmentoringvia
asecureInternetwebsite.ThePartnersOnlinesiteincorporatesdiscussion
forums,groupchats,privatemessagesandotherfeatures.One-to-one
mentoringtakesplaceviaprivatemailand“talk-one-on-one.”Groupmentoring
takesplaceviadiscussionforumsandgroupchatswhichenablementeesto
correspondwiththeirpeersandothermentors.TovisitPartnersOnline,goto
www.pyd.org/partnersonline/.
E-Mentoring4-4
Benefits of Online Mentoring
Whenitcomestomentoringyouthwithdisabilities,obstaclesrelatedto
transportation,geographicdistanceandhealthmayhinderasuccessfulmatch.
Forexample,coordinatingface-to-facemeetingsmaybedifficultifeitherthe
mentorormenteedoesnothaveaccesstotransportationtomeetinperson.
Manyworkingadultsalsofinditdifficulttofitregularface-to-facemeetingsinto
analreadybusyschedule.Inthesecases,onlinementoringmayofferseveral
benefitsovertraditionalface-to-facementoringmodels.Thesebenefitsinclude
thefollowing:
• Electroniccommunicationcircumventstransportation,geographicorhealthobstacles
• Technologyempowersthosewhoare“non-verbal”andenablesthemtouseassistive
technologytocommunicatedirectly,ratherthanthroughaninterpreter
• Usingcomputersencouragesindependenceandresourcefulnessinyouththatwill
assisttheminschool,theworkplaceandthecommunity
• Onlinementoringcanbeeasieroptionforqualifiedmentorswhoarenotabletomake
thetimecommitmentofface-to-facemeetings
• Asynchronouscommunicationmediums,suchasemailanddiscussionboards,allow
mentoringtotakeplaceanytimeofthedayornight
Inadditiontotheaforementionedbenefits,participatinginanonlineGROUP
mentoringprogramallowsparticipantstoderivethefollowingbenefits:
• Abilitytoconnectwithpeerswhosharesimilarexperiencesreducessenseofisolation
• Youthlearnfromavarietyofmentorandpeerexperiencesandcanfindresourcesas
neededastheygrowup
• Youthhavetheopportunitytomentoreachother(peermentoring)andpracticeselfexpressioninamorepublicforum
• Oneadultcanmentorseveralyouthifprogramhasashortageofmentors
• Someindividualsmaybedifficulttomatchintraditionalone-to-onerelationships
• Not“time-sensitive”–youthgetanswerstoquestionsandsupportwhentheyneedit;
theydon’thavetowait
• Withdiscussionforums,participantscanreviewpastdiscussionsorcontinuethem
E-Mentoring4-5
• ParticipatinginaprogramlikePartnersOnline,whichincludeschatanddiscussion
forumcapabilities,allowsuserstochoosetheirpreferredcommunicationstylefor
mentoring(e.g.,someyouthareshyaboutpostingindiscussionforums,butloveto
participateinlivegroupchats).
Research Findings about the Impact of Online
Mentoring for Youth with Disabilities:
Evaluatingtheimpactofonlinementoringcanposequiteachallenge
foravarietyofreasons.Forone,theprogramdesignandgoalscanvary
tremendously.Additionally,theimpactcanvarymarkedlybasedonfactorssuch
astheparticipants’age,relativematuritylevel,andintellectualcapabilities.
Whenitcomestoprogramsthatserveyouthwithdisabilities,manymore
variablesarethrownintothemix,
dependingonthenatureofthedisability
andtheyouth’sfamilysituation.Lastly,
thenatureofthementoringrelationship
canvarytremendouslyfromprogramto
program.Forexample,mostotheronline
mentoringprogramshaveateacheror
coordinatormonitoreveryemailexchange
betweenmentorandmentee.Formost
participants,thiswouldplaceabarrier
toachievingintimacy.Amenteemight
feeluncomfortablediscussingadifficultfamilysituation.Forthesereasons,it
isextremelydifficulttoconstruct“controlled”studieswhichcompareanunmentoredversusmentoredgroup,orfindmuchquantitativedataaboutthe
impactofonlinementoring.
Thereismuchresearchonmentoring“bestpractices,”whichisincorporated
throughoutthisguide.Forexample,researchsuggeststhat“themorean
e-mentoringprogramcanfacilitatefrequentandregularcommunication
amongtheparticipants,thenthemoresuccessfulwillbetheprogram”(P.B.
Single&R.M.Single,2005,p.10).AsdiscussedinChapter7,foryouthwith
disabilitiesmentoringcanimpactmanyofthegoalsandskillsassociatedwith
thetransitionprocesssuchassucceedingacademically,developingcareer
awareness,acceptingsupportwhiletakingresponsibility,communicating
effectively,overcomingbarriersanddevelopingsocialskills.
E-Mentoring4-6
Thoughthefinalanalysisisnotyetcomplete,PYDobtainedthefollowing
resultsthroughinterimprojectsurveysadministeredtoPartnersOnline
participants:
90%ofrespondentsstatedthatPartnersOnline“hashelpedthemfeelmore
supportedbyandconnectedtootherpeopleand/orfamilieswithdisabilities.”
87%statedtheyhave“becomemoreawareofresourcesthatwouldhelp
themorsomeoneelse[they]knowbecomeindependent”throughthePartners
Onlinesite.
83%statedthey“feltmoreconfidentaboutusingcomputers,theInternet,and/
orparticipatinginonlinecommunitiessincejoiningPartnersOnline.”
97%said“theywouldrecommendthePartnersOnlineProgramtosomeone
elsewithadisability.”
Inmorepersonalways,theprogramhashadatremendousimpact.One
menteesaidabouthismentor,“Hesharesmyinterests.It’snotjustthatwe’re
bothdisabled…I’mawriterandsoishe.Helooksatmywritingandgives
mebooks,ideasandtechniquestoimprovemywriting.”Anotheryouthsaid
aboutparticipatinginPartnersOnline:“IusuallyvolunteeralotandIwantto
doasummerjobatcampthisyear.Italktocertainpeopleonlinewhohavethe
samekindofdisabilityasIdoandwetalkabouthowtoadvocateforourselves
andhowtogetjobs.”
Online Mentoring Program Design
Themostcriticaldecisionisselectinganappropriateonlinementoring
programdesignwithspecificgoalsfortheyouthaswellasplannedactivities
andinfrastructurethatwillsupportthosegoals.AccordingtotheNational
MentoringPartnership(2005),youngpeoplecanbenefitfromane-mentoring
programthataccomplishesthefollowing:
• Focusesonacademicachievement,careerexplorationordevelopmentofasupportive
andnurturingrelationship
• Spansanentirecalendaryear,schoolyear,ortimeperiodofseveralyears
• Askstheironlinevolunteerstosendjustoneortwoemailsaweekoronethatcallsfor
volunteerstospendseveralhourseachweekcommunicatingwithyouth
• Isacurriculum-basedprogramthatmatchesyouthone-to-onewithanindividual
mentororprogramthatmatchesentireclassroomsofstudentswithmentorsfroma
singleworkplace
E-Mentoring4-7
Requirements to Develop and Run an Online
Mentoring Program
Contrarytomanypopularassumptions,runninganeffectiveandresponsible
onlinementoringprogram,whetheritisthroughemail,alistserv,oranonline
community(combinationofdiscussionforumsandchat),requiresanequal
amountofeffortasatraditionalmentoringprogram.Inparticular,screening
mentorsforanonlinematchshouldbejustasthoroughasforatraditional,
face-to-facematch.PleaserefertoChapter3,“ElementsofEffectiveMentoring
Programs,”forbestpracticesinmakingone-to-onematches.SingleandMuller
(2001)definea“structurede-mentoringprogram”asonethatprovides“training
andcoachingtoincreasethelikelihoodofengagementinthee-mentoring
processandreliesonprogramevaluationtoidentifyimprovementsforfuture
programsandtodeterminetheimpactontheparticipants”(p.108).Supporting
thisdefinition,theNationalMentoringPartnership(2005)hasdeveloped
comprehensiveguidelinesforrunningresponsiblee-mentoringprograms.Based
onPYD’sexperienceandresearch,aswellasinformationfromtheNational
MentoringPartnership,e-mentoringprogramsshouldincludethefollowing:
1. A statement of purpose and long-range plan that includes
• Programdetails:who,what,why,where,whenandhowactivitieswillbeperformed
• Assessmentoforganization’sreadinessandcapacitytocreateandsustainqualityementoringprogram;inputfromconstituents,staff,funders,volunteers,community
• Realistic,attainable,adaptableandeasy-to-understandoperationalplan
• Goals,objectives,timelinesandaccountabilityforallaspectsoftheplan
• Fundingresourceandsustainabilitydevelopmentplan
• Staffingplanthatincorporateshumanserviceandtechnologyexpertisewithdefined
rolesandresponsibilities
• Annualassessmentofoperationalplan
• Programevaluationplan
2. Technology Implementation Strategy that includes
• Communicationsystem(e.g.,email,listserv,discussionforumsoftware)appropriateto
goalsoftheprogramanditsparticipants(NationalMentoringPartnership,2005).
• Communicationsystemthatissafeandreliablefortheparticipants(National
MentoringPartnership).
E-Mentoring4-8
• Determinationofthetechnologyrequirements,rolesandresponsibilitiesofpartner
organizationsandprogramparticipants(NationalMentoringPartnership).
• Policiesregardingprivacyandsecurityofprogramparticipants’dataand
communication(NationalMentoringPartnership).
• Methodforarchivingemailstomeetthesafetyand/orevaluationneedsoftheprogram
3. Safety measures for young people and mentors that include
• Establishmentofacodeofonlineconductguidedbycommonsense,basicetiquette
andmutualrespect
• Adherencetorulesandlawsthatapplyinface-to-facementoring,aswellasthose
uniquetoonlinementoring,suchasChildren’sOnlinePrivacyProtectionActof1998
(COPPA)
• Establishmentofguidelinesandpermissionsinordertogovernyoungpeople’s
appropriateandsafeaccesstotheInternet.
• 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
E-Mentoring4-9
• Benefitsandrewardsofparticipation
• Summaryofprogrampolicies,particularlythosethatgovernprivacy,reporting,
communicationsandevaluation
• SafetyandsecurityarounduseoftheInternet
6. Eligibility screening for mentors and young people
that includes
• Applicationprocessandreview
• Referencechecksformentorswhichincludecharacterreferences,childabuseregistry
checkandcriminalrecordschecks
• Sustainabilitycriteriathatsatisfyprogrammissionandneedsoftargetpopulation
includingpersonalityprofile,skills,geographic,genderandculturalrequirements,
previousvolunteerexperience,motivationforvolunteering,accesstoandexperience
withtechnology,academicstanding
• Successfulcompletionoftrainingandorientation
7. Strategy for matching mentors and young people
that includes
• Developmentofmatchguidelinesbasedongender,age,disability,language
requirements,availability,needs,interests,geography,lifeexperience,temperament
• Determinationwhetherinitialmatchmeetingwillbedoneinpersonoronline
• Commitmentbyallparticipantstotheconditionsofthematchandthementoring
relationship
8. Program Training Curriculum for mentors and mentees
that includes
• Qualifiedprogramtrainers
• Programorientation,includinggoalsofprojectandhowtogethelpifneeded
• Participationrequirementsandexpectations
• Activitiesthatbuildcommitmenttotheprogram
• Skillsdevelopment;end-usertrainingtousecomputer,Internetorselectedtechnology
• Codeofconduct
• Cultural/heritage/disabilitysensitivityandappreciationtraining
E-Mentoring4-10
• Do’sanddon’tsofmanagingtherelationship
• Roledescriptionsforprogramparticipants
• Supportmaterialsandproblem-solvingresources
• Guidelinesforhowtogetthemostoutofprogram
• Suggestionsonhowtogetthementoringrelationshipstarted
9. A monitoring and evaluation process that includes
• Pre-definedaswellasconsistentandregularcommunicationswithstaff,mentorsand
youngpeople
• Trackingsystemforongoingassessmentandtodetermineusageofcommunication
system
• Writtenrecords(i.e.,casenotesonparticipants)
• Programevaluationsurveysatspecificintervalstodetermineusersatisfactionand
programimpact
• Stafffollow-upprocedures
• Inputfromstakeholderssuchascommunitypartnersand/orfamilymembers
• Rationalefortheselectionofthemonitoringstrategyoverotheravailablemodels
10. Sustaining the Program (support, recognition and
retention):
• Provideyourmentorswithtopicstoguidediscussions
• Checkinfrequentlywithyourmentors
• Beavailabletoaddressanyconcernsraisedbymentors/mentees
• DevelopTraintheTrainerModeltohelpfieldtechnologyquestionsfrommentorsand
menteesandtoprovidein-homeassistance
• Costeffectivestrategiestokeepcoststoaminimum
• Providegamesandcontests--keepsitefreshanddynamic
• Identifyin-kindresourcesfromcollaborators,suchasPYD’srelationshipwithEaster
SealsofMassachusetts(www.ma.easterseals.com)whichprovidesassistivetechnology
assessmentstoPartnersOnlineparticipants
• Partnerwithbusinessesandotherswhoareinvestedinyourwork
• Conductmentorappreciationactivities
E-Mentoring4-11
11. Program Evaluation and Dissemination Strategy
that includes
• Multipleevaluationstrategiestomeettheneedsofallstakeholders
• Multipledatacollectionstrategies:
- Intakedata
- Surveysatregularintervals
- Staffcompleted“progressreports”orcasenotes
- Exitdata
- Interviewswithprogramparticipants
• Sharingofprograminformationandlessonslearnedwithstakeholdersandbroader
mentoringcommunity.
Common Challenges of Starting Up Online
Mentoring Programs
Whiletheprevioussectionprovidesyouwithaminimallistofrequirements
instartingane-mentoringprogram,itisworthhighlightingthefollowing
considerationsandchallengeswhichPYDhaslearnedinimplementingand
replicatingPartnersOnline.
Ittakestimetogetstarted—keepinmindthatitcantakeupto6-12months
togetyourapplications,necessaryconsentformsandcriminalbackground
checkingcapabilitiesinplacebeforeyoucanevenbegintorecruitparticipants.
TrainingandSupportingend-users—ifyouwillbeworkingwithinexperienced
computerusers,orelecttouseatechnologysimilartoPartnersOnline’schat/
discussionforumsoftware,youwillneedtodevotesomeresourcestotraining
andprovidingend-userassistance.
Addressingassistivetechnologyneeds—manyyouthwithdisabilitiesrequire
assistivetechnologytousethecomputerandInternet,butmaynotpossess
ituponenrollinginyourprogram.Planforresourcesorformpartnershipsto
evaluateandsecuretheassistivetechnologynecessarytoparticipateinyour
program(Forexample,asmentionedpreviously,PYDformedacollaboration
withEasterSealsofMassachusettstoprovidereducedcostassistivetechnology
evaluations).
E-Mentoring4-12
Choosingatechnology—chooseatechnologythatisbothaccessible[adheres
toSection508andWebContentAccessibilityGuidelines(WCAG)toensure
accessforend-userswithdisabilities]andcanbesupportedbyyourstaff
resources.Someoneneedstomanagethetechnology.Thinkaboutoutsourcing
ifyoudon’thavethetechnicalexpertiseonstaff.
Accessibility—althoughmanywebsitespurporttobe“accessible”or“Bobby”-
compliant,thewebaccessibilitystandards(availableatwww.w3.org)areless
clearfordynamicwebcontentsuchasdatabase-drivencontent,discussion
forums,andchatapplications.Besuretotestsoftwarewithyourpotentialendusersbeforeselectingitfortheproject.PYDpartneredwiththeMassachusetts
AssistiveTechnologyPartnership(www.matp.org)tohelpassesswebsite
accessibility.Otherresourcesonaccessibilityinclude:www.cast.organd
www.w3.org.
SecurityandBack-upProcedures—implementthenecessaryprocedures
toprotectthesiteorlistservfromhackers,orprogramsthatminepersonal
informationandemailaddresses.Planintheeventthatyourserver“goes
down”byimplementingaregularback-upschedule,anddevelopsecurity
policiesforyouragencythatprotectyourclient’sdata.
Confidentiality—makesureapplicationsandcorrespondencetakeplace
throughsecurechannels,byimplementingasecuritycertificateand
transmittingInternetformsthroughaSecureSocketsLayer(SSL)thatwill
encryptthecontent.Makesurenopersonallyidentifyinginformationis
containedonaserverthatisvulnerabletoattacks.
TestforBrowserCompatibility—whenconsideringaweb-basedtechnology
solutionformentoring,keepinmindtotestthesitewithmultiplebrowsers,
includingAOL,Netscape,FirefoxandInternetExplorerasthesitedesign
canbealteredwitheachbrowser,orsecuritysettingsmayinterferewithsite
function.
Managingatechnologyproject—ifyouarenewtorunningatechnology
project,orlackthetechnologyexpertiseinhouse,consideroutsourcingtoa
projectteamratherthanmanagingseparatecontractors.Thiswillensureone
pointpersonhasaccountabilityfortheproject.
ResourcestoprovidecomputerandInternetservicesforfamilies—tryand
cultivatealistofcommunityresourcesthatwillenablecomputeraccessfor
lowincomeparticipants.Theseincludesecuringdonatedequipmentfrom
companies,collaborationswithschools,andaccesstocomputersinlibrariesor
thecommunity.
E-Mentoring4-13
Which model is right for you?
Thetablebelowprovidesaquicksnapshottohighlightkeydifferencesbetween
onlinementoringmodelsastheyrelatetotechnologyandstaffresources.
One-to-One
GroupMentoring
OnlineCommunity
Technology
Correspondencevia
email.Mentoring.org
software.
RequiresListservSoftware
andHostedServer.
DiscussionBoardor
CollaborationSoftware,
orcustomizedPartners
OnlineSoftwareonhosted
server.
Monitoringprocedures
Ateacherorprogram
coordinatormonitors
orapproveseach
emailexchange
betweenmentorand
mentee.Recommend
Mentoring.orgsoftware
whichisanemailrelay
service,soparticipants
neednotknoweach
other’semailaddresses.
Dependsonthenature
ofthelistserv.Withsome
listservs,anadministrator
mustapproveallposts.
Others,suchasDO-IT,
allowallparticipantsto
self-posttothegroup.
Somepermitexchanges
betweenindividuals.In
thiscase,inappropriate
messagesrequire
disclosurebyrecipient.
PartnersOnlinesoftware
hasbuiltinreporting
capabilitiestomonitor
useractivity.Chatsare
moderatedand“recorded.”
Administratorhasability
tocheckmailexchanges
ifalertedtoinappropriate
conduct.Administrator
canalsorestrictorrevoke
membershipifuseris
inappropriate.
Activitiestofoster
mentor-mentee
exchanges
Providementorswith
conversationideas.
Initiatediscussiontopics;
providementorsand
menteeswithideasand
encouragethemtoinitiate
topics.
Initiatediscussiontopics;
trainmoderatorsto
manage/monitorcertain
discussion“themes.”
Schedulefrequentchat
events,conteststo
stimulateparticipation.
StaffDuties
Recruitment.
Reviewapplications
andenrollparticipants.
Makematches.
Install/configure
mentoring.orgsoftware
onserver.
Managevolunteers.
Technologyexpertiseto
managelistserv.
Recruitmentandoutreach.
Seeddiscussionthreads.
Reviewapplicationsand
enrollparticipants.
Managevolunteers.
Recruitmentandoutreach.
Reviewapplicationsand
enrollparticipants
Trainparticipants.
Manageandfacilitate
discussionforumsand
chats.
Technologyexpertise
tosupportend-user
computer/software
compatibilityproblems
andworkwithdeveloperif
necessary.
BestPractice
Information
Connectingto
SuccessProgram,
www.ici.umn.edu/
ementoring
DO-ITProgram,
UniversityofWashington,
www.washington.edu/doit
PartnersforYouthwith
Disabilities,www.pyd.org
Hopefully,younowhaveabetterideaofthemodelsavailableandthe
considerationsinsettingupanonlinementoringprogram.Thenextsection
providesaspecificcasestudyofPYD’sPartnersOnlineprogram.
E-Mentoring4-14
Partners Online Case Study
GenelleCampbell,NationalMentoringDirectorofPYD,interviewsEleanor
Axelrod,TechnologyProgramDirector,aboutthePartnersOnlineprogram.
WhatledPYDtocreatethePartnersOnlineProgram?Canyoutellme
thevisionbehinditandhowitgotstarted?
PYDwasfoundedin1985andhada16-yearhistoryofrunningone-to-oneand
groupmentoringprograms.Sincewewerepioneersindisabilitymentoring,we
receivedmanyinquiriesfromotheragenciesandstateslookingtoreplicateour
program.Unfortunately,wewerelimitedtoservingyouthandformingmatches
intheGreaterBostonarea.
Becauseoftheobstaclesposedbyface-to-facemeetingsandgapsbetween
get-togethersinourgroupmentoringprograms,wehadseenmentorsand
menteesbegintouseemailandchatroomstotalkwitheachotherratherthan
thephonetocommunicate.Wealso
hadanumberofyouthwhocould
“Ifeellikeithasgivenmeachance
notparticipateinourprogramsdue
toreachouttopeoplethatI
tohealthortransportationissues.Two
normallywouldn’thavebeenable
PYDstaffmembers,BradParmenter,
to.Ihavechattedwithpeopleofall
PYD’sPeerLeadershipProgram
agesaboutalldifferentsubjectsand
Coordinator,andMaureenGallagher,
bridgedgapsandonlineitdoesn’t
PYD’sDeputyDirector,begantothink
matter.Youareabletofindcommon
aboutthepossibilityofdeveloping
groundwhereintherealeveryday
lifebeyondtheinternetitmightnot
anonlinementoringprogramthat
seemcool.Iloveit.Itislikeapart
couldtranscendthesebarriers,serve
ofmyeverydaybeing.Icheckthe
manymoreyouth,andcreateaway
siteatleastonceaday.Ibelievewe
foryouthandmentorstogettogether
haveavoicebecauseofPartners
morefrequently.
Onlineandwecanallgainsomuch
fromoneanother.”
-PartnersOnlineYouth
Nottoolongafterthevisionforan
onlinementoringprogramcame
about,welearnedaboutafunding
opportunitythroughtheTechnology
OpportunitiesProgram(TOP)oftheU.S.DepartmentofCommerce,National
TelecommunicationsandInformationAdministrationthatprovidedseedgrants
toorganizationswantingtodevelopcreativetechnologysolutionstoaddress
communityneed.PYDappliedforagranttoTOPandfortunately,in2001,was
awardeda3-yearmatchinggrantof$439,000todevelopPartnersOnline.The
goalwastousetheInternetandassistivetechnologytoovercomegeographic
andlogisticalobstaclestomentoringforyouthwithdisabilities.Ourvisionwas
tocreateasafesecureonlinenetworkwhereparticipantscoulduseavariety
E-Mentoring4-15
oftoolstocorrespondincludingemail,discussionforums,groupandoneon-onechat.Ourmentoringmodelincorporatedone-to-onematches,group
mentoringandaseparateparentmentoringcomponent.Akeycomponentof
thegrantwastodevelopaprogramreplicationcapabilitysowecouldbetter
fieldthenationwidereplicationinquirieswereceived.
MitsubishiElectricAmericaFoundationprovideduswithatwo-yeargrant
toworkontheprogramreplicationandevaluationcomponentsofthegrant.
Duringthecourseofthegrantwealsosecuredsupportfromotherfoundations
includingTheBostonFoundation,theMillbankFoundation,Yawkey
Foundation,MCJFoundation,andOracle.
HowdoesPartnersOnlinecomparetoPYD’straditionalmentoring
program,MentorMatch?
Therecruitmentandprogramenrollmentprocessisverysimilarbetween
thetwoprograms.Mentorsandmenteesmustadheretoaone-yearprogram
commitmentandthesamefrequencyofcommunicationrequirements.The
keydifferenceisinthepreferredcommunicationstyle,thefrequencyoffaceto-facemeetings,andtheageoftheyouth.PartnersOnlinematchesmust
communicate1-2timesperweekviaemailorchat,andareencouragedtosee
eachotherface-to-faceatleast3-4timesperyear.Youthmustbeages
14-24.MentorMatchpairstalkonthephoneonceperweekandseeeach
othermonthly.YouthintheMentorMatchprogramareages6-22.
Intermsofscreeningrequirements,allmentorsgothroughthesamerigorous
interview,criminalbackgroundandreferencechecksforbothprograms,andall
youthwhodesireaPOLmentorarealsointerviewedbyPYDstaff.
ThekeydistinctionisthatPartnersOnlineparticipantsjoinanonline
mentoringnetworkandhaveaccesstootherpeersandmentors.OtherPYD
groupmentoringprogramparticipantsaswellasMentorMatchyouthelectto
participateinthePartnersOnlineprogram.Someyouthevenparticipatesolely
inthePartnersOnlinegroupmentoringcomponentratherthanbematched
one-on-onewithamentor.Theseyouthcancompleteanonlineapplicationin
lieuofanin-personinterview.Inaddition,PartnersOnlineprovidesaParent
Mentoringcomponentwhereparentsofyouthwithdisabilitiescanlogintoa
separateareaandexchangeinformationandsupport.
E-Mentoring4-16
HowdoesPartnersOnlinecomparetotheGroupMentoringthattakes
placethroughListservs?
WithListservs,conversationsgorighttoyouremail.Dependingonthelistserv,
themessagescanbegroupedintoadailyorweeklyemail,oryoucanreceive
anindividualmessageforeachresponse.Thisoffersconvenience,butthe
drawbacksarethatpeoplesometimesfeelinundatedwithmessagesfromthe
listserv,andmanyprogramsdonotofferawaytoarchiveandaccessolder
discussions.Thismeansnewparticipantscan’taccessrelevantexchangesthat
happenedinthepast(Yahoo!Groupswouldbeanexceptionasitprovidesan
archivefeature).WithPartnersOnline,thebulkofthegroupmentoringoccurs
viadiscussionforumsinwhichthetopicsandconversationsarearchived.
Tojoinaconversation,usersmustlogintothePartnersOnlinewebsiteat
www.pyd.org/partnersonlinewheretheycanperusebotholdandnewtopics.
Usersmayalsoparticipateina“realtime”groupchat.PartnersOnlineis
uniqueinthatitblendsone-to-oneandgroupmentoringandoffersaparent
supportcomponent.Thementoringrelationshipsthattakeplaceare:
• MenteetoMentee
• MentortoParent
• MentortoMentee
• ParenttoParent
• MentortoMentor
WhatarethebenefitsofthePartnersOnlineMentoringModel?
ForPYD,PartnersOnlinehashadseveralbenefits,includingthefollowing:
3Itallowsustoenrollandbeginservingyouthrightaway,ratherthanhavingthem
remainonawaitinglistuntiltheyarematched.
3Itisanotheroptionforyouthwhomayproveespeciallychallengingtomatcheither
duetothenatureoftheirdisability,wheretheylive,orlackofaccesstotransportation.
3Itenablesyouthtomentorotheryouthandreceiveacknowledgement.Teenscanbe
excellentproblemsolversanditdevelopsconfidencetoseetheiradviceorinsights
wellreceived.
3Itreducesisolationbecauseayoungpersoncanlogonandaccessanetwork
offriends.
3Itisnotlimitedbygeographyortime—amentororyouthcanaccessPartnersOnline
anytimeoftheday(ornight)andpostaquestionorresponse.
3Itprovidesaninstantnetwork—someonewithinPartnersOnlinehasprobablygone
tothatuniversitytheyouthisinterestedinattendingorknowssomeonewhohasan
expertiseinacertainfield.
E-Mentoring4-17
3Sinceitoperates24/7,PartnersOnlinefillsindowntimebetweenface-to-face
mentoringmeetingsandevents.
3ItenablesPYDstafftogettoknowandserveyouthbetter,tohaveabetter
understandingoftheactivePartnersOnlineyouthandtoprovidespecificscholarship,
competitionorrecreationalinformation.
3Groupchatsallowustoprovidefun,educationalandinteractive“workshops”ona
varietyoftopicswithouthavingtoleavehome.
3ItallowsustoservetheentirestateratherthanjustBoston.Infact,wehaveaccepted
someyouthfromoutofstate.
Whatstepsdidyoutaketosetupasafeandsecureonlinementoring
program?
Weperformedaninformalriskassessmentandcameupwithworstcase
“whatif”scenarios.Throughthisexercise,werealizedthatthreatstothe
safetyandsecurityoftheparticipantscamefromtwopossiblesources.One
wasthe“internalthreat”--amentor,youthorstaffpersoninternaltothe
program.Theotherwasan“externalthreat”--someonenotconnectedtothe
program,butwhocouldpossiblygainaccesstotheclientorclientinformation
orcompromisetheprogram,suchasahacker.It’simportanttofocuson
minimizingallrisksratherthanassumingthereisa“zero-risk”approach.
Toprotecttheprogramfrom“internalthreats,”wetrytoscreeninappropriate
peopleoutandthenarmparticipantswithanescalationprocedureifthereis
inappropriatebehavior.Ourstrategyincludesthefollowing:
• Screeningparticipantsthoroughly
• ImplementingaCodeofOnlineConduct
• Restrictingaccesstoemailaddressesandfullnames(Userscorrespondwitheach
otherviaaPartnersOnlineUserIDandcannot“view”emailaddresses)
• ProvidingInternetsafetytraining(e.g.,notdisclosingpersonallyidentifying
information)
• Involvingparentsandobtainingparentalconsentifyouthisunder18
• Monitoringtheonlinecommunitybyreadingpostsandtranscripts
• Reactingpromptlytooffenders--sendingapersonalreminderaboutappropriate
conductandrevokingprivilegesifconductpersists
E-Mentoring4-18
Toprotecttheprogramfrom“externalthreats”weemployedthefollowing
strategies:
• Implementedstandardtechnologyprecautions—suchasasecuritycertificatethrough
Verisign[athirdpartyCertificationAuthoritywhichauthenticatestheserverpriorto
establishinganSSL(SecureSocketsLayer)connection].Formoreinformationonthis
topic,readSecretsandLies,byBruceSchneier.
• RegistrationsreviewedandactivatedbyPartnersOnlineadministratorratherthanselfactivated.Allowinguserstoself-activatetheiraccountsprovidesinstantaccessand
gratification,butyoualsoruntheriskofinappropriatepeopleorfakeaccounts.
• EliminatedpersonallyidentifyinginformationfromPartnersOnlinetechnology.
Applicationstotheprogramarehandledseparatelyso,evenifsomeonegainedaccess
tothePOLdatabase,therewouldbenoinformationofinterest.
• Selectedadedicatedhostingoptionwithatrustedthirdpartywhowouldmonitorthe
servers.
• Selectedanddevelopedsoftwaresolutionscreatedinprogramminglanguagesthatare
nottypicallytargetedbyhackers.
• Trainedusersinselectingmoresecurepasswordsandkeepingthemconfidential.
Whatwasthegreatestobstacleyouencounteredduringtheproject?
Thegreatestobstaclewasthelackoftrulyaccessible(Section508compliant)
commercialsoftwareapplicationswhichcouldbeusedforouronline
mentoring“network.”Weevaluatedusingsomesortofclientsoftwarefor
communicationpurposes,butfoundthatmostwerenotcompatiblewith
everyoperatingsystem,andwedidn’twanttoexcludeourMacintoshusers.
Forthatreason,welookedforaweb-basedsolution.However,websitesthat
retroactivelycheckforSection508compliancestillhavehugeusabilitygaps
forusersofscreen-readersandscreenmagnifiersduetothewebsite’schoiceof
navigationanduseofpop-upmenus.Weevaluatedvendorsthatwere“Bobbycompliant”(adheretoW3CstandardsforaccessibilityandSection508).
Thoughtechnicallyaccessible,thesewebsitesweren’t“usable”tomanyof
ourparticipants.Oftenthestandardsweren’tappliedtodynamiccontentand
applicationssuchasdiscussionforumsandchats,makingthemunusable.
Forthatreasonweusedanopen-sourceBulletinBoardSolution,phpBBand
modifiedthedesignandapplicationlayerstomakeitfullyaccessible.Wethen
hiredatechnologyfirm,XIGroup(www.xigroup.com)todevelopcustomized
chatandtalkapplicationsandintegratethemwithphpBB.Itwasn’tuntilthe
secondyearoftheTOPgrantthatXIGroupwashiredasthefirstyearfocused
ontestinganumberofothersolutions.Inretrospect,moreeffortwasspent
E-Mentoring4-19
tryingtoaddressthesetechnologyissues,whichleftlessresourcestofocuson
cultivatingtheprogramandonrecruitmentuntilthelastyearandahalfofour
federalgrant.
Towhatextentdidyousticktoyouroriginalplan?
Thereweretwokeychanges,orevolutionsofthoughtthatoccurredwith
thisproject.Sincethefocusofthegrantwasoncuttingedgetechnology,the
originalplancalledforimplementingour“mentoringnetwork”throughaVPN
(VirtualPrivateNetwork)andemployingBiometricSecurityDevices(devices
thatusesecurityoptionssuchasfingerprintsinsteadoftypedpasswords).
WediscoveredthatBiometricdevicesarenotaccessibletoall(e.g.,auserwho
isquadriplegic)andthatimplementinga
VPNrequireddownloadingandinstalling
clientsoftwaretoeachend-usercomputer.
Wewouldeffectivelyberesponsible
forcomputerdesktopsupport,andthat
unrelatedcomputeractivitiesbyour
end-usersortheirfamilymemberscould
compromisethenetwork.Inshort,pursuing
aweb-basedsolutionforournetworkwould
requirefarlessstaffresources.
Theoriginalplanalsocalledforhostingandmanagingthenetworkourselves.
Welearnedthatthecostoftheserversandeffortrequiredtomanagethemwas
farmoreburdensomethanadedicatedhostingsolution.Intheend,XIGroup
workedwithPYDtodevelopthePartnersOnlinetechnologyandhostedit,
whichgaveusonepointofcontactforanytechnology-relatedissues.While
thevisionforthenetworkremainedthesame,weadjustedhowthatnetwork
wouldbedeployed.
WhatdidPYDlearnaboutmanaginganonlinementoringcommunity?
Didyourexpectationsevolveduringtheproject?
Despitetheblendingofone-to-one,groupandparentmentoring,ourfocus
goingintotheprojectwasontheone-to-onementoringcomponent.
Weanticipatedseeingthemostresultswithyouthwhowerematchedin
one-to-onerelationships.Consequently,ourentireevaluationdesignand
projectdeploymentschedulefocusedonthematchedyouth.Oncethe
technologywasdeployed,weconcentratedonenrollingmentorpairsfirst.
Weenrolledapproximately25matches,butwesawlittleactivitytakingplace
untilwedecidedtobeginenrollingyouthwaitingtobematchedalongwith
matchedpairs.
E-Mentoring4-20
Thesurprisewasthatthegroupmentoringworkedmosteffectively.Wesaw
thatyouthwerespendingmoretimeconnectingwithpeersandparticipating
indiscussionforumsthanexchangingemailswiththeirmentors.Wesaw
youthprovidingwonderfuladvicetooneanotherandrealizedthatPartners
Onlinecouldfillavitalrolebyservingyouthwhowerewaitingtobematched.
WealsobeganintegratingPartnersOnlineintoourothersite-basedgroup
mentoringprogramssuchasMakingHealthyConnectionsandcreatedspecific
discussionforumsandchatroomsforthoseusers.Welearnedthatittakes
acriticalmassofuserstostartgeneratingdiscussions,soitworkedbetterto
enrollalargegroupofunmatchedyouthratherthanpairbypair.
Thoughnotinouroriginalevaluationplan,wecreatedaspecialgroup
mentoringevaluationsurveytoassessthetrendswewereobservingandbegan
incorporatingchangesbasedonthefeedback.Welearnedthatparticipants
crave“meetingnewpeople”butappreciatethesafetyofPartnersOnline.
Participantsalsoexpressedthatgroupmentoringcreatedalesspressured
situationthanone-on-oneemailexchangeswithsomeoneyoubarelyknow.
Asaresult,webegantofocusmoreonthegroupmentoringandnowenroll
unmatchedparticipantsrightaway.Ifamatchfails,oftenbothpeopleleavethe
program.However,ifauserisparticipatinginPartnersOnlinegroupmentoring,
theyaremorelikelytobenefitbystayinginvolvedintheprogram.
WhatactivitiesdidPYDdotobuildandsustainthePartnersOnline
community?Howdidyougetpeopletostartusingthesite?
I’vementionedthatittakesacriticalmassofuserstostartgenerating
discussions.Inordertogetpeopletostartusingthesite,theyneedtosee
that,whentheyvisit,theatmosphereisvibrantandinviting.Ifanewperson
comestoadiscussionforumandseesnoactivity,theywillleave.Weidentified
adedicatedgroupofusersthatincludedstaff,youthandmentorstoactas
forummoderatorsandberesponsibleforwritingandrespondingtouserposts.
Theprogramcoordinatorwasactivelyinvolvedinrunningandmanaging
thecommunity.Herresponsibilitiesincludedcultivatingandtrainingforum
moderators,respondingtotopicsanddeletingoldposts.Shealsocameupwith
contestsandotherideastogivepeopleincentivestosignupforPartnersOnline
andactivelypost.
Wealsodevelopedaweeklyemailandhostedavarietyofchattopicsfrom
relationshipstocareersandcollege.Wekeptanopendialogwiththeusersand
encouragedthemtosuggestnewtopics.Wealsoensuredtherewasabroad
rangeoftopicstoappealtoeveryone.Wewerecognizantthat,forinstance,a
fourteen-year-oldisn’ttypicallyinterestedincollegeandcareersjustyet.We
alsostartedaforumforuserstogiveusfeedbackonthesite,anytechnical
issuestheywereexperiencing,andideastheyhadforthecommunity.
E-Mentoring4-21
Whatcommunitycollaborationsandothercommunitysupportsdidyou
developtosupporttheprogram?
Severalcollaborationswereinstrumentalinbringingtheprogramtofruition.
WedevelopedaStatewideDisabilityMentoringCouncilwithmembersfrom
disabilityagencies,mentoringorganizations,stateagencies,parents,mentors,
youthandstafftoadvisetheproject.Werecruitedparticipantswhohadan
interestinpromotingmentoringforpeoplewithdisabilities,couldactas
projectcollaboratorsandserveon
sub-committees,andwhocould
alsopromotetheprogramamong
“Heconsidersthisprogramlike
histelephone.Heisnon-verbal
theirconstituents.Weformeda
andusesafootswitchtousethe
relationshipwiththeMassachusetts
computer,andhefeelsthatthisisso
AssistiveTechnologyPartnership
importanttohim.PartnersOnlineis
(MATP)whosekeyrolewastoadvise
hishomepageanditisthefirstthing
ontheaccessibilityofthePYDand
hedoeswhenhewakesup.This
PartnersOnlinewebsites.EasterSeals
ishismainwayofsocializing.The
ofMassachusettsagreedtoprovide
programhasmadeanenormous
reducedcostassistivetechnology
differenceinhislife.”
evaluationsforourparticipantsand
-ParentofaPartnersOnlineyouth
allowedustousetheircomputer
participant
facilitiesforgrouptrainings.With
supportfromMitsubishiElectric
AmericaFoundation,ComputerTechnologiesProgram(CTP)ofBerkeley,
Californiawasourfirstprogramreplicationsite.Inexchangeforourproviding
themwithresourcesandtrainingtostartacareermentoringprogram,they
providedend-userfeedbackonthetechnologyplatformandservedonthe
StatewideDisabilityMentoringCouncilwhichexpandedtoanationalcouncil
inthethirdyearoftheproject.XIGroupofBaltimore,Marylandworked
withPYDtodevelopthetechnologyplatform.Theyprovideduswithin-kind
programmingservicesinexchangeforeducatingthemaboutaccessibility.We
securedusedcomputerdonationsthroughOracleandindividuals.Lastly,we
collaboratedwithIndependentLivingCenters,MassachusettsRehabilitation
Commission,disabilitycouncils,parentgroups,andhospitalstopromotethe
programandrecruitparticipants.Inexchange,wepromotedtheirprograms
throughPartnersOnline.
Howdidyoudevelopandimplementyourprogramevaluation
modelandwhatoutcomeswereyouseekingtomeasure?Whatresults
wereachieved?
Asstipulatedinourfederalgrant,wehiredanoutsideevaluatortodevelop
theevaluationtoolkit.Ourevaluationplancalledforanalyzingdemographic
E-Mentoring4-22
intakedata,administeringyouth,parentandmentorsurveysformatchedpairs,
agroupmentoringsurvey,siteusageandfrequencyofcontactdata,quarterly
progressreportsconductedbystaff,andannualfocusgroupsorindividual
interviewstocollectqualitativeinformation.
Wewishedtodemonstrateimprovedyouthoutcomesin5keyareas:(1)
increasededucation/employment/technologyskills,(2)increasedindependent
living/self-advocacyskills,(3)improvedmotivationandself-esteem,(4)
improvedrelationships,and(5)increasedcommunityinvolvementand
participationinrecreationalactivities.
Duringthecourseofthegrant,wemodifiedthetoolstobettermeasurethe
outcomeswewereseeking.Forexample,wediscoveredhowoftensomeone
doessomethingisnotanaccuratemeasureofeffectivenessorimprovement.
Wealsolearnedthatmentoringtakesawhiletoshowoutcomesandthat
administeringsurveysmorethanevery6monthswasnotaneffectivemeasure.
Weadministeredsurveysinpaperandelectronicformat,dependingonthe
client.Toreducecostsandresourcesassociatedwithscoringdata,webegan
administeringsurveyswithanonlinetoolcalledZoomerang.
Thepreliminaryresultsfromourevaluationeffortsindicatethefollowing:
90%ofrespondentsstatedthatPartnersOnline“hashelpedthemfeelmore
supportedbyandconnectedtootherpeopleand/orfamilieswithdisabilities.”
87%statedtheyhave“becomemoreawareofresourcesthatwouldhelp
themorsomeoneelse[they]knowbecomeindependent”throughthePartners
Onlinesite.
83%statedthey“feltmoreconfidentaboutusingcomputers,theInternet,
and/orparticipatinginonlinecommunitiessincejoiningPartnersOnline.”
97%said“theywouldrecommendthePartnersOnlineprogramtosomeone
elsewithadisability.”
Myfavoritequotefromayouthfollows:
“IhavelivedpartofalifewithoutPartners,anditwasaroughandtumble
life,andonethathadaveiledfuture.Partnersisaprogram,whichisalight
thattearsopenshadowsthatblockyourforesightofthefuture,andthepeople
whoworkforPartnersarethemasonsthatlaydownthebricksthatguideyou
towardsasuccessfullife.”
E-Mentoring4-23
HowcananotherorganizationreplicatethePartnersOnlineprogram?
Whatconsiderationsshouldtheykeepinmind?
Increatingtheprogram,ourintentwastogivepeoplethetoolstoimplement
theirownversionofPartnersOnlinefromscratch.However,wehavelearned
thatittakesacriticalmassofuserstoreallygetaprogramlikethisrunning.
Unlessanorganizationalreadyhasalargenumberofconstituents,the
replicationmodelwerecommendistocreateaPartnersOnlinesatellite.
Inthismodel,localsitesscreentheparticipantswhojointhePartnersOnline
community.Forexample,withourreplicationsite,CTPBerkeley,theyrecruit,
screenandmatchparticipantsandenrolltheminPartnersOnline.Wecreate
specialforumsforthatgroup,buttheyalsohavetheabilitytocommunicate
withMassachusettsyouthandmentors.Theyhaveimplementeda
school-basedmentoringprogram,butareusingPartnersOnlineasthevehicle
tocommunicatewithmentorswithongoingregularity.
Whatkindofstaffingresourcesarerequiredtorunaprogramlike
PartnersOnline?
Ifyou’restartingfromscratch,youreallyneedyourlegalforms,applications
andcriminalbackgroundcheckingcapabilitiesinplace.Youwillprobably
need1-2full-timepeoplewhocoulddothefollowing:
• Conductoutreachandrecruitment,screeningandtrainingofend-users
• Enrollparticipantsinthesystem
• Monitordiscussions
• Assistend-usersintrainingtousethesiteortheirowncomputerapplications
• Writeweeklyemails
• Recruitandtrainforummoderators
• Designprogramactivities
• Develop/adaptevaluationsurveytoolssuitedforyourprogram
• Administersurveys
•Obtaincomputers/Internetconnectivityforlowincomeparticipants
*Note:matchingyouthone-to-onewithmentorsrequiresmorestaffresources,
withthecaveatthatonestaffpersonshouldprobablynothandlemorethan
25-30matchestoensureadequatesupportandfollow-up.
E-Mentoring4-24
Thefollowingtemplateincludesitemsthatmayfactorintoane-mentoring
budget.ThetemplatefactorsinthetechnologydevelopmenttobuildPartners
Online,thePYDgeneralwebsiteandthecreationoftheProgramEvaluation
toolkit.Resourcesthatarerequiredtoassistreplicationsiteswerealsofactored
intothisbudget.Whilethisbudgetwilldiffersignificantlyforsomeoneseeking
tosetupaPartnersOnlinesatellite,itincludesmanyoftheline-itemscommon
toboth.
Sample E-mentoring Budget
• ProjectManagersalary&benefits:(includedutiesinnarrativedescriptionfor
allpersonnel)
• Additionalpersonnelsalary&benefits
• ProgramEvaluator(ifnotconductingin-house)
• TechnologyConsultant(toassistwithconfiguringserverorlistservtechnology)
• PersonalCareAssistants/SignLanguageInterpreters(clientaccommodationsfor
in-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,staffandvolunteerswhowill
comeincontactwithyouth)
• 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
5
Chapter
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.
Phase 1: Pre-planning
• Identifyothermentoringprogramsinyourarea.Findoutwhattypesof
mentoringprogramstheyoffer,andwhatpopulationstheyserve.Trytovisit
theprogramstoseehowtheyoperate.Dotheyhaveofferingsforyouthwith
disabilities?Whataboutyouthserviceproviders?Areyouthwithdisabilities
alreadybeingservedthroughmentoringinyourarea?Ifso,shouldyouwork
withanexistingprogramtoaugmentitsservices?Ifnot,orifyou’dliketostart
yourownprogramtotargetadifferentpopulationofyouthwithdisabilities(i.e.,
differentagerangeorsocioeconomicgroup),couldyoucollaboratewithanyof
theseplacesforrecruiting,funding,etc.?
• Getthefactsaboutyouthwithdisabilitiesinyourarea.Askyouthservice
providersforstatistics.Howmanyyouthwithdisabilitiesarethere,basedon
ageandtypeofdisability?Gaugethenumbers,agesandneeds.Thiswillhelp
youdecidewhattypeofmentoringprogramtostartandhelpyouchoosewhich
goalstofocuson.Forinstance,yourgoalsmaybetoimprovesocialskills,
academicperformance,independentlivingskills,employmentandcollege
transitioningorcombinationsofsomeorallofthese.
• Makecontactswithschools,businesses,disability-relatedagenciesandother
non-profitorganizationsinyourarea.Explainyourideaforbeginninga
mentoringprogram,andaskiftheseentitiesmightprovideresourcessuchas
programparticipants,mentors,funding,in-kinddonations,and/orofficeand
programspace.Forgeresourcepartnershipsearlyon,andtheywillhelpsustain
yourprogramforyearstocome.
• Joinmentoringnetworkingorganizationssuchasyourstate’sbranchofthe
NationalMentoringPartnership(http://www.mentoring.org)andtheNational
DisabilityMentoringCouncil(http://www.pyd.org).Theyprovidetrainings,
ideas,andtipsandcanhelpputyouintouchwithothermentoringprogramsin
yourarea.
• Ifyouarecreatingamentoringprogramwithinanexistingorganization,make
sureyouhavesupportfromtheorganization’sleadershipandfromyourcoworkers(Kerr,ShulzeandWoodward,1995).Enlistthemtohelpyoumake
connections,gatherresourcesanddesigntheprogram.
• Recruitsuccessfullocalpeoplewithavarietyofbackgroundstoforman
advisorycouncilorBoardofDirectors.Makecertaintoincludepeoplewith
disabilitiesandthosewithdisabilityexpertise.Trytodraftadiversegroupwho
willconsidermanydifferentviewpoints.Askthememberstohelpsteeryour
programasitformsandgrows.Meetregularlywiththisgroupasyoubegin
yourprogram.
Phase 2: Develop a Mission and
Program Policies
• Onceyou’vechosenthetypeofmentoringprogramyou’dliketostart,the
populationyou’llserveandthegoalsyou’lltrytoachieve,createamission
statementforyourprogram.Itshouldembodyyourobjectivesandverybriefly
statethewayinwhichyourprogramwillachievethoseobjectives.Itwillalso
behelpfultocraftavisionstatementtoclarifyyourlonger-termgoals.Youmay
modifythevisionstatementovertime,butitcanactasaguidetokeepyouon
track.
• Developpoliciesforyourprogram.Forexample,decidehowyouwillrecruit
participants,raisementeeachievement,retainandsupportyouthandadult
participantsandforgepartnershipswithlocalschools,businessesandthe
community(Miller,2002).Howwillyoudealwithissuessuchasmenteesafety,
menteeormentormisconduct,disclosureofmedicalinformation,andearly
matchtermination?Writedownthepoliciesyoudevelopinapolicyhandbook.
• Begintodeveloppoliciesforprogramstaffdelineatingtherolesand
responsibilitiesofthementoringprogramcoordinator,othermanagersandall
dedicatedstaff,etc.(Miller,2002).Addthesetothepolicyhandbookmentioned
above.
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?Willyou
focusonaspecificgeographicareaand/oracertainsocio-economicgroup?
Usetheinformationyougatheredduringthepre-planningphasetomakethese
decisions.
• Choosewhichmentoringmodelyouwilluse.Willthementoringbeoneto-one,group,oracombinationofthetwo?LookatChapter2fortypesof
mentoringmodels.Also,setaminimumdurationformentoringrelationships.
Thinkabouthowoftenmentoringactivitieswilloccurandwheretheywill
happen.
• Developstrategiesforrecruitingmentorsandmentees.Lackofparticipation
maybeoneofthebiggestobstaclesyourprogramwillface.Itisveryimportant
tofigureoutseveraldifferentworkablerecruitmentmethodsbeforeyoubegin
yourprogram.SeeChapter3forrecruitmentbestpractices.
• Workoutaneffectivemethodforscreeningandselectingapplicants.Identify
thequalities,characteristicsandexperiencesyouwouldprefermentorsto
possess(Miller,2002).Makesurethat
recruitmentandreferralmaterials
“Listentothecommunity.Parents,
communicatethesefavoredtraits(Miller).
mentors,andyouthcanguide
Designyourscreeningandselection
yourmentoringprograminthe
processtoreflectdesiredtraits,levelsof
rightdirection.Someofourmost
skillandcommitment(Miller).Itshould
successfulinitiativeshavecome
alsohelpyouspotnegativetraitstoscreen
aboutbecausewehavelistened
outunfitcandidates(Miller).Chapter
toourconstituents.Theyneed
3containssuggestionsforaneffective
tobeanintegralpartofplanning
screeningprocess.
yourprogram.”
-MaureenGallagher,Deputy
Director,PartnersforYouthwith
Disabilities
• Developmentorandmenteetrainings.
Keepinmindthatin-persontrainings
arethemosteffective.Itisbesttogive
participantssometrainingbeforethey
takepartintheprogram,althoughitisalsoagoodideatoprovideongoing
trainingtoo.Youmaywanttocreateaformalgrouptrainingcurriculumand
amoreinformalone-to-onetrainingprotocol.Decidethelengthoftraining
programsandhowfrequentlyyouwillholdthem.SeeChapter3forideasabout
whattoincludeinyourtrainings.
• Setupaprocedureformakingmentormatches.Whatfactorswillyouconsider
mostimportantwhenmatchingamentorandmentee?Similardisabilities,
commoninterests,andgeographicproximityareafewthingsthatoftenleadto
successfulmatches.
• Settleuponamethodforintroducingnewlyformedmentoringpairs.Where
willyouconductinitialmatchmeetings?Whoshouldattend?Howwillyou
ensurethatmatchesgetofftoagoodstart?SeeChapter3forsuggestions.
• Planfollow-uppracticestoputinplaceonceyou’vemadematches.Itis
importanttoallotenoughprogramresourcestofollowupwithmentors,
menteesandmentees’parentsonaregularbasis.Strivetomakecontactvia
phone,emailorin-personatleastonceeveryfewweeks,andplanquarterly
groupactivitiessoprogramstaffmaywatchmentoringpairsinteractinperson.
Developpoliciestohandleconflictsbetweenmentorsandmenteesandtodeal
withearlymatchterminationsinahealthyway(Kerretal.,1995).
• Thinkofwaystoretainprogramparticipants.Someideasincludesettingup
mentorsupportmeetingsatalocalcoffeeshopandholdingongoingtrainings,
recognizingandrewardingmentorsandmenteeswithayearlybanquet,and
providingincentivessuchaslettersand/orcertificatesofrecognition,t-shirts
withprogramlogos,andmagnetswithprogramlogos(Wunsch,1994).
• Createanevaluationandassessmentplan.Youshouldlayoutyourevaluation
processindetailearlysinceyouneedtocollectsomedatafromparticipants
beforetheystarttheprogramtocreateabaseline.Yourevaluationshould
measureoutcomestiedtotheprogramobjectivesyou’vechosen(Wunsch,
1994).SeeChapter6fortipsaboutdesigninganeffectiveprogramevaluation.
Phase 4: Determine Resource Needs, Create a
Program Budget and Begin to Secure Funding
• Determineyourprogram’sresourceneeds.Thesewilldifferdependingon
whetheryourprogramwillbeanewserviceofanexistingorganizationor
abrandnewentity.However,allmentoringprogramsdoneedsomeofthe
sameresources,suchasfundsformarketing,recruitmentandtraining(Miller,
2002).Staffingcostsoftentakeupthelargestportionofthebudgetcosts.
You’llalsoneedfundstoprovideongoingfollowupandsupport,toevaluate
yourprogram,andtomakeyourprogramaccessible.Accessibilitycostsmay
includeaccessibletransportation,signlanguageinterpretersandpersonalcare
attendants,etc.
• Makecriticaldecisionsabouthowyourprogramwillfunction.Howmanystaff
memberswillyouneed?Doyouneedtoacquireofficespace?Wherewillyou
holdtrainingsandothergroupevents?Whowillberesponsibleforaccounting
andhumanresourcetasks?
• SeeChapter6formoredetailedinformationaboutcreatingarealisticprogram
budgetandraisingmoneytosustainyourprogram.
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,participantandstafftraining
materials,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).Thesuccessofyourprogramwilllargelyrideonhowwell
thecoordinatorcarriesouthis/herresponsibilities,soitiscrucialtoformulatea
realisticjobdescriptionandtohiretherightpersonforthejob.Ifpossible,you
maywanttohireanassistantcoordinatortohelptheprogramcoordinatorwith
his/hermanyduties.
• Thinkaboutwhatitwilltaketokeepyourprogramrunningsmoothlyandusethese
ideastogetstartedwithalistofcoordinatorresponsibilities.Herearesomepotential
ideastogetyoustarted.Yourcoordinatormaydoanyofthefollowing:
3Developprogrammaterialssuchasforms,records,andtrainingmaterialsanduse
themeffectivelyandefficientlytoruntheprogram
3Handlemarketingandrecruitmentduties
3Carryoutparticipantscreening/selection
3Conductmentortrainings
3Matchmentorsandmentees
3Conductmatchfollow-up
3Planandimplementgroupactivities,mentorsupportgroups,etc.
3Monitor,evaluate&makeimprovementstotheprogram(Miller,2002)
3Developandcultivatepartnerships/connectionswithotherorganizations
3Overseeuseofresourcesandmanagetheprogramcost-effectively
3Helpwithfundraising
• Onceyou’vecompletedtheprogramcoordinator’sjobdescription,you’llneed
tobeginlookingforsomeonetofilltherole.Whatshouldyoulookforina
candidate?Yourbrandnewmentoringprogramwillbenefitfrombeingrunby
aself-starterwithinnovativeideas.Lookforsomeonewhoisprofessionaland
whohasexceptionalpeopleskills.Effectivecomputerandwritingskillsare
necessary.Youwillalsowanttolookforthefollowingspecificqualifications:
3asolidcommitmenttotheconceptofmentoringandofmentoringyouthwith
disabilitiesinparticular(Kerretal.,1995)
3anunderstandingoftheprocessofmentoring(Kerretal.)
3anabilitytoconductmentorandmenteeinterviewsandassessneedsandabilities
3strongorganizationalandadministrativeskills(Kerretal.)
3personalorprofessionalexperienceinthedisabilityareaandknowledgeof
resourcesinthefield
• Afteryou’vehiredyourprogramcoordinator,makesuretoprovidehim/her
withthoroughtrainingusingthepolicyhandbookyoucreated.Communicate
oftenwiththecoordinatorastheprogramdevelops,andusehis/herfeedbackto
makeanynecessarychangesinprogramdesignoroperation.
Phase 6: Construct Program Systems and
Produce Forms, Records and Training
Materials
• Designsystemstotrackrecruitmentefforts,referrals,participantinformation
andevaluationdatabeforeyoubeginyourprogram.Itisalsonecessary
tocreateasystemfortrackingfundraisingandgrantwritingefforts.Donot
overlookthisstep,becausefailuretosetupsmoothsystemsatthestartwill
resultinachaoticmessofinformationthatwilltaketimetosortoutlater.You
mayalsoloseparticipants,fundersanddonationsifyoucannotkeeptrackof
importantinformation.Itwillprobablybeeasiesttopurchaserecordkeeping
andfundraisingsoftwareforthisstep.Youmaywanttoadaptthefollowingtips
andsuggestionsforsystemsorcreateentirelynewsystemsthatworkforyour
program’sindividualneeds.
Totrackrecruitmentefforts:Beginbycompilingalistoflocalagencies,
disabilityorganizations,schoolsandbusinessesthatmaybeabletoprovide
yourprogramwithreferrals.Keepthelistupdatedwithaddresses,phone
numbers,faxnumbers,emailaddressesandcontactnames.Useacalendarto
createaweek-by-weekormonth-by-monthrecruitmentplan,selectingcertain
daystocall,emailorvisittheentitiesonthelist.Alsousethecontactlistfor
massmailings,etc.
Totrackreferrals:Createareferralformcapturingallnecessaryinformation
forstafftofilloutwhentheyreceiveareferral.Theformmaybepaperor
computerized.Makecertaintogatherthereferral’scontactinformation,as
wellasthereferringorganization’sinformation.Youmayusethistotargetthe
referringagencyagainand/ortoaddittoyourrecruitmentcontactlist.Check
thereferralformsordatabaseveryfrequently,andmakesuretofollowupon
referralsthesamedayorassoonaspossible.
Totrackparticipantinformation:Ifatallpossible,youshoulduseacomputer
databaseforkeepingtrackofparticipantinformation(Kerretal.,1995).This
willmakeiteasiertogatherdemographicdata,keeptrackoffilecompletion,
createmailinglists,andgatherevaluationdata,tonameafewexamples.You
willalsowanttokeepapaperfileforeachparticipant.Thepaperfileshould
containtheparticipant’sapplication,references,andpermission/consent
forms.Itmayalsocontainevaluationforms,aformfortrackingyourprogram’s
correspondencewiththeparticipant,andaformfortrackingtheparticipant’s
trainings.
Totrackevaluationdata:Youmaytrackevaluationdataalongsidetherest
ofparticipantinformationbymakingasectionforevaluationdataonthe
participants’computerizedfilesorinthepaperfiles.Dependingonthetypeof
evaluationyouaredoing,itmaybenecessaryforyoutokeepevaluationdata
separatefromtheparticipantfilesinordertomaintainconfidentiality.
Totrackfundraisingandgrantwritingefforts:Useafundraisingsoftware
systemtotrackdonorsanddonations.Tosavecosts,youmaywanttocreate
yourownsimpledatabasetokeeptrackofpotentialgrantfunders,proposal
deadlinedates,proposalssubmitted,grantsreceivedanddenied,andthankyou
letterssent.Keepthisinformationupdatedveryregularlyandshareitwithstaff
whofundraisesotheycanupdateitaswell.
• Onceyou’vebuiltyourprogram’sfoundationalsystems,you’llneedto
filltheminwithrecordkeepingforms.Youmaywanttoasktoseeother
mentoringprograms’formstogetsomeideasforcreatingyourown.The
formsmayevolveovertime,butmakesureyou’recapturingallthenecessary
informationfromthestart.
Applicationforms:Createseparateformsformenteesandmentors,sinceyou’ll
needtocapturedifferentinformationfromeachgroup.
Amentorapplicationformmaybesomewhatlikeanemploymentapplication.
Itshouldgathercontactinformation;anydemographicinformationyouneed
forevaluationsand/orforgrantapplications;abriefhistoryoftheapplicant’s
school,workandfamilylife;informationabouttheapplicant’sdisability
touseforaccessibilityandmatchingpurposes;andquestionsaboutwhat
typeofyouththeapplicantwouldlikeasamentee.Itshouldalsocontain
referencecontactinformationandabriefsectionexplainingthecommitment
theapplicantwillbeundertakingasamentorforthementortosign.Youcan
makethereferencecheckapartoftheapplicationoraseparateform.Make
suretogatherinformationfromreferencesontheformthatwillshedlight
ontheapplicant’sappropriatenessforthementorrole.Youmayalsowishto
createaformforthestaffmemberwhointerviewstheapplicanttofilloutafter
theinterview.Thestaffmembercanexpressthoughtsabouttheapplicant,the
interview,andtheapplicant’ssuitabilityonthisform.
Amenteeapplicationshouldcapturecontactinformationforthementee
andthementee’sparents/guardians,aswellasanynecessarydemographic
information.Youmaywanttogatherinformationabouttheyouth’sschool
performanceandexperience,relationshipswithpeersandadults,andfamily
background.Theapplicationshouldaskquestionsabouttheyouth’sdisability
andanynecessaryaccommodations.Itshouldalsogatherinformationabout
theyouth’spreferredtypeofmentor.
Permission/consentformsarevitallyimportanttomakeparticipantsand
mentees’parents/guardiansawareofprogramrulesandpoliciesandtoprotect
yourmentoringprogramfromliability.Formentees,thesemayincludea
formthatexplainsprogramrules;
aformthatgivesparentalconsent
toreleasetheyouth’spertinent
“Wanttocreateandrunatop
healthinformationincaseofan
notchyouthmentoringprogram?
emergency;aformthatexplainsthe
Effectivementoringprogramspursue
astandardofexcellence,create
parents’/guardians’responsibilityto
accountability,andevaluateallthat
superviseone-to-onematches;aform
theydo.”
forpublicityconsent;andaform
-NationalNetworkofYouth
releasingyourprogramfromliability.
Ministries
Parents/guardiansshouldsignall
formsforyouthunder18andmentees
shouldsigntheformexplaining
programrules.Formsforthementortosignmayincludetheprogramrules
form;aformexplainingprogrampoliciesprohibitingcertainactivities,suchas
overnightmatchactivitiesanddrinking/smoking/usingdrugswhiletakingpart
inamatchactivityandaformexplainingthepolicyondiscipliningmentees.
Makesuretohavethementorsignacriminalhistorycheckformaswell.
Youwillcreateevaluationformstofityourevaluationdesign.SeeChapter6
formoreinformationandsuggestions.
Participantcorrespondenceforms:Inadditiontothenecessaryformsexplained
above,youmaywishtocreateformletterstocorrespondwithyourprogram
participants.Theseareusefulduringthescreeningandmatchingprocess.Make
formlettersorpostcardstothankapplicantsforinterviewing,tocongratulate
mentorsoncethey’reacceptedintotheprogram,andtokeepintouchwith
unmatchedparticipantswhilethey’rewaitingtobematched.Writealetterto
mailtonewlymatchedmentorsandmenteescontainingtheirmatchpartner’s
contactinformationaswellastheprogramcoordinator’sphonenumberand
email.Alsocreatealettertomailwhenmatchesareterminated.Participants
willappreciatethecorrespondence,andhavingaformletterhandywillsave
yourbusyprogramstafftime.
• Trainingmaterials:Youwillneedtocreatetrainingmaterialsbeforeyoubegin
yourprogram.Thesewillvarydependingonthetypesoftrainingyouchoose
toprovide.Youwillprobablywanttocreateatrainingmanualorfolderwith
handoutsforgrouptrainings.Youmayalsowishtoproduceashortmanualfor
one-to-onefollow-uptrainings.Inaddition,asyourmentoringprogramstaff
grows,itwillbehelpfultomakeastafftraininghandbook.Youmayusethis
toconductstaffgrouptrainingsand/orasahandyreferencebookforstaff.See
Chapter3forhelpfulideasaboutcreatingtrainingmaterials.
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.Anattorneywill
beabletospotpotentiallegalconcernsandliabilities,andwillsuggestways
toavoidthem.Also,youwillhavetopurchaseliabilityinsuranceforyour
program.Anattorneycanassistyouinfiguringoutwhattypeyou’llneedand
maybeabletohelpyousavemoneyonthisexpense.
• Askanattorneyortaxprofessionaltoassistyouifyouarethinkingabout
incorporatingasa501(c)(3)tax-exemptorganization.Ifyouwillbeseeking
grantfunding,youwillmostlikelyhavetobecomea501(c)(3),butitisa
complicatedprocess.Starttheprocessearly,andconsultaprofessionalforhelp.
• Havealawyerexaminetheformsyou’vecreatedforyourprogramthatwe
discussedintheabovesection.Itisespeciallyimportantthatanattorneyhelp
youcreatetheliabilityforms,suchasthedisclosureandreleaseofhealth
informationform,thematchsupervisionform,andtheprogramrulesand
policiesforms.Iftheworstcasescenarioeveroccurs,youwillwanttheseforms
toprotectyouagainstalawsuit.
• Youmayormaynotchoosetoconsultanattorneytohelpwiththis,butmake
suretoimplementareferencecheckandcriminalhistorybackgroundcheck
procedure.Thesewillhelpprotectyourmenteesandyourprogramfrominjury.
• Althoughyou’rejuststartingyourmentoringprogram,youshouldkeepthe
possibilityofexpansioninthebackofyourmind.Ifyoueverdodecideto
replicateyourprograminanothertownorstate,youwillneedlegalguidance
tohelpyounavigateaddedliabilityandcontractconcerns.
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’vedesignedtobegin
spreadingthewordaboutyourprogram.Beginrecruitingparticipants,and
keepingtrackofyourrecruitmenteffortsandreferrals.
• Putyourscreeningandselectionprocessintopracticeassoonasyou’ve
receivedreferrals.
• Onceyou’veselectedparticipants,holdtrainingsusingthecurriculumand
materialsyou’vecreatedtoprepareyourmentorsandmenteesforbeing
matched.
• Don’tforgettoimplementthesystemsyou’vecreatedforkeepingtrackof
participantfilesandtrainings.
• Beginyourevaluationprocesswiththepre-assessmentforms/toolsyou’ve
designed.
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
6
Chapter
Sustaining Mentoring Programs
ReginaSnowden,ExecutiveDirector
ofPYDandRaynaAylward,Executive
DirectorofMitsubishiElectricAmerica
Foundation
Nowthattheworkofstart-uphas
beengivenappropriateattention,an
incrediblyimportantquestionarises.
Whatcanbedonetoensurethat
thisprogramissustained?Mentoring
programsoftenstrugglewiththefiscal
issuesrelatedtostartingandsustaining
amentoringprogram.Therefore,
thischapterwillserveasaguideto
reinforcetheimportanceofcreatinga
resourcedevelopmentplan,searching
forandsecuringgrantfunding,writing
aproposal,anddevelopingarealistic
programbudget.
Creating a Resource Development Plan
Creatingaresourcedevelopmentplanisessentialtothesustainabilityand
viabilityofyourmentoringprogram.Thewaytoensurethatyourprogramis
abletomeaningfullyserveyouthinthefutureistoworktowardsafiscally
healthyagency(Webster,1999).Asuccessfulresourcedevelopmentplan
canassistwithputtingyouontherightpathto“fulfillyourmission,garner
sufficientannualrevenuestodothejob
well,diversifyyourfundingbase,develop
“OurFoundation-theonly
areserve,andplanforthelong-term”
foundationdedicated
(Webster,1999,p.1).
exclusivelytohelpingyoung
peoplewithdisabilities-hasbeen
privilegedtoworkwithPartners
forYouthwithDisabilitiesfrom
theverystart.WhenMEAFwas
establishedin1991,PYDwas
alsoinitsearlystages,andour
staffwasabletolearnearlyon
aboutthecriticalimportance
ofmentoring.Inyears
since,MEAFhassupported
anumberofPYDprojects;
we’veseethoseinvestments
multiplyintheimpactthe
mentoringprogramshavehad
onsucceedinggenerationsof
youth.”
-RaynaAylward,Executive
Director,MitsubishiElectric
AmericaFoundation
Thischapterwillprimarilyfocusongrants
assourcesoffunding,butitisimportant
torememberthatgrantsshouldonlybe
partofyourplan(NationalMentoring
Center,2002).AccordingtotheNational
MentoringPartnership(2005),themost
commonmistakementoringprograms
makewhencreatingtheirdevelopment
planistorelytooheavilyononesource
offunding.Relyingtooheavilyonone
sourceoffundingcanputyourprogramat
riskforfailure.Accordingtomanyexperts,
youshouldnotexceedmorethan30%
ofyourbudgetfromanyonesource.In
fact,accordingtoWebster(1999,p.1)
“athousandpeopledonating$10eachis
healthierforyourprogramthanasingle
$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
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,PYDhasbeenabletooffermore
mentoringprogramsinthecommunity.OurrelationshipwithMassachusetts
DepartmentofPublicHealthandBostonMedicalCenterDepartmentofFamily
Servicesisaperfectexample.Weteamedupwithbothoftheseagenciesto
developahealthpromotionmentoringprogramforyouthwithdisabilities.We
nowhavethreehealthpromotionmentoringprogramsthroughoutthestate.This
wouldnothavebeenpossiblewithoutthesupportofthesetwopartners.”
-MaureenGallagher,DeputyDirector,PartnersforYouthwithDisabilities
Each form of funding has its own advantages and disadvantages:
FormofFunding
Pro
Con
Grants
• Proposalcanserveasaplanning
tool
• Mostgrantsareshort-term
• CanbedonebyonepersonA
prominentgrantorcanenhance
program’sreputation
• Expendituresarerestrictedtoline
itemsandtimeframesspecifiedin
grantbudget
• Recordkeepingrequirementscanbe
• Fundersreportingrequirements
burdensome
canassistprogramsinkeeping
• Manygrantsarepaidona
betterrecordsandperforming
reimbursementbasis
comprehensiveprogramevaluations
• Grantwritingdutiesoftenfallon
• Canraisesignificantfundstogeta
overburdenedstaff
programofftheground
• Programstaffmayhavelittleorno
trainingingrantwriting
Events
• Great“friend-raisers”Mailinglists
ofpotentialdonorscanbegleaned
fromeventregistrationinformation
• Eventsoftendonotnetmuchprofit
consideringstafftime
• Businesssponsorshipscan
underwritethecosts
• Boardmembersmayconsider
fundraisingeventstheirsole
fundraisingresponsibility
• Canraisecommunityawareness
Fundsraisedareoftenunrestricted
andcancovergeneraloperating
coststhatotherfundingsourcesdo
notcover
BusinessIncome
• Sometimeseventslosemoney
• Eventscanoccasionallyraise
contentiousmission-related
questions,suchaswhethertoserve
alcoholoracceptsponsorshipfrom
corporationsthatarenotaligned
withtheagency’smission
• Ifabusinessventureturnsaprofit,it • Unrelatedbusinessincomeis
canbeasteadysourceofincome
generallytaxable
• Ifthebusinessventureis
substantiallyrelatedtothe
organizationspurpose,itcan
enhancetheachievementofthe
mission
• Businessventuresarefinancially
risky
• Resourcescansometimesbe
divertedawayfromservicesrelated
tomission
• Organizationscanlosemoneyand
increasedebt
IndividualDonations
• Individualsoftensupporttheagency • Individualdonationsarenotaquick
formanyyears,increasingthe
fix—itcantakeyearstobuilda
amountoftheirgiftovertime
significantdonorbase
• Mostdonationsareunrestricted
• Activeboardleadershipisrequired
• Individualdonorcampaignsare
largelyastep-by-stepprocessand
itsconceptsarereadilylearned
frombooksandtrainings
• Acarefuldatacollectionanddonor
responsesystemmustbeinplace
• Donorsfeelgoodaboutsupporting
thecauseandcanspreadtheword
toothercommunitymembers
(AdaptedfromWebster,1999).
Who should spearhead your fundraising effort?
Manysmallnonprofitsdonothaveadevelopmentdirectoronstaff.Therefore,
thequestionarises,whoshouldleadtheefforttosecurefunding?Successful
fundraisinganddevelopmentrequireaspecializedskillset,experience,and
contacts.Ifnooneonstaffpossessesthesetraits,thereareseveraloptions,
includingthefollowing:
• Hireadevelopmentconsultant(NationalMentoringPartnership,2005).
• Picksomeoneonstafftoattenddevelopmentseminars,classesandacquirethe
knowledgethroughreadingandnetworking.
• Scaledownyourmentoringproject(NationalMentoringPartnership,2005).
Grants
Theremainderofthechapterwillfocusongrantfunding.Sincethisisa
commonwaytosecurestart-upfundsforanewproject,wewilldiscusstypes
ofgrantfunding,howtosearchforandsecuregrantfunding,andwritinga
proposal.
Types of Grant Funding
Therearetwomaincategoriesoffunding-publicandprivate.
PublicFunding:Publicfundingisavailablefromfederal,state,andlocal
governments.Publicfundingcanresultinsignificantamountsofmoney,but
oftendependsontheeconomicandpoliticalclimateofthestateandcountry.
PrivateFunding:Privatefundingreferstoanynon-governmentalsourceof
funds,suchasfundingfromnon-profitfoundations,corporategrants,private
grants,and/orfundraisingevents.
Withinpublicandprivatefunding,thereareseveraltypesoffunding,eachwith
itsowncharacteristics.
TypeofFundingSource Advantages
Disadvantages
FederalGovernmentSources • Canprovidesignificantamountsof
money
• Usuallyhavedetailedreporting
requirements
• Morelikelytocoverindirectcosts
• Fundinglevelsdeterminedby
economicandpoliticalclimateCan
• Havefirmdeadlinesandprescribed
behighlycompetitive
proposalformats
•
Proposalsareusuallylengthyand
• Easytolocate(www.grants.gov)
requireavarietyofcompliances
• Establishedprogramscangetamore
favorablereview
• Mayrequiremulti-stateprogram
implementation
StateGovernmentSources
• Canbelesscompetitivethanfederal • Generallydetailedreporting
grants
requirements
• Canprovidemultipleyearfunding
• Fundlocalinitiatives
economicandpoliticalclimate
• Canbedifficulttodeterminewhich
stateagencieshavefundingto
supportyourprogram
LocalGovernmentSources
• Canprovidemultipleyearfunding
• Fundlocalinitiatives
• Generallydetailedreporting
requirements
economicandpoliticalclimate
Generallysmalleramountsof
fundingthanstateorfederalgrants
IndependentFoundation
Anindependentgrantmakingorganization
establishedtoaidsocial,
educational,and/orother
charitableactivities
• Applicationsareusuallystraightforward
• Mayhavelimitedscopeoffunding
priorities
• Reportingrequirementsusually
minimal
• Maybedifficulttolocate
Company-Sponsored
Foundation
Anindependentgrantmakingorganizationwith
closetiestoacorporation
• Maysometimesprovideother
sourcesofsupportinaddition
tofunding,suchasaccessto
volunteersandassistancewith
leveragingothergrants
• Usuallyfocusgrant-makinginareas
wherecorporationoperates
CommunityFoundation
Apublicly-supported
organizationwhich
makesgrantsforsocial,
educational,orother
charitablepurposes
• Applicationsareusuallystraightforward
• Usuallylimitedingeographicscope
Corporations
Companiesorbusinesses
providingmonetaryfunding
orin-kinddonationsto
chartablecauses
• Mayprovidein-kinddonations
(technologyequipment,office
equipment,etc.)
• Reportingrequirementsusually
minimal
• Generallysmalleramountsof
funding
• Usuallyopentoeventsponsorships
• Usuallydependentonstaff,
constituentsorboardmemberswho
haverelationshipwithcompany
management
Searching for and Securing Funding
Thepersonchargedwithleadingthegrantwritingeffortforyourprogrammust
knowtheagencyandprogramwell.AccordingtoAssociatedGrantMakers
(2005,GuidetoGrantMakerResearch),therearefivequestionstoaskyourself
beforeyoubeginyoursearchforfunding:
Doesyouragencyhave501(c)3status?
Manyfunderswillnotprovidefundingtoorganizationsthatdonotqualifyfor
non-profitstatusundersection501(c)3oftheInternalRevenueCode.For
moreinformationabouthowtoapplyfornon-profitstatus,pleasesee
http://www.irs.gov.
Whatisthemissionofyourorganization?
Itisimportantforyourorganizationtohaveaclearmissionstatement.Once
yourmissionstatementisreviewed,youareabletosearchforafunderwhose
interestsmatchyourmission.Inaddition,aclearmissionstatementwillallow
youtoconciselydescribethepopulationyouserveandtheservicesyou
provide.
Whatarethegoalsoftheparticularprojectforwhichyou
needfunding?
Whenconsideringthegoalsforyourmentoringproject,youmustdetermine
ifthereisaneedforamentoringprogramforyouthwithdisabilitiesinyour
communityandalsothattherearenotsimilarprojectsalreadyinexistence
inyourcommunity.Ifthereisalreadyanestablishedmentoringprogramin
yourareaservingasimilarpopulation,itmaymakesensetopartnerwiththat
organization,ratherthanstartingfromscratch(North,Sherk,andStrother,
2002).
Whoisincharge?
Acompetentboardofdirectorsandexperiencedmanagementstaffareessential
whentryingtosecurefunding.Thisnotonlywillhelpattractfunding,butwill
allowyoutosuccessfullycarryouttheactivitiesoftheprojectoncefundingis
attained.Ifyouragencyislackinginnecessaryskillstosuccessfullycomplete
theproject,itmaybeimportanttoconsiderhiringadditionalstafforbringing
onanexperiencedconsultantwithskillsdirectlytiedtotheproject.
Wheredoesyourfundingcurrentlycomefrom?
Potentialfunderswillwanttoknowwhatsourcesofincomearecurrentlyin
place.Ifyoudonothaveanysourcesofincome,thenacleardevelopment
plan(includingwhichalternativefundingsourcesarebeingconsidered)is
important.Onceyoucananswerthesequestionsaccurately,youwillbeina
positiontosearchforafunderthatmatchesyouragency’smission,goals,and
interests.
Where to search for funding
Sincethereislimitedfundingearmarkedformentoringprogramsandprograms
foryouthwithdisabilities,itisimportanttocontinuallyresearchfunding
options.Therearenumerouswaystosearchforfundingforyourmentoring
program,includingthefollowing:
Location-BasedDirectories:Manydirectoriesarebasedongeographicscope,
andcanassistyouinfindingfundinginyourgeographicarea.Examples
includeDirectoryofGrantMakers(individualizedbystate),AssociatedGrant
Makers,andWorldGuidetoFoundations.
ProgramInterest-BasedDirectories:Somedirectoriesareinterestspecificand
mightbeanefficientwaytosearchforfundingforyourmentoringprograms.
ExamplesincludetheNationalGuidetoFundingforChildren,Youthand
Families,andDisabilityFundingWeek(www.cdpublications.com).
CorporateGivingDirectories:Severaldirectoriesprovideinformation
regardingcorporategivingprograms.ExamplesincludetheNationalDirectory
ofCorporatePublicAffairsandGivingByIndustry.
FederalGrantSources:http://www.grants.govallowsorganizationsto
electronicallyfindandapplyforcompetitivegrantopportunitiesfromall
Federalgrant-makingagencies.Grants.govisthesingleaccesspointforover
900grantprogramsofferedbythe26Federalgrant-makingagencies.
Non-ProfitPublications:PublicationssuchastheChronicleofPhilanthropy
(http://www.philanthropy.com)provideusefulinformationongrantseeking,
foundations,fundraising,andmanagingnonprofits.Thesetypesofpublications
cankeepyouup-to-dateontrendsandprovideresourcesforfundraising
activities.
Networking:Connectingwithlocalandnationalagenciesprovidesanother
waytofindoutaboutfundingopportunities.Inaddition,joiningyourState
MentoringPartnershipwillkeepyouawareofthefundingopportunities
availableinyourstate.
Writing a Mentoring Proposal
Asstatedbefore,successfulproposalwritingrequiresskillsandsufficienttime.
Therearemanyagenciesthathosttrainingsonproposalwriting,andtheyare
usuallyreasonableincost.Therearealsoseveralweb-basedresourcestohelp
youhoneyourproposalwritingskills,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.Someeven
providetheexactlayoutinwhichtheywanttheinformationpresented.
Othersaremorevague.Revieweachpotentialfunder’swebsitetodiscernthe
following:
• Dotheylistwhattheywantintheproposal?
• Dotheyhaveapagelimit?
• Dotheyrequirecertainattachments?
• Dotheyacceptadditionalattachments?
Ifafunderdoesnotspecifywhattoincludeinaproposal,thefollowing
guidelinesshowwhatisincludedinatypicalproposalforapilotmentoring
initiative:
StatementofNeed:Thisshouldincludeaclearideaoftheneedsofthe
populationyouintendtoserve.Thisisyourchancetoshowthatyou
understandtheissuefrombothatheoreticalandpracticalstandpoint.Usedata
andresearchtobackupyourpoints.Itisacceptabletoincludenationaldata,
butthefocusshouldbeontheneedsinyourcommunity.
ProposedInitiative:Abriefdescriptionoftheprojectanditshighlights.
BenefitstotheMentees,Mentors,andAgency:Whatwillbethebenefitsof
theprogram?Howmanypeoplewillbenefitfromtheservices?
Goals:Adescriptionoftheintendedgoalsandoutcomesoftheproject
Tasks:Adescriptionofthemainactivities.
Evaluation:Adescriptionoftheprogramevaluationactivitiesandhowyouwill
usetheevaluationresultstoimprovetheprogram.
Personnel:Thissectionliststhoseindividualsthatwillworkontheprojectand
whattheirroleswillbe.Itwillincludetheirareaofexpertise,experience,and
lengthoftimewiththeagency.
Timeline:Aclearlistorchartdetailingwheneachactivitywillbecompleted.
Budget:Adetailofhowmuchtheprojectwillcostandhowmoneywill
bespent.
“Youthandfamiliesarerelying
onustocomethroughfor
them.We’recommittedto
startingmentoringprograms
thatcanbesustainedover
thelongterm.Developinga
diversifiedfundingbaseiskey.”
-MaureenGallagher,Deputy
Director,PartnersforYouth
withDisabilities
Ifafunderdoesnotspecifyalength,itisa
goodideatokeeptheproposalrelatively
short—usuallylessthantenpages.Ifa
fundingsourcedoesspecify,besuretokeep
tothelengthstated.
ManyfundersaccepttheAGMCommon
ProposalForm(http://www.agmconnect.org)
whichallowsyoutosavetimebysendinga
similarproposaltomultiplefunders.
Development of In-Kind Resources and Collaborations
Manysmallagenciesandmentoringprogramscanaugmenttheirfinancial
resourcesbyaligningthemselveswithotherorganizationsthatcanassist
withthedevelopmentoftheproject.Forexample,PartnersforYouthwith
Disabilitieshaspartneredwithschools,hospitals,IndependentLivingCenters,
andbusinessestobringresourcestotheirmentoringprogram.Funders
oftenliketoseethatamentoringprogramisworkingwithothercommunity
organizationsandbusinessestoensurethattheprogramismeetingan
importantneedandhascommunityinvolvement.
Some vital resources community agencies and businesses can
bring to a mentoring project include the following:
• Recruitingofmentorsandmentees
• Trainingmentorsandmentees
• Stafftrainingresourcesandtechnicalassistance
• Officeandmeetingspace
• Refreshmentsformentoringevents
• Publicrelationsactivities
• Equipmentandsupplies
Strongcollaborationsandcommunitypartnersmayleadtoadditionalfunding
aswell.Communitypartnerscanjointlyapplyforgrants.Thiscanleadtothe
developmentofastrongerproposalandresultinmorefundingforyourproject.
Anexampleofasuccessfuljointapplication:PartnersforYouthwith
DisabilitiescollaboratedwithBostonUniversity’sCityLabprojecttoapplyfor
agrantthroughtheNationalScienceFoundation.CityLabisaprogramthat
teacheshighschoolagedstudentsaboutsciencethroughhands-onlaboratory
classesandworkshops.CityLabpartneredwithPartnersforYouthwith
Disabilitiestoparticipateintheirprogram,toadapttheircurriculumtobemore
inclusiveofyouthwithdisabilities,andtodevelopamentoringcomponent.
Thiscollaborationresultedinatwo-yeargrantfromtheNationalScience
Foundationthatfundedbothoftheseprojectsfortheirwork.
Potential Pitfalls
Therearecommonmistakesthatarefoundinproposalswrittenformentoring
programs.Avoidingthefollowingmistakescanmakeyourproposalmore
competitive:
Makingtheproposaltoo“touchy/feely”:Funderswanttoknowthattheir
moneyissupportingaprogramthatishavingagenuineeffect.Therefore,itis
crucialtobaseyourneedsstatementonresearchanddata.Itisalsoimportant
toclearlyshowthatthereisaneedinyourcommunity.Spendtimereadingand
gatheringdata.Thereareseveralweb-basedresourcesavailabletohelpyou
gatheraccurateinformationregardingyouthandyoungadultswithdisabilities.
Whilethislistisnotmeanttobetotallyinclusiveofallweb-basedresources,it
isahelpfulplacetostart:
• 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:Itiscrucialtolayout
thespecificsofwhy,what,how,who,andhowmuch(Phillips-Jones,2005).
TooAmbitious:Forstart-upprograms,buildintimetolaythefoundation,
trainstaff,andrecruitparticipants.Donottiegoalstoservingalargenumber
ofyouthinthefirstyear.Rather,basegoalsonsettingthestageforastrong
program.Manysuccessfulprogramswillfirsttesta“pilotprogram”inthefirst
year,inwhichtheyservebetween5-15matches.Oncethepilotprogramis
successful,thenumberofmatcheswillgrowinsubsequentyears(Northetal.,
2002;Sherk,1999).
Creating Realistic Program Budgets
Asapartofyourproposal,mostpotentialfunderswillexpectaprogram
budget.Programbudgetsareoftenconsideredanafterthoughtandarenot
usedinameaningfulway(Hall,1988).Apoorlyplannedbudgetcannotonly
preventyoufromsecuringfunding,butcanalsocausemanyproblemsoncethe
projectisrunning.Therefore,whenwritingaproposal,asmuchcareandtime
shouldbeputintothebudgetastherestoftheproposal.
Themoreclear,accurateandwellplannedbudgetsareinthebeginning;the
morelikelyyouwillbeabletoachievethefollowing:
• adjustplans,activities,andspendingasneeded
• spendmoneycost-effectively
• reachthespecificgoalsyouhaveset
• strengthentheinternalcontrolsystem
CostsofaMentoringProgram
Whenconsideringthecostsassociatedwithamentoringproject,therearea
fewkeythingstoconsider:
• Successfulmentoringprogramsusuallyhaveonefull-timeprojectmanageror
projectcoordinator.Thissalaryisusuallythelargestexpensefortheproject
(Northetal.,2002).
• Thecostpermatchcanoftenvarybetween$400-$2000permatchdepending
onthepopulationserved.Higher“risk”populationscanusuallybeassociated
withhigherpermatchcosts.Theitemsthatmakeupthepermatchcostare
generallyinsurance,volunteerincentives,criminalbackgroundchecks,clerical
supplies,refreshments,trainingmaterials,andrecruitmentmaterials(Northet
al.,2002).Whenworkingwithyouthandadultswithdisabilities,theremay
beadditionalcosts,suchasthoseassociatedwithnecessaryaccommodations.
Inaddition,theremaybecostsinvolvedinmakingyourprogramappealing
toyouthwithdisabilities,suchasmakingyourwebsiteaccessibleandhaving
recruitmentmaterialsinlargeprintand/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,participantandstafftraining
materials,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,this
chapterprovidedmanythingstoconsiderandstepstotaketomakethistask
moremanageable.Thoroughplanning,ongoingresearchandskilledproposal
writingcanhelpyourprogramraisethenecessaryfundstokeepyourprogram
thrivingandgrowing.Formoreinformationaboutbudgetingandproposal
writing,seetheResourcesectionattheendoftheguide.
EvaluatingMentoringPrograms7-1
7
Chapter
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.
Purpose of Evaluation
Sinceyouprobablyseeanecdotalevidenceofthevalueofyourprogram’s
workeveryday,itmayseemcounterproductivetoexpendresourcestodevelop
anevaluationplan.However,evaluationcanservemanyvaluablepurposes
inyourprogram,includingprogramimprovement,resourcedevelopment,
improvedallocationofresourcesandadvocacy(JuvenileMentoringProgram,
1998).
ProgramImprovement.Evaluationcanhelpyoumeasureyourprogram’s
successandidentifyareasthatrequireimprovement.Bycomparingdatafrom
eachyear,youcanensureyouareontherighttrack.
“Itisvitalthateach
programbuildtheir
evaluationplaninand
allocateresourcestoit
fromthebeginningofthe
project.Ithelpsenable
theprogramtoidentify
clearlyitsgoalsand
desiredoutcomes,
andhelpsensurethatthey
areachievableandcan
bemeasured.”-Nicole
Roos,MADepartmentof
PublicHealth
ResourceDevelopment.Funderswant
evidencethatyourprogramisreachingits
intendedgoals.Althoughtheyliketohear
successstoriesofindividualyouth,funders
aremoreinterestedinoverallprogramdata
thatreflecttheeffectiveuseoftheirfunds.
Byprovidingevidenceoftheeffectiveness
ofyourprogram,yourprogramwillbemore
competitiveinsecuringfunds.
ImprovedAllocationofResources.Evaluation
canalsobeusedtoevaluatecurrently
implementedstrategiesandprocessesthatmay
becostlytoyouragency,suchasrecruitment
strategies.Forexample,youragencymay
spendtimeandresourcesattendingvolunteer
fairsinordertorecruitmentors.However,ifyourevaluationshowsthatyour
mostsuccessfulmentorswererecruitedthroughnewspaperadvertisements,you
wouldbewisetoredirectyourresourcestomoresuccessfulstrategies.
Advocacy.Clearprogramevaluationresultscanprovidevaluableinformation
abouttheissueonwhichyouarefocusing.Havingevidencetosupportthe
realityoftheissuecanhelpinrallyingcommunityleadersandlegislatorsto
yourcause.
Who Will Design and Conduct the Evaluation?
Therearetwooptionswhendecidingwhowillspearheadyourevaluation
efforts.Programleadersmustdecidewhethertodesignandconductthe
evaluationinternallyortohireanindependentevaluator(NationalMentoring
Center,2005).Keepinmindthatanindependentevaluatorcancharge
between$5,000-$30,000dependingontheevaluator’slevelofexperience
andthecomplexityandscopeoftheevaluation.Aprogrammayalsobeable
topartnerwithaneducationalinstitutiontoworkwithagraduatestudentor
professor,whichcouldgreatlyreducethecostoftheevaluation(National
MentoringPartnership,2005).Thereareadvantagesanddisadvantagestoeach
option.
Evaluator
Advantages
In-HouseEvaluation
• Perhourwagesofprogramstaff
evaluatorlikelytobelesscostly
thanoutsideconsultant
Disadvantages
• Staffmaynothaveskillsneededto
developandcarryoutanefficient
andeffectiveevaluation;timemay
needtobedevotedtoresearch
• Programstaffmayhaveclearer
evaluationresources
understandingofprogramgoalsand
programconstituents
• Stafftimeandagencyresourcesmay
bedivertedfromprogramfunctions
• Theevaluationmaybeperceivedby
outsidersasbeingbiased
IndependentEvaluator
• Programstaffcanretainfocuson
programactivities
• Evaluatormaynotunderstandyour
constituency
• Higherlevelofexpertise
• Canbeextremelycostly
• Unbiasedperspective
• Canensuresufficienttimeis
dedicatedtoevaluationefforts
What Do You Want to Measure?
Whendevelopingtheevaluationplanforyourprogram,youmustfirst
determineyourdefinitionofprogramsuccess(MentoringCanada,2005).What
isityouwanttoachieve?Howwillyouknowifyouhaveachievedit?Your
mission,constituentsandactivitiesmaypredictthatyourdefinitionofsuccess
willnotbethesameasanothermentoringprogram’sdefinition.Beingclear
aboutyourprogram’smissionandactivitieshelpsyoufocusonevaluating
specificprogramcomponentsfromwhichyouintendtoseeanimpact.Itis
alsoimportanttofocusevaluationonareasthataremostlogicalandrelevant
toyourprogramaswellasthosethatareimportanttoyourpotentialfunders
(NationalMentoringPartnership,2005).
Therearetwomaintypesofevaluations:processevaluationsandoutcome
evaluations.Eachcanprovidevaluableinformationaboutyourprogram’s
effectivenessandisusefulfordifferentpurposes.
ProcessEvaluationsfocusonwhetherornotaprogramisbeingimplemented
asintended(Rhodes,2005).Anothernameforprocessevaluationisformative
evaluation.Processevaluationisconductedtoprovideprogramstaffwith
evaluativeinformationusefulinimprovingtheprogram.Itisanongoing
processdesignedtoconsistentlymeasurewhetheryouareachievingwhatyou
plannedtoachieveinyourmentoringprogram.Aprocessevaluationmightuse
programrecords,interviewsandsurveys(Rhodes)tohelpyouanswerquestions
suchasthefollowing:
• Arewemakingthenumberofmentormatchesweplanned?
• Arewemaintainingthelengthofourmatches?
• Howmanymatcheshaveweterminated?
• Howmanymeetingshaveweconducted(Rhodes)?
• Fromhowmanyagencies/schoolsarewereceivingreferrals?
Eachmeasurementinaprocessevaluationtellsyouhowwellyouractions
areassistingyouinaccomplishingyourprogram’sgoals.Processevaluations
alsohelpyougatherthetypeofinformationthatotherprogramsfindusefulin
replicatingyourmentoringprogram.
OutcomeEvaluationsfocusonhowtheprogramaffectsitsconstituents.
Outcomeevaluationisalsoknownassummativeevaluation.Insummative
evaluation,youmeasuretheoutcomesforprogramparticipantsasaresultof
theactivitiesinyourprogram.Outcomeevaluationisthestandardmethod
toprovideaccountabilitytofundersandconstituents.Giventhegrowing
importanceofoutcomeevaluation,therestofthechapterisdevotedtothis
topic.
Most mentoring programs focus their outcome evaluations on
the following areas:
• Druguse/drinking/smokingrates
• Pregnancyrates
• Fighting/Bullying
• Schoolattendance
• Self-Esteem
• Attitudestowardspeers/parents
• Academicperformance
• Gangactivity
• Career/collegeplacement
• Recidivism
(AdaptedfromNationalMentoringCenter,2005)
Mentoringprogramsforyouthwithdisabilitiesmaybeinterestedinmeasuring
impactinotherareasinadditiontotheoneslistedabove.Someoutcomes
thatPartnersforYouthwithDisabilitiesmeasuresinitsmentoringprogramsfor
youthwithdisabilitiesincludeincreasedself-advocacy,increaseddisability
pride,andincreasedparticipationincommunityactivities.Otheroutcomesfor
mentoringprogramsforyouthwithdisabilitiesmayincludethefollowing:
• Independentlivingskills
• Optimismregardinghis/herfuture
• Understandingofnecessary
accommodationsandabilitytoaskfor
accommodations
• Skillsrelatedtocommunicatingwith
healthcareproviders
• Motivationforhighereducationand/or
trainingprograms
• Technologyskills
• Understandingofhis/herassistive
technologyneeds
• Understandingofdisabilityrights,
includingtheAmericanswith
DisabilitiesAct
• ParticipationintheIndividualized
EducationPlanprocess
• Knowledgeanduseofaccessible
transportation
• Citizenship,suchasbeingregisteredto
vote
• Relationshipwithpeers
• Participationincommunityor
recreationalactivities
• 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
• anincreaseincomputerskillsafterayouthparticipantattendsatechnology
training
Intermediateoutcomestakelongerandmayincludebehaviorchangeand
policychange.Examplesincludethefollowing:
• anincreaseinayouth’scommunityinvolvementafterbeinginvolvedina
mentoringprogram
• animprovementinayouth’sgradesafterbeinginvolvedinamentoring
program
Long-termoutcomescantakeyearstoachieveandmayincludesocietalshifts.
Examplesincludethefollowing:
• adecreaseinthehighschooldrop-outrateamongyouthwithdisabilities
• anincreaseinpublictransportationusageamongyoungadultswithdisabilities
Evaluation Design
Evaluationscanrangefromsimplyaskingmentorsandmenteesabouttheir
experiencestocomplexlarge-scaleexperimentaldesigns(Rhodes,2005).The
typeofevaluationdesignyouchoosewilldependgreatlyonthequestions
youaskandyouravailabletimeandresources.Thebestcourseofactionisto
developthemostsophisticateddesigntoprovideyouwiththemostmeaningful
andaccurateinformationaboutyourprogram(JuvenileMentoringProgram,
1998)anditsimpactonparticipants.
Learningaboutdifferenttypesofevaluationdesignswillhelpyoudetermine
whichisbestforyourprogramtoadopt.Belowaredescriptionsabouttypesof
outcomeevaluationdesignsadaptedfromCampbell&Stanley(1963):
Pre-Experimental Designs
Pre-experimentaldesignsareusedfrequentlyinprogramevaluationbutthey
provideyouwithverylittleinformationaboutwhetheritwasyourmentoring
programthatcausedtheobservedoutcomesinparticipants.Someexamples
ofpre-experimentaldesignsincludethefollowing:
• Post-Test-OnlyDesignorOneShotCaseStudyDesigninvolvesmeasuringone
groupofpeopleaftertheprogramends.Thisiseasytodesignandimplement,
butprovidesverylimitedinformation.Evaluationshouldinvolveacomparison.
Withouthavinginformationaboutthegrouppriortotheirparticipationinthe
program,itisdifficulttodetermineifchangeoccurred.Whilethisisusuallythe
leasthelpfultypeofevaluation,someprogramswithlimitedresourceschoose
thisrouteduetoitssimplicity.
• TheOneGroupPretest-PostestDesigninvolvescomparingthesamegroup
ofpeopleattwostagesintheprogram,usuallybeforeandaftertheintervention
takesplace.Thistypeofdesignisfairlyeasytodesignandimplement.
However,itisdifficulttodetermineiftheprogramcausedthechange.For
example,inthecaseofamentoringprogram,ifayouth’sbehaviorchanges
duringhis/herparticipationinthementoringprogram,otherfactorssuchas
homelife,friendsandschoolcannotberuledoutasinfluencingtheyouth’s
behavior.
• TheStaticGroupComparisonDesigncomparestwopre-existinggroups,
oneparticipatinginthementoringprogramandonethatisnot.Because
participantsarenotrandomizedintodifferentgroups,thereisnowayto
tellwhetherthetwogroupswouldhavebeenthesamewereitnotforthe
mentoringprogram.
Experimental Designs
Experimentaldesignsarethemosthighlyrecommendedmethodstousein
outcomeevaluations.Thefollowingareexamplesofexperimentaldesigns:
• ThePretest-PosttestControlGroupDesignentailstherandomassignment
ofparticipantsintoamentoringgrouporacontrolgroup(onethatdoes
notreceivementoring).Thegroupsarecomparedbothbeforeandafterthe
mentoringprogram.
• ThePosttest-OnlyControlGroupDesignisalsoastrongdesignandismore
economicalthanthePretest-PosttestControlGroupDesign.Inthisdesign,
participantsarealsorandomlyassignedtoamentoringgrouportoacontrol
group(onethatdoesnotreceivementoring).However,thegroupsare
comparedonlyafterthementoringprogrambecauserandomizationassumes
thegroupswereequalatthebeginningoftheprogram.Ifyoufindthatthe
mentoringgroupresultedinsignificantpositivechangesforthatgroup,thenit
wouldbeethicaltoofferthementoringprogramtothecontrolgroup.
Methods to Collect Information
Therearemanywaysinwhichyoucancollectdata,includingsurveys,
standardizedmeasures,observations,documentationreview,focusgroups,and
interviews.Eachmethodhasstrengthsandlimitations.Often,acombination
ofmethodswillbeusedtogetthemostcompleteassessmentoftheprogram’s
impactandeffectiveness.
• Surveys.Surveysarearelativelysimplewaytogatherinformationfroma
largenumberofindividuals.Theyareusuallyrelativelyinexpensivetocreate
anddisseminateandallowyoutogatheranextensiveamountofdata.The
downsideisthatthereturnrateforsurveyscanbelowandsurveysdonotallow
youtogetacompletepictureofanindividual’sexperiences.Havealternate
formatsofthesurveysavailabletoensureallparticipantscancompletethe
surveys.Assurethatthereadinglevelofthesurveysisappropriateforthe
participants.Havingsurveysavailableelectronicallycancutdownonthecost
ofmailing,aswellashelpwiththecreationofalternateformats.
• StandardizedMeasures.Thereareanumberofalreadydevelopedand
standardizedquestionnairesthatmeasureoutcomesimportanttomentoring
programssuchasself-esteem,attitudes,independentlivingskills,andpeer
relationships.Thesemeasureshavethesamecautionsanddisadvantagesas
surveys.
“MypartnerDavidislike
afriend;wehavealotin
common.Davidhasshownme
thathavingalearningdisability
doesn’tmeanyoucan’tdo
things.Buildingatrainvillage,
repairingmybike,andgoing
oncanoetripsaresomeofthe
funtimeswe’vehadtogether.
WhenI’mfeelingfrustrated
aboutschool,ItalktoDavid.
Hetellsmethathefeltthat
waytoowhenhewasgrowing
up.SeeingwhatDavidhas
accomplishedinhislifehelps
mebelieveinmyfuture.”
-PartnersforYouthwith
Disabilities’mentee
• Observations.Observationsallow
youtoseetheprogramasitisactually
happening.However,categorizing
behaviorsthatareobservedmaybea
complexprocess.
• DocumentationReview.
Documentationreviewallowsyoutoview
theoperationsofaprogramwithoutbeing
intrusivetotheprogram.Thismethod
canprovideahistoricalviewpointofthe
program,butcanbetimeconsuming.
• FocusGroups.Focusgroupsallow
youtogetindepthinformationfrom
participantsabouttheirexperienceinthe
programthroughgroupdiscussion.It
isimportanttohaveaskilledfacilitator
toleadthefocusgroups,aswellasa
skilledindividualtoanalyzetheresponses
qualitatively.
• Interviews.Interviewscanprovideindepthinformationaboutanindividual’s
experienceintheprogramandcanhelpyoudeveloparelationshipwiththe
participant.However,interviewscanbetimeconsumingandcostly.
Youcangatherdatausingonemethodorcombinemethodsforamore
completepicture.
Forexample,surveyscanbecollectedfromalargegroupofparticipantsand
thenasmallergroupofparticipantscanbeinvolvedinafocusgroup.
Keep the following in mind regarding data collection:
• Anytimeanotherindividualispresentduringthecollectionmethod
(interview,focusgroups,observations),thatperson’spresencecaninfluence
theparticipant.Alwaysuseaskilledfacilitator/interviewerwhenusingthese
methods.
• Alwaysget“informedconsent”whenyouaregatheringpersonalinformation
fromanindividual.Informedconsentmeansthattheindividualunderstands
thathe/sheisagreeingtoparticipateinanevaluationandisknowledgeable
abouthowtheirpersonalinformationwill(andwillnot)beused.Ifan
individualisnotabletogivetheirinformedconsent,theirlegalguardiancan
doso.
• Anindividualshouldbeinformedthattheyhavetherighttonotparticipatein
theevaluationoftheproject.
• Whenusinginterviews,donotinterviewamenteeandmentortogether.This
mayresultineitherpairnotbeinghonestinanefforttoimpresstheotherornot
hurttheother’sfeelings.
• Havetheappropriateaccommodationsinplacesothatyoumaycollectdata/
informationfromanyyouthormentor.
Protecting the Rights and Welfare of all
Participants Involved in Research
Whenevaluatingyourmentoringprogram,it’simportanttodetermineifyour
evaluationwillbeconsideredresearchandhastoadheretoregulationsthat
protectparticipantsinvolvedintheresearch.
TheFederalGovernmentmandatescertainlegalstandardsforprotectionof
humansinresearch.ThesestandardsaresetforthintheCodeofFederal
Regulations,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,the
basicpolicyforprotectionofhumanresearchsubjects,isreferredtoasthe
CommonRule.Theregulationswereenactedin1991andapplytoallfederally
fundedhumanresearch.Oncearesearchactivityisdeemedhumansubject
research,theDepartmentofHealthandHumanServicesrequiresreviewby
InstitutionalReviewBoardsandimpositionofcertainstandardsforinformed
consent(NationalCancerInstitute,2005).
Evenifyourprogramevaluationdoesnotfallundertheseregulations,itis
importantthatyourparticipantsfeelthattheinformationtheyshareaspart
oftheevaluationprocessiskeptconfidential.Mostprogramsuseacoded
systemtoprotecttheidentityoftheparticipants.Participantsaremuch
morecomfortablesharingpersonalinformationforevaluationpurposesif
theyunderstandtheprocessyouhaveinplacetokeeptheirinformation
confidential.
Process Evaluation: Developing a Logic Model
AgoodplacetostartyourevaluationprocessistodevelopaLogicModel.
AccordingtotheW.K.KelloggFoundationLogicModelDevelopmentGuide
(2004,p.III),“thepurposeofalogicmodelistolinkoutcomes(bothshort-and
long-term)withprogramactivities/processesandthetheoreticalassumptions/
principlesoftheprogram.”
TheLogicModelisusedtoassesswhetheryouhaveachievedyouroutcomes
intheprogramandtodescribeclearlytheprojectactionsandtheimpact
ofthoseactions.TheLogicModelcontainssixcomponentswithInputsò
OutputsòOutcomesbeingcentraltothemodel.Thesecomponentsare(1)
Situation-thecontextandneedthatgivesrisetoaprogramorinitiative;the
logicmodelisbuiltinresponsetothisexistingsituation;(2)INPUTS-the
resources,contributionsandinvestmentsthataremadeinresponsetothe
situation.Inputsleadto(3)OUTPUTS–theactivities,products,methods,
servicesthatreachpeopleandusers.Outputsleadto(4)OUTCOMES–the
resultsandbenefitsforindividuals,groups,agencies,communitiesand/or
systems;(5)Environment–thesurrounding
environmentinwhichtheprogramexists
andwhichinfluencestheimplementation
“Beingamentorisvery
andsuccessoftheinitiative,including
importanttome.Icanwell
politics,climate,socioeconomicfactors,
remembertheisolationIfelt
growingupinregardstomy
marketforces,etc.;and(6)Assumptions
disability.Usually,ifIheard
–thebeliefswehaveabouttheprogram,
aboutormetsomeonewitha
theparticipantsandthewayweexpect
disability,itwasinanegative
theprogramtooperate;theprinciplesthat
context—thatunfortunate
guideourwork(Baker,Davis,Gallerani,
orpitiableperson.Ifeelitis
Sanchez,&Viadro,2000).
essentialtopresentkidswith
moreencouragementthan
that!But,philosophyaside,
mymenteeisimportanttome
becausewearefriends.We
enjoyeachother’scompany
andhavefunwhenweget
together.IknowthatIama
partofherlife,andshemost
certainlyisanassettomine.”
-PYDmentor
Withfrequentreviewandrevision,the
LogicModelprovidesusaprocessof
evaluationandcontinuouslearning.The
LogicModelenablesustoshowthe
differencebetweenwhatwedoandthe
impactwearehaving.Italsoprovidesa
commonprogramevaluationvocabulary
andfocusonqualityandcontinuous
improvementthroughtheassessmentof
short-term,intermediateandlong-term
outcomes(Bakeretal.,2000).
Themodeldisplaysthechainofeventsthatwilleffectchangesandachieve
thevisionoftheprogram.Theseareoftenstatedinif-thenrelationships(W.K.
KelloggFoundation,2004).IntheLogicModel,youclearlydescribethe
contextofyourmentoringprogram,theresourcesavailableinresponsetothe
situation,andtheactivitiesandmethodsused.Thenyoudescribeandevaluate
short-term,intermediateandlong-termoutcomesattheleveloftheyouth
participant,families,mentorsandthesystemofcollaboratingagencies.
TheformativeandsummativeevaluationprocesscontainedintheLogicModel
enablesbothcontinuousqualityimprovementofyourmentoringprogram
anddetailedinformationforunderstandingprojectoutcomesandforfuture
replication.Themodelrecognizesthatmanyfactorsinfluencetheoutcomes
(Bakeretal.,2000).
Thelogicmodelalsoallowsyoutotesttheoriesrelatedtoyourprogram.
Formoredetailedinformationrelatedtologicmodels,seeW.K.Kellogg
Foundation’sLogicModelDevelopmentGuide(http://www.wkkf.org).
Definition and Example of the Three Key Elements of a
Logic Model
Inputsò
Outputsò
Outcomesò
Resources
Activities
BenefitstoParticipants
• Staff
• Training
• Newknowledge
• Money
• Education
• Changedattitudes
• Volunteers
• Mentoring
• Improvedskills
• Supplies
• Organizing
• Modifiedbehavior
• EquipmentTraining
• Shelter
• Curriculum
(AdaptedfromUnitedWayofAmericaOutcomeMeasurementResource
Network,1996)
Evaluation Tips and Resources for
Mentoring Programs
Beforeyoubegintodevelopyourevaluationplan,youmaywanttoexplore
someoftheseotherresourcesaboutevaluatingmentoringprograms:
• Mentor/NationalMentoringPartnership,http://www.mentoring.org
• MentoringCanada,http://www.mentoringcanada.ca
• NationalMentoringCenter,http://www.nwrel.org/mentoring/
• EvaluatingYourMentoringProgram:ABeginner’sSelf-EvaluationWorkbookfor
MentoringPrograms(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.Ifyourprogram
reliesonprogramparticipantsmailingsurveysback,thenyourcompletion
ratewilldropsignificantly.Printingyoursurveysongreenpaperanddoinga
follow-upphonecallwillincreaseyourreturnrate.
• Whendevelopingsurveys,strivetokeepthembriefandmeasureonlythe
outcomesinwhichyouareinterested.Thelongerandmorecomplicated
thesurvey,thegreatertherespondentburden-thiswilllikelyresultinalower
responserate.
• Thinkaboutothertoolstocaptureoutcomesormeasureprogress,suchas
staffrecordsormentordiaries,whichmightcaptureparticipationinacertain
activity.
PartnersforYouthwithDisabilitieshasbeencompletingsometypeof
programevaluationsinceitsfounding.WhilePYDisasmallnon-profit
organizationwithlimitedresources,thebenefitofcompletingathorough
programevaluationhasalwaysoutweighedanycostsorchallenges.Formore
informationregardingprogramevaluation,resourcesareincludedinthe
Resourcesectionattheendofthisguide.
UsingMentoringtoPromotePositiveEmployment&Post-SecondaryTransitioningforYouthwithDisabilities8-1
8
Chapter
Using Mentoring to Promote Positive
Employment & Post-Secondary Transitioning
for Youth with Disabilities
IntheAutumn2003editionofAmericanRehabilitation,Joanne
Wilson,CommissioneroftheRehabilitationServicesAdministration,
commentedthat,“[Her]ownexperiences,researchandthe
successofmentoringprogramsacrossthecountrydemonstratethat
mentoringiseffectiveinhelpingyouth
withdisabilitiesgainconfidence,increase
theiracademicperformanceandobtain
experienceintheworkplace–allof
whichleadtoincreasedopportunities
tofindmeaningfulemploymentand
independenceforthesestudents.”
Nomatterwhatyouchooseastheshorttermgoalsofyourmentoringprogram,
youshouldneveroverlookthelong-term
effectsitmayhaveontheyouthwith
disabilitieswhobenefitfromit.Improved
socialskillsandacademicperformance
maybeimportanttotheyouthyouserve
inthepresent,but,withpropertraining,mentorsmayhelpyouthuse
theseasinitialstepstoafulfillingfuture.Byprovidinginformation
andtrainingtoyourmentors,andbycollaboratingwithlocal
organizationsandemployers,yourmentoringprogramcanpromote
positiveemploymentandpost-secondaryoutcomesfortheyouth
withdisabilitiesitserves.
Follow the steps explained in this chapter to promote positive
transitioning. The steps include the following:
• Understandthetypesoftransitionservicesyourmentoringprogramcan
provide.
• Becomefamiliarwiththetransitionneedsoftheyouthinyourmentoring
program.
• Decidewhatspecifickindsoftransitionservicesyourprogramwillprovide.
• Identifytheentitieswithwhichyouwillconnecttooffertransitionservices.
• Connectwiththeentities,includingemployersandfederallyfundedprograms,
toprovidetransitionservices.
Thefirststepinpromotingpositivetransitioningistounderstandthetypesof
transitionassistanceyoumightprovide.Table1showselementsnecessaryfor
successfulyouthtransitioningtoemploymentorpost-secondaryeducation.
“DespitetheinvaluableroleandexpertiseofVocationalRehabilitation
agencies,theycan’tmeetalltheneedsofthispopulation(transitionageyouth).
Recognizingthis,RSArecentlylaunchedaninitiativetoconnectstudentswith
disabilitieswithmentorswhohavesimilardisabilitiesandwhopossessthe
practicalknowledgenecessarytohelpstudentseffectivelytransitiontoadulthood
andovercometheattitudinalandenvironmentalbarriersthataresopervasive.
Mentorswillnotonlyserveasvaluablerolemodelsbutwillsupportstudentsby
assistingthemwithcareerandprofessionaldevelopment,improvinglifeskillsand
thedisabilityspecifictechniquesthatwillenhanceindependence,helpingthem
toobtaintheiracademicgoalsandprovidingstudentswithencouragementand
moralsupport”
-JoanneWilson,CommissionerofRehabilitationServicesfrom2001-2005,from
theAutumn2003AmericanRehabilitationissue,“MentoringandTransition.”
Table 1: Elements of Successful Transitioning
GeneralNeeds
SpecificNeeds
AccesstoParticipationinHigh
QualityStandards-BasedEducation
RegardlessofSetting
Inordertoperformatoptimallevelsineducation,allyouthneed
• academicandcareer-technicaleducationofferingsbasedonstate
andindustrystandards;
• accesstoavariedandbalancedsetoflearningstrategiesappropriate
fortheindividual.
Youthwithdisabilitiesneed
• individualtransitionplansthatdriveinstructionandacademic
support;
• specificandindividuallearningaccommodations.
PreparatoryExperiences
Inordertomakeinformedchoicesaboutcareers,allyouthneed
• careerassessmentincluding,butnotlimitedto,interestinventories,
andformalandinformalvocationalassessments;
• informationaboutcareeropportunitiesthatprovidealivingwage,
includinginformationabouteducation,entryrequirements,and
incomepotential;
• traininginjob-seekingskills;
• structuredexposuretopost-secondaryeducationandotherlifelong
learningopportunities.
• informationabouttherelationshipsbetweenappropriatebenefits
planningandcareerchoices;
• identificationofandaccesstodisability-relatedsupportand
accommodationsneededfortheworkplaceandcommunityliving;
• instructionandguidanceaboutcommunicatingdisability-related
supportandaccommodationneedstoprospectiveemployersand
serviceproviders.
Work-BasedExperiences
Inordertoattaincareergoals,allyouthneed
• opportunitiestoengageinarangeofwork-basedexploration
activitiessuchassitevisitsandjobshadowing;
• multipleon-the-jobtrainingexperiences,includingcommunity
service(paidorunpaid)thatisspecificallylinkedtothecontentofa
programofstudy.
• instructionandguidanceaboutrequesting,locating,andsecuring
appropriatesupportsandaccommodationneededattheworkplace.
GeneralNeeds
SpecificNeeds
...Continued
YouthDevelopmentandYouth
LeadershipOpportunities
Allyouthneed
• mentoringactivitiesdesignedtoestablishstrongrelationshipswith
adultsthroughformalandinformalsettingsandalsopeer-to-peer
mentoringopportunities;
• exposuretorolemodelsinavarietyofcontexts;
• traininginskillssuchasself-advocacyandconflictresolution;
• exposuretopersonalleadershipandyouthdevelopmentactivities,
includingcommunityservice;
• opportunitiestoexerciseleadership.
• exposuretomentorsandrolemodelsincludingpersonswithand
withoutdisabilities;
• trainingaboutdisabilityissuesanddisabilityculture.
SupportServices
(ConnectingActivities)
Allyouthneed
• mentalandphysicalhealthservices;
• transportation;
• tutoring;
• post-programsupportsthoroughstructuredarrangementsinpostsecondaryinstitutionsandadultserviceagencies;
• connectiontootherservicesandopportunities(e.g.,recreation).
Youthwithdisabilitiesmayneed
• appropriateassistivetechnologies;
• post-programsupportssuchasindependentlivingcentersandother
community-basedsupportserviceagencies;
• personalassistanceservices,includingreadersandinterpreters;
• benefits-planningcounselingregardingthebenefitsavailableand
theirinterrelationshipssothatindividualsmaymaximizethose
benefitsintransitioningfrompublicassistancetoself-sufficiency.
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:
Intermediaries,”bytheNationalCollaborativeonWorkforceandDisabilityforYouthunder
Grant#E9-4-10070fortheOfficeofDisabilityEmploymentPolicy,October2003.
Afterlearningaboutthetypesoftransitionassistanceyourprogrammight
provide,youwillneedtobecomefamiliarwiththeyouthyouserveinorder
togaugewhatkind(s)oftransitionassistancetheyrequire.Itmaybeusefulto
utilizeTool1tocollectinformationaboutyourmentees.
Tool 1 Profile of Youth
All
Attending
HighSchool
HighSchool
Dropout
HighSchool
Graduate
AttendingPostSecondary
Totalyouthpopulation
ages14-25
AgeRanges/Gender
14-15yrs
16-17yrs
18-25Yrs
Female
Male
Disability:bytypeofdisabilityifknown(addadditionalcolumns)
Race/Ethnicity:
Hispanic(only)
AmericanIndian/Alaskan
Native(only)
Asian(only)
BlackorAfricanAmerican
(only)
HawaiianNativeorother
PacificIslander(only)
White(only)
Morethanonerace
EnglishLanguageLearner
SingleParent
LowIncome
PublicAssistanceRecipient
SSIRecipient
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”
bytheNationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070forthe
OfficeofDisabilityEmploymentPolicy,October2003.
Nowthatyou’veassessedtheneedsoftheyouthyou’reserving,youshould
decidewhattypesoftransitionassistanceactivitiestoprovide.Remember
thattheprimarygoalistotrainmentorssothattheycanassistyouthwith
disabilitiesinachievingbetteremploymentoutcomesandeducational
outcomes.OthersuggestedoptionsincludevisitingyourlocalOne-Stop
Center,creatinginternships,jobshadowingandemploymentopportunities,and
developingcareerbuildingskillstrainingforyouthinyourprogram.Formany
transitionassistanceactivities,itwillbenecessarytoconnectwithemployers
inyourarea.Toensurethatemployersarewillingandhelpfulpartners,youwill
needtounderstandtheirneedsandknowhowtoaddresstheirconcerns.You
maywanttousethekeystrategiesinTable2whenworkingwithemployersto
ensurethattheresultsaresatisfyingtoallconcerned.
“It’sinspiringforhertoseeotherkidsaddressingthingsthatsheisalso
concernedabout.Sheenjoysseeingotherpostingsandknowingthatthere
areotherpeoplelikeherissupportive,especiallyseeingotherkidswhoARE
goingtocollegeandHAVEmovedoutoftheirparent’shouses.”
-ParentofaPartnersOnlineyouthparticipant
Table 2: Key Strategies for Working with Employers
EmployerNeeds
KeyStrategies
Awarenessofrecruitmentresources
• Connectwithexistingbusinessandemployernetworksand
jobreferralandplacementorganizations;
• Marketservicesthroughexistingcommunityforums(e.g.,
newsletters,jobfairs,etc.);
• Joinbusinessorganizations;
• Buildandmaintainnetworksofbusinessandemployer
contactsthroughcontinuousdialogue;
• Makedirectcontactwithnewemployers.
Effectiveapplicantscreening
• Identifycompetenciesneededforeachjobandindustry;
• Visitcompaniestoidentifyneeds;
• Understandandadheretotypicalcompanyscreening
processesascloselyaspossible;
• Knoweachyouth’sskills,interests,andaptitudes;
• Matchyouthtoemployerneedsandcircumstances.
Applicantswithtechnicalskills
• Ensureyouthareenrolledinupdatedandrigorousskills
trainingprograms;
• Identifyandaddressbarrierstoaccessingtrainingprograms;
• Matchyouthskillstojobandtaskassignments.
Applicantswithsoftskills
• Encourageemployerstosupportjobshadowingandshortterminternshipsasinitialefforttoexposeyouthtothe
workplaceculture;
• Prepareandsupportyouthinsoftskills(e.g.,appropriate
workbehavior,language,dress,etc.);
• Matchyouthwithpeerandadultmentors.
Convenientaccesstoapplicants
• Minimizeredtape;
• Coordinateemployeroutreachwithotherprofessionals;
• Respondtoemployeroutreachefforts.
Supportforyouthwithdisabilities
• Identifyandaddressneededjobaccommodations;
• Identifyandaddressaccessibilityissuesatworkplaces;
• Provideongoingpost-placementfollowupwithstudentsand
employers;
• Prepareandsupportyouthwithdisabilitiestounderstand
andmanagejob-relateddisabilityissues(e.g.,disclosure,
reasonableaccommodationneeds,etc.);
• Conductperiodicdisabilityanddiversityawarenesstraining
forsupervisorsandco-workers.
Returnoninvestmentoftimeand
resources
• Respectemployers’time;
• Keepmeetingsshortandinformative;
• Ensurethatbothsupportservicesandyouths’presenceare
benefits,notdetriments,toemployeroperations.
Note.From“MakingtheConnections:GrowingandSupportingNewOrganizations:Intermediaries,”bythe
NationalCollaborativeonWorkforceandDisabilityforYouthunderGrant#E9-4-10070fortheOfficeofDisability
EmploymentPolicy,October2003.
Thenextstepistoidentifytheresourcesandentitiesinyourlocalityand/or
regionwithwhomyouwillwanttoconnecttoprovideyouthwiththetransition
servicesyoudecidetooffer.Manyoftheseentitiesareapartoftheworkforce
developmentsystem.Thefollowingtablesandtoolswillhelpyouconducta
resourcemappingexercisetolocatethegovernment-fundedentities,non-profit
organizations,employerorganizations,andsoforth,inyourareathatserve
youthwithdisabilities.
•
Yourlistofprincipalplayerswhoprovideyouthtransitionserviceswillprobably
includerepresentativesfromthefollowing:
Education,includingvocationaleducation,specialeducationandpostsecondaryeducation
•
RehabilitationAgencies
•
MentalHealthAgencies
•
DevelopmentalDisabilityAgencies
•
ChildandFamilyServices
•
StateandlocalWorkforceInvestmentBoards
•
SocialSecurityAdministration
•
KeybusinessnetworkssuchastheChamberofCommerceandthe
BusinessLeadershipNetwork
•
EconomicDevelopmentAgencies
Althoughtheinformationlistedinthetwotablesbelowisgeneralforallstates,
itshouldgiveyouabroadoverviewofthealloftheyouthtransitionservice
providers.Table3showstheinstitutionsandorganizationsthatareapartof
theworkforcedevelopmentsystemonthestatelevelaswellaskeynon-profit
organizationsthatareinvolvedinthedeliveryofworkforceprograms.Table4
providesinformationaboutfederalprogramsthatareapartoftheworkforce
developmentsystem.
Table 3: Parts of the Workforce Development System
ASamplingofEducational,Workforce,andSupportServicesOrganizations
ServingYouthAges14to25
Institutions/Organizations
TypeOfServices
NationalNumber
StateChartered
HighSchools
Secondaryeducation.
21,994secondary
schools;12,197
combinedsecondary
andelementary
schools
ComprehensiveHighSchools
Combinedacademicandvocational
preparation.
15,005
AreaVocational-Technical
(Voc-Tech)Centers
Preparationforspecifictradeand
occupationalareas.
1,816
CharterandAlternativeHighSchools
Variesbystatelawintermsofroleand
designationofpurpose.
2,695charterhigh
schools;alternative
schoolsunknown
CommunityColleges
2yearassociatedegreeprograms,
preparationfor4yeardegreeprograms,
specificcontinuingandadulteducation.
1,600(including
branchcampuses)
PublicFourYearCollegesand
Universities
Fullrangeofdegreegrantingprograms.
612publicinstitutions,
4yearorhigher
Cities,CountyGovernment,and
RegionalDevelopmentorService
Organizationssponsoredbygeneral
unitsofgovernmentorschool
districts
Theselocalunitsofgovernmentoften
providedirectservicesincludingworkforce
development.
Numbersofthosethat
aredirectlyinvolved
inprovidingworkforce
developmentservices
varybystate.
LocalNon-ProfitOrganizationsorPrivatesector-ledorganizations
CommunityRehabilitationPrograms
Employmentservicesforpeoplewith
disabilities.
8,100
Community-BasedOrganizations/
Faith-BasedOrganizations
Employmentservicesand/orhuman
services,suchasrecreationandyouth
developmentactivities.
>10,000
Thesemayormaynotbeapartofanational
network(e.g.,BoysandGirlsClubs,
NationalUrbanLeague,Communitiesin
Schools,etc.).
PrivateSector-ledorganizations
(ChambersofCommerce,industry
associations,apprenticeship
programs,etc.)
Skilltraining,remediation,apprenticeships,
etc.
Some175-200
chambersandbusiness
organizationshave
beenidentifiedas
activeintermediaries
thoughthenumber
ofchambersismuch
largerandmany
areinvolvedin
buildingaworkforce
developmentsystem
Institutions/Organizations
TypeOfServices
NationalNumber
...Continued
FederallyMandatedAdvisoryandGoverningBodies
WorkforceInvestmentBoards(WIBs)
WIBsserveasgoverningbodiesforWIA
programs,andworkonstateandlocal
workforcesystem.
52state
591local
Privatesectorrepresentativesholdthe
majorityseats.
LocalboardsarerequiredtohaveYouth
Councils;stateboardshaveoptionsfor
youthcouncils.
StateCouncilonDevelopmental
Disabilities
Governorappointsstateboard,which
developsastateplanforservices.
57
Consumersandrepresentativesofstate
agenciesresponsibleforoversightofservices
makeuptheCouncil.
Thestatewideservicesplanincludes
workforcepreparationactivities.
StateRehabilitationCouncil
Appointedbythegovernor,reviews,
analyzes,andadvisesstaterehabilitation
agencyaboutgoalsandpriorities,
effectiveness,andcustomersatisfaction.
80
Annualreportstothegovernorandthe
commissionerrequired.
StatewideIndependentLiving
Council
Appointedbythegovernortodevelop,
monitor,andevaluatestateindependent
livingplans.
55statesandterritories
“IthinkYIPIreallyhelpsherhaveamorepositiveself-imageandtoseethat
shecanhaveasuccessfulindependentlife.Inadditiontothemanyfriends
shehasatYIPI,themeetingtopicsareallfocusedathelpingkidsunderstand
howtodothingsforthemselvesandplanforthefuture.YIPIgivesthe
participantsanetworkoffriendsandapositiveapproachtolivingwitha
disability.Ithasmadeahugedifferencetoourwholefamily”
-ParentofayouthparticipatinginPartnersforYouthwithDisabilities’
YouthinPreparationforIndependenceProgram.
Table 4: Federally Supported
PartsoftheWorkforceDevelopmentSystem
ServingYouthAges14-25
Note:Ifan*appearsitmeanstheservicesareapartofthemandatedOne-Stopsystem.
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
DepartmentofEducation
OfficeofSpecialEducationandRehabilitativeServices
RehabilitationAct *RehabilitationAgencies
Tobeeligibleforvocational
of1973,TitleI
rehabilitationservices,
Staterehabilitationagencies
anindividualmusthave
responsibleforstatewide
aphysicalormental
vocationalrehabilitation
impairmentthatresultsin
programs.
asubstantialimpediment
Servicesareprovidedto
toemployment;beable
peoplewithdisabilitiesbased
tobenefitfromreceiving
onIndividualizedPlanfor
Employment(IPE).
services;andrequire
Transitionserviceforyouthis
anallowableactivity.
servicestopreparefor,
secure,retainorregain
employment.
Combined:32
General:24
Blind:24
TOTAL:80
Note:Stateshavetheoption
tohavejustoneagency
responsibleforblindaswell
asallotherpersonswith
disabilitiesortohavetwo
agencies.
Agenotspecified.
Rehabilitation
Actof1973,as
amended,Title
VII,Chapter1,
PartB
IndependentLivingCenters
Centerssettheirownage
requirements.
625totalILCs,336ofwhich
arefederallyfunded
SupportedEmployment
Programs
Individualswithmost
significantdisabilities.
VRstateagenciesdevelop
collaborativeprograms
toprovidesupported
employmentservicesfor
individualswiththemost
significantdisabilities.
Agenotspecified;for
transitionservices,the
regulationsencourage
agenciestoworkwith
studentsasearlyaspossible.
Mostoftheseprograms
aremanagedbynon-profit
communityrehabilitation
agenciestheestimatednumber
is8,100
IndependentLivingCenters
helppeoplewithdisabilities
maximizeopportunitiesto
liveindependentlyinthe
community.
Centerscanprovide
employmentrelatedsupportto
individualsbutactualtraining
oreducationistypicallynot
provided.
Rehabilitation
Actof1973,as
amended,TitleVI,
PartB
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
AssistiveTechnologyCenters
Agenotspecified.
56
Educationprovidedineither
comprehensivehighschools
(15,005)orareavoc-tech
centers
...Continued
Assistive
TechnologyActof
1998,sunsetting
infiscalyear2004
Centersprovideinformation
tochildrenandadultswith
disabilitiesonincreasingtheir
useofstandard,assistive,and
informationtechnologiesand
services.
OfficeofVocationalandAdultEducation
CarlD.Perkins
VocationalTechnical
EducationAct
Amendmentsof
1998,TitleI
*Career-TechnicalEducation
Programs
Individualsinsecondaryand
postsecondaryschools.
Fundscanbeusedforabroad
rangeofprograms,services,
andactivitiesdesignedto
improvecareertechnical
educationprogramsand
ensureaccesstostudentswho
aremembersofpopulations
withspecialneeds.
Agenotspecifiedbut
generallygearedtoward
highschoolandcommunity
collegestudents.
CarlD.Perkins
VocationalTechnical
EducationAct
Amendmentsof
1998,TitleII
*Tech-PrepPrograms
Beginningasearlyasthe
ninthyearofschoolandcan
extendthroughtwoyearsof
post-secondary.
Roughly47%ofthenation’s
highschools(or7,400high
schools)offeroneormoreTech
Prepprograms
Overtheageof16,not
currentlyenrolledinschool,
wholackahighschool
diplomaorthebasicskills
tofunctioneffectively
asparents,workers,and
citizens.
5,263LiteracyPrograms
Asequencedprogramof
studythatcombinesatleast
twoyearsofsecondaryand
twoyearsofpost-secondary
education.
(1,816)
Occupationaleducationor
anapprenticeshipprogramof
atleasttwoyearsfollowing
secondaryinstruction.
Workforce
InvestmentActof
1998,TitleII
*AdultLiteracyPrograms
Providesbasiceducation
instructionthrougha
varietyofprogramsettings
(e.g.,communitycolleges,
highschools,alternative
schools,community-based
organizations,One-Stops,
etc.).
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
Individualswith
Disabilities
EducationAct
(IDEA)1997,
IndividualizedEducation
Programs(IEPs)
1,938,000studentsbetween14
and21receivedIDEAservices
in2000-2001schoolyear
PartBandPart
D,Subpart
1authorizes
Program
Improvement
grantstostates
IEPsareindividualizedplans
toprovideeducationfor
ayoungpersonincluding
transitionfromschoolto
positiveadultoutcomes.
Individualsareeligiblefor
educationservicesuptothe
ageof18orthroughtheage
of21atthediscretionofthe
state.
...Continued
Guaranteedrighttofreeand
appropriateeducation.
Transitioningplanningcan
beginatage14butmust
occurbyage16.
DepartmentofHealthandHumanServices
AdministrationforChildrenandFamilies
Personal
Responsibilityand
WorkOpportunity
Reconciliation
Actof
1996(PRWORA)
TitleIis
Temporary
Assistancefor
NeedyFamilies
(TANF)
Developmental
Disabilities
Assistanceand
BillofRightsAct
1996
*RequiredWorkforAdults
Providesassistanceand
workopportunitiestoneedy
familiesbygrantingstatesthe
federalfundsandflexibilityto
developandimplementtheir
ownwelfareprograms.
Workactivitiescaninclude
educationandtraining,work
experiences,andjobsearch.
SupporttoTargetedPopulation
TheemphasisoftheState
Planistoincreasetheselfdetermination,independence,
productivity,inclusionand
integrationintothecommunity
ofpeoplewithdevelopmental
disabilities.
TANFservesneedyfamilies;
incomeandassetlimitations
varybystate;some
assistancecanonlygoto
familieswithminorchildren.
FY2001,theaveragemonthly
numberofTANFfamilieswas
2,120,500whichincluded
787,000child-onlycases
TANFregulationsdefine
minorchildasanindividual
whohasnotattained18
yearsofageorhasnot
attained19yearsofage
andisafull-timestudent
inasecondaryschool(or
intheequivalentlevelof
vocationalortechnical
training).
Servicesareforthosewho
haveadevelopmental
disability.
Thereisnoagelimitationon
theservicesprovided.
Totalnumberofprogramsand
servicescenteredonworkforce
preparationandsupport
servicesunknown
Ageisafactorinthe
diagnosisprocess.
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
SupporttoTargeted
Populations
Statecanserveyouthwho
arelikelytoremaininfoster
careandthosewhohave
agedoutoffostercareupto
21yearsofage.
Therewere62,00015-to
17-year-oldsinfostercare
asreportedinaMarch2002
CensusBrieftogiveasenseof
populationthatis“agingout”
offostercare
Programsandservicesareto
low-incomeindividuals.
State-administeredlocal
networkcomposedof
over1,100localagencies,
predominantlycommunity
actionagencies
...Continued
FosterCare
IndependenceAct
of1999which
enactedthe
JohnH.Chafee
FosterCare
Independence
Program
Statesassistyouthina
successfultransitionto
adulthood.
Activitiesandprograms
include,butarenotlimited
to,helpwitheducation,
employment,financial
management,housing,
emotionalsupportandassured
connectionstocaringadults
forolderyouthinfostercare
aswellasyouthwhohave
agedoutoffostercare.
Olderyouth(18-21)can
receivehousingassistanceif
needed.
Community
ActionAgencies
*MultipleServicesthrough
Centers
TitleIofthe
Housingand
Community
Development
Actof1974,as
amended
CommunityServicesBlock
Grantscreate,coordinate,
anddeliverabroadarrayof
programsandservices.
Toassistindividualsin
securingandmaintaining
employment,community
actionagenciesprovide
linkagestojobtraining
opportunities,GED
preparationcourses,and
vocationaleducation
programs.
SubstanceAbuseandMentalHealthServicesAdministration
Children’sHealth
Actionof2000
PublicLaw106310;andthe
PublicHealth
ServicesAct,as
amended;Title
Vandseveral
sectionsofthat
title.
SubstanceAbuseandMental
HealthServices
Grantsandcooperative
agreementsforsubstance
abusetreatmentand
preventionaswellasmental
healthneedsofregionaland
nationalsignificance.
Forthesubstanceabuse
(alcoholanddrugs)
component,treatment,
preventionandsupportto
familiesandchildrenare
includedineligibleservices.
Estimated600grantsawarded
infiscalyears2002and2003
Formentalhealthservices
theregionalandnational
significancepriorities
determineeligibility.
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
ComprehensiveCommunity
MentalHealthServices
forChildrenwithSerious
EmotionalDisturbances
Program
Undertheageof22.
Forty-fourgrantsperyear.
Estimatednationwide4.5-6.3
millionchildrenwithserious
emotionaldisturbancesand
theirfamilies
Mentalhealthcondition
determineseligibility.
59grants
Individualsandfamilieswith
lowincomesandresources.
InFY2003,40.4millionwere
enrolled,7.7millionofwhom
areblind/disabled
Childrenuptoage19who
arenotalreadyinsured.
ForFY2002,therewere
...Continued
PublicHealth
ServiceAct,Title
V,PartE,Section
561,asamended;
PublicLaw102321;42U.S.C.
290ff.
Theprogramprovidesgrantsto
statesandcommunitiesforthe
improvementandexpansion
ofcommunitybasedsystems
ofcareforchildrenwith
seriousemotionaldisturbances
andtheirfamilies.
Individualizedserviceplans
dictatetherangeofservices
andcanincludenon-mental
healthservicesincluding
education,vocational
counselingandrehabilitation,
andprotectionandadvocacy.
PublicHealth
ServiceAct,Title
XIX,PartBas
amended,Public
Law1060310;42
MentalHealthServices
TitleXIXofthe
SocialSecurity
Act
Insurance
SocialSecurity
TitleXXI,aspart
oftheBalanced
BudgetActof
1997
StateChildren’sHealth
InsuranceProgram(SCHIP)
Throughblockgrantstostates,
arangeofservicescanbe
providedthroughqualified
communityprograms.Services
includebutarenotlimitedto
psychosocialrehabilitation
programs,mentalhealthpeer
supportprogramsandprimary
consumer-directedprograms.
CenterforMedicareandMedicaidServices
Providesmedicalassistance
throughtheMedicaid
Program.
Giveseachstateauthorization
toofferhealthinsurance.
Familieswhoearntoomuch
toqualifyforMedicaidmaybe
abletoqualifyforSCHIP.
5,315;229childrenenrolledin
SCHIP,includingbothseparate
childhealthprogramsand
Medicaidexpansionprograms
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
Mainlycoverschildrenupto
18yearsbutsomeprojects
serveyoutholderthan18.
Arangeofdemonstration
grantshavebeenlaunched
since1996;currentlythereare
fivestatewideprojectsbeing
supported
...Continued
HealthResourcesandServicesAdministration(HRSA)
TitleVofthe
SocialSecurity
Act
HealthyandReadytoWork
Promotesacomprehensive
systemoffamily-centered,
culturallycompetent,
community-basedcare
forchildrenwithspecial
healthcareneedswhoare
approachingadulthoodand
mayneedassistanceinmaking
thetransitionfrompediatricto
adulthealthcareandtopostsecondaryeducationand/or
employment.
HousingandUrbanDevelopmentDepartment
OfficeofCommunityPlanningandDevelopment
National
Affordable
HousingAct
Addedthrough
Section164of
theHousing
andCommunity
DevelopmentAct
of1992TitleIV
SubtitleD
Community
RenewalTax
ReliefActof2000
*YouthBuildProgram
YouthBuildgrantsare
availabletopublicorprivate
non-profitagencies,public
housingauthorities,stateand
localgovernments,Indian
tribes,oranyorganization
eligibletoprovideeducation
andemploymenttraining.
EmpowermentZones/
EnterpriseCommunities
Targetstaxincentives,
performancegrants,andloans
todesignatedlowincome
areastocreatejobs,expand
businessopportunities,and
supportpeoplelookingfor
work.
Non-profitorganizations
78grants
assisthigh-riskyouth
betweentheagesof16-24to
learnhousingconstruction
jobskillsandtocomplete
theirhighschooleducation.
EZsandECsarebasedon
economiccharacteristicsofa
geographicareaandservices
arenotagespecified.
Currently105designatedurban
andruralEZ/EC’s
Agenotspecified.
InFY2001,therewere366
grantees
Localunitsofgovernmentsare
theeligibleapplicants.
McKinneyVentoHomeless
AssistanceAct,
reauthorized
January2002
EmergencyShelterGrant
Program
Provideshomelesspersons
withbasicshelterand
essentialsupport.
Canassistwiththeoperational
costsoftheshelterfacility.
Grantsaretoeligible
jurisdictions,includingstates,
territories,andqualified
metropolitancitiesandurban
counties.
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
Statesdefinetheagesfor
adjudicationpurposes.
Currently53fundedprograms
UniversalserviceatOneStopforjobsearchactivities.
Formoreintensiveservices,
includingtraining,older
youthages18-21maybecoenrolledasyouthandadults.
Thenextsection(Youth
ServicePrograms)provides
detailsofeligibility.
1,978comprehensiveOneStopcentersand7,535satellite
offices
*YouthServicePrograms
Ages14-21.
Theformulagrantprogram
servicesaredeterminedby
andcontractedforbythe
WIBs.
Eligibleyoutharelow
incomeandoneormoreof
thefollowing:deficientin
basicliteracyskills;ahigh
schooldropout;homeless;
arunaway;orafosterchild;
pregnantoraparent;an
offender;anindividual
whorequiresadditional
assistancetocomplete
aneducationalprogram,
ortosecureandhold
employment.
Thenumbersvarybyprogram
becauselocalcommunities
makedecisionsabouthow
manyandwhattypeofservices
willbeprovidedthrough
formulagrantfunds
...Continued
DepartmentofJustice
OfficeofJuvenileJusticeandDelinquencyPrevention
JuvenileJustice
andDelinquency
Prevention(JJDP)
Actof1974
(Pub.L.93415,42U.S.C.
5601etseq.)
andsubsequent
amendments
ServicestoAdjudicatedYouth
Grantsprogramfunds
collaborative,communitybaseddelinquencyprevention
efforts.
Providescommunities
withfundingandaguiding
frameworkfordevelopingand
implementingcomprehensive
juveniledelinquency
preventionplans.
DepartmentofLabor
EmploymentandTrainingAdministration
Workforce
InvestmentActof
1998,TitleI
One-StopCenters
Asystemunderwhichentities
responsibleforadministering
separateworkforceinvestment,
educational,andother
humanresourcedevelopment
programscollaboratetocreate
aseamlesssystemofservice
delivery.
Note*formandatedpartners
oftheCenters.
Workforce
InvestmentAct
of1998,TitleI,
Bforformula
grantsandTitle
IVSubtitleD
fornationally
managed
programs.
Thefederalgovernment
managestheYouth
OpportunityPrograms,
Migrant&SeasonalFarm
workerandNativeAmerican
programs.
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
*Residentially-Based
EducationandTraining
Programs
Sameincomeanddeficit
118centersnationwide
eligibilitycriteriaasforYouth
ServiceProgramsbutages
rangefrom14-24andthere
isno
...Continued
Workforce
InvestmentActof
1998,TitleI,C
JobCorpsisafederally
administeredprogramthat
providesacademicand
occupationaltrainingina
residentialsetting.
TheWagnerPeyserActas
amendedby
theWorkforce
InvestmentAct
of1998,TitleIII,
SubtitleA
American
Competitiveness
andWorkforce
ImprovementAct
of1998,H-1B
TechnicalSkills
TrainingGrants
*EmploymentServiceOffices
Haslistingsofavailable
jobsandprovidesarangeof
servicestojobseekersand
employers.Alsoprovides
labormarketinformation
services.
RegionalandLocal
BusinessPartnerships
DesignedtohelptrainU.S.
workersinthehightechnology
skillsthattheindustryneeds
therebyreducingtheneedto
importworkersfromabroad.
SocialSecurity
Act,Section
403a,asadded
bySection5001
oftheBalanced
BudgetActof
1997
*Welfare-to-WorkServices
TradeActof1974,
TitleII,Chapter2
*TradeAdjustmentAssistance
Stategrantstoprovide
communityorwork
experiences,jobcreation,onthe-jobtraining,jobretention
orsupportservices,vocational
educationorjobtrainingfor
amaximumof6months,or
contractedservicesforjob
readiness,jobplacementor
post-employmentservices.
Assistancemayincludereemploymentservices,job
searchallowances,relocation
allowances,fundingfor
training,orreadjustment
allowancesforeligible
workerswhohaveexhausted
unemploymentinsuranceor
whoareintraining.
upperagelimitforan
otherwiseeligibleindividual
withadisability.
TheEmploymentService
providesuniversalservice,
availabletoall.
EmploymentServicesarepart
ofallOne-Stopsbutthereare
additionalofficesineachstate.
Agenotspecified.
Organizationsmustpartner
andapplytotheDepartment
ofLabor.
89grants
Thegrantsareeitherissued
toabusinesspartnership
ortoalocalworkforce
investmentboardand
generallyareaimedat
adults.
Welfarerecipientswhohave
receivedbenefitsforatleast
30monthsorwhoarewithin
12monthsofbecoming
ineligibleforbenefitsdueto
adurationallimit.
189grantstoWorkforce
InvestmentBoardsand
communityorganizationshave
beenissuedinthreeroundsof
competitions.
Workerswhoare
significantlyharmedby
U.S.tradepolicies,i.e.,by
losingtheirjobsorhaving
lesswork.Workersmust
applyforbenefitswithin
12monthsafterbeinglaid
offorwithin6months
aftercompletingapproved
training.
68,568individualswereserved
fromJuly1,2002throughJune
30,2003
AuthorizingAct
TypeOfServices
AgesAndEligibility
NationalNumber
*DisabledVeterans
ReadjustmentBenefits
Disabledveteranswhoare
entitledtocompensationor
werereleasedfromactive
dutyduetoaservice-related
disability;spousesofpersons
whoweretotallydisabledor
diedofaservice-connected
disability;orspousesofany
activedutymemberofthe
ArmedForceswhoismissing
inaction,capturedby
hostileforces,ordetainedby
aforeigngovernmentinthe
lineofduty.
InProgramYear1999,
Youthandyoungadultsages
16-25;eligibilitydependson
sourceoffundingandlocal
decisions.
118Corpsoperateinmultiple
communitiesacross31states
andtheDistrictofColumbia;
Anindividualmustbe
receivingSocialSecurity
DisabilityInsurance(SSDI)
orSupplementalSecurity
Income(SSI)andmust
haveadisabilityforwhich
medicalimprovementis
notexpectedorpossible;
theindividualmustlivein
astatewhereTicketsare
available.
1000
...Continued
UnitedStates
Code,Title38,
Chapter41
Thesebenefitsincludejob
counseling,trainingandjob
placement.
428,687veteransregisteredfor
servicefromthelocalveteran
employmentrepresentatives
stationedatemployment
serviceofficesandOne-Stops;
ofthatnumber,39,986were
disabledveterans
CorporationforNationalandCommunityService
Nationaland
Community
ServiceActof
1990asamended,
42U.S.C.1257112595
ServiceandConservation
Corps
Stateandlocalprograms
thatengageprimarilyyouth
andyoungadultsinfull-time
communityservice,training
andeducationalactivities.
In2002over24,000enrolled
youngpeopleprovidedtheir
communitieswith18.3million
hoursofserviceinyear-round
andsummerprograms
SocialSecurityAdministration
TickettoWork
andWork
Incentives
ImprovementAct
of1999
TrainingforSocialSecurity
DisabilityEligibleIndividuals
Establishesapprovedproviders
calledEmploymentNetworks
(ENs).
ENscanfundvocational
rehabilitation,employment,
orsupportservicestohelpan
individualgotowork.
Theprogramisbeingrolled
outinthreephasesacrossthe
countrywiththelastphase
availableinlate2003.
EmploymentNetworks
recognizedasofOctober2003
Afterusingtheaboveinformationtohelpyouidentifywheretolookfor
potentialresourcesandpartners,youmaywanttousethetwotoolsbelowto
gatherspecificinformationabouttheyouthtransitionserviceprovidersinyour
area.Tool2maybeusedforagenciesandorganizations,whileTool3istobe
usedforemployerorganizationsornetworks.
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:(indicatehowitsupportsthe
system)
Youwillalsofindithelpfultodisseminateinformationaboutfreejobtransition
servicesfundedbytheU.S.DepartmentofLabor,OfficeofDisability
EmploymentPolicy(ODEP)toyourmentors,menteesandmentees’families.
YouwilldefinitelywanttobecomefamiliarwiththeJobAccommodations
NetworkandtheEmployerAssistanceReferralNetwork.Descriptionsofboth
networksandtheservicestheyofferareexcerptedfromtheirbrochuresandare
providedbelow.
Job Accommodations Network (JAN)
Youraccommodationinformationresource
JANisacomprehensiveserviceprovidingaccommodationinformationthatcan
beusedinthehiring,training,retention,andcareeradvancementofpeople
withdisabilities.
Callersmayreceiveanyorallofthefollowing:
• Individualizedinformationforuseintheworkplace,job-trainingenvironment,or
classroom.
• InformationabouttheAmericanswithDisabilitiesActandotherdisability-related
employmentlegislation.
• Serviceandcontactinformationonthousandsofdisabilityserviceorganizations,
facilities,andagencies.
AnyonemaycallJANforinformationaboutjobaccommodationsandthe
employabilityofpeoplewithdisabilities.
Servicesareprovidedfreeofcharge.JAN’sconsultantsaddressquestions
regardingalldisabilities,employmenttypes,andbusinesstraining
environments.JANpreservestheconfidentialityofcommunicationbetween
callerandconsultant.
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.edu
SearchableOnlineAccommodationResource(SOAR):
http://www.jan.wvu.edu/soar
Email:[email protected]
Fax:304-293-5407
Mail:P.O.Box6080,WVU
Morgantown,WV26506
Officehours:Callsareanswered8a.m.to8p.m.EST,Mondaythrough
Thursday,andFridaysfrom8a.m.to7p.m.
Note.FromJobAccommodationsNetwork,byOfficeofDisabilityEmploymentPolicyoftheU.S.
DepartmentofLabor,contract#J-9-M-2-0022.
Employer Assistance Referral Network (EARN)
Afreeserviceforemployers,EARNworkstoconnectemployerswithjob
seekerswhohavedisabilities.EARNconnectsemployersto“linkage”agencies
pre-qualifiedashavingcandidateswhomeettheirjobrequirements,and
itprovidesemployerswithresourcesandsolutionswithinthefullrangeof
disabilityemploymentissues.
Employersconnectwith“linkage”agenciesthathavejob-readycandidates
withdisabilitiesbythefollowingprocess:
• EmployercontactsEARNviatheirtoll-freenumberorwebsitetoenroll.
• EmployerpostsjobannouncementswithEARN.
• EARNstaffconductsresearchtoidentifyagencieswhohavecandidatesmeetingthe
employer’sjobrequirements.
• EARNstaffrefersemployertoagencieswithqualifiedcandidates.
• EARNmaintainstheemployer’sanonymity.Theemployerdecideswhotocontactto
furtherscreencandidatesandstarttheinterviewingprocess.
Employers may contact EARN by calling the toll-free phone
number: 1-866-327-6669, by accessing the website at
http://www.EARNworks.com, or by emailing
[email protected]
Note.FromTheEmployerAssistance&RecruitingNetwork,U.S.DepartmentofLaborOfficeof
DisabilityEmploymentPolicy,managedbyCherryEngineeringSupportServices,Inc.
EncourageemployersinyourareatouseEARN’sservicestohirequalified
personnelwithdisabilities.
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-stylelearningandoneto-onementoringtoteachyouthvaluabletransition-relatedskills.TheYoung
EntrepreneursProjectcollaborateswithschoolsintheBostonPublicSchoolsto
teachbusinessandentrepreneurshipskillstoyouthwithdisabilities.Utilizing
thenationalstandardsoftheConsortiumforEntrepreneurshipEducation,and
amultimodalapproachtolearning,theYoungEntrepreneursProjectensures
thattheyareteachingage-appropriateskillsthatwillbenefityouthasthey
transitionoutofhighschool.Theone-to-onementoringcomponentpairs
youthparticipantswithadultsinthebusinessworldwhocanassistyouthwith
businessplans,collegeapplications,jobapplicationsandprovidework-related
opportunitiessuchasjobshadowing.
Example Two: D.C. Public Charter School Cooperative’s
ApprenticeMentorProjectisagroupmentoringprojectthatmatchescaring
adultswithhighschool“apprentices”withdisabilitiesingrades10-12.
Mentorsareworkingprofessionalswhomeetface-to-facewithapprenticesto
participateinmentoringactivities,includingjob-shadowing,interactiveskillsdevelopmentworkshops;hands-oncommunityserviceprojects;andfield
outingstolocalbusinessesandcommunityorganizations.Viaemailandin
person,mentorsofferapprenticespersonalandacademicsupport,guidance
inthecareerandexplorationprocess,andassistanceinsettinggoalsaimedat
achievingindependenceafterhighschool.
Example Three: VA Business Leadership Network, VA
Commonwealth University Rehabilitation Research & Training
Center, and Richmond Youth Workforce Investment Networks
MentoringMattersisawork-basedmentoringprogramforjuniorandsenior
highschoolstudentsandcollegestudents.Thegoaloftheprogramisto
improveemploymentoutcomesforyouthwithdisabiltiesbymatchingthem
withcareermentorsforjobshadowing,careerexploration,andjobplacement
assistance.
Resource List
Disability Resources
AmericanAssociationofPeoplewithDisabilities
1629KStreetNW,Suite503
Washington,DC20006
202-457-0046(V/TTY)
800-840-8844(TollFreeV/TTY)
http://www.aapd-dc.org
InstituteforCommunityInclusion
UMassBoston
100MorrisseyBlvd.
Boston,Massachusetts02125
Voice:(617)287-4300
Fax:(617)287-4352
TTY:(617)287-4350
www.communityinclusion.org
NationalCenteronSecondaryEducationandTransition
InstituteonCommunityIntegration
UniversityofMinnesota
6PatteeHall
150PillsburyDriveSE
MinneapolisMN55455
[email protected]
612-624-2097(phone)
612-624-9344(fax)
www.ncset.org
NationalCollaborativeonWorkforceandDisabilityforYouth
NCWD/Youth,c/oInstituteforEducationalLeadership
4455ConnecticutAvenueNW,Suite310,Washington,DC20008
Telephone:1-877-871-0744(TollFree)
TTY:877-871-0665(TollFree)
www.ncwd-youth.info
Disability Resources (continued)
NationalCouncilonDisability
1331FStreetNW
Suite850
WashingtonDC20004
Voice:202-272-2004
TTY:202-272-2074
www.ncd.org
NationalOrganizationonDisability
910SixteenthStreet,N.W.,Suite600,Washington,DC20006
Phone:(202)293-5960
Fax:(202)293-7999
TTY:(202)293-5968
www.nod.org
ThePacerCenter
8161NormandaleBlvd.,Minneapolis,Minnesota55437
Voice:(952)838-9000-TTY:(952)838-0190
Toll-freeinGreaterMinnesota:(800)537-2237
Fax:(952)838-0199
www.pacer.org
PresidentGeorgeW.Bush’sNewFreedomInitiative
disabilityinfo.gov
U.S.DepartmentofLabor,OfficeonDisabilityEmploymentPolicy
FrancesPerkinsBuilding
200ConstitutionAvenue,NW
Washington,DC20210
Voice:1-866-633-7365
TTY:1-877-889-5627
Fax:1-202-693-7888
www.dol.gov/odep
YouthtoWorkCoalition
Phone:612-624-5659
www.ncset.org/youthtowork
Evaluation Resources
MentoringCanada
c/oBigBrothersBigSistersofCanada
3228SouthServiceRoad,Suite113E
Burlington,ONL7N3H9
Phone:(800)263-9133
Fax:(905)639-0124
www.mentoringcanada.ca
NationalCollaborativeonWorkforceandDisabilityforYouth
NCWD/Youth|c/oInstituteforEducationalLeadership
4455ConnecticutAvenueNW,Suite310,Washington,DC20008
Telephone:1-877-871-0744(TollFree)
TTY:877-871-0665(TollFree),www.ncwd-youth.info
NationalMentoringCenter
NorthwestRegionalEducationalLaboratory
101S.W.MainStreet,Suite500
Portland,OR97204
Phone:1-800-547-6339x135
www.nwrel.org/mentoring
Mentor/NationalMentoringPartnership
1600DukeStreet,Suite300
Alexandria,VA22314
Phone:703-224-2200
www.mentoring.org
UnitedWayofAmerica
701NorthFairfaxStreet
Alexandra,VA22314
Phone:703-836-7100
http://national.unitedway.org/outcomes/index.cfm
Funding Resources
AssociatedGrantMakers
55CourtStreet,Suite520
Boston,MA02108
Phone:617.426.2606
Fax:617.426.2849
www.agmconnect.org
TheChronicleofPhilanthropy
www.philathropy.com
TheFoundationCenter
79FifthAvenue/16thStreet
NewYork,NY10003
Phone:212-620-4230
www.fdncenter.org
TheGrantsmanshipCenter
P.O.Box17220
LosAngeles,CA90017
Phone:212-482-9860
www.tgci.com
Mentoring Resources
NationalMentoringYouthwithDisabilitiesInitiative
PartnersforYouthwithDisabilities,Inc.
95BerkeleyStreet,Suite109
Boston,MA02116
Phone:617-556-4075
www.pyd.org
America’sPromise:TheAllianceforYouth
909N.WashingtonStreet
Suite400
Alexandria,VA22314-1556
Phone:703-684-4500
www.americaspromise.org
MentoringCanada
c/oBigBrothersBigSistersofCanada
3228SouthServiceRoad,Suite113E
Burlington,ONL7N3H9
Phone:(800)263-9133
Fax:(905)639-0124
www.mentoringcanada.ca
Mentor/NationalMentoringPartnership
1600DukeStreet,Suite300
Alexandria,VA22314
Phone:703-224-2200
www.mentoring.org
NationalMentoringCenter
NorthwestRegionalEducationalLaboratory
101S.W.MainStreet,Suite500
Portland,OR97204
Phone:1-800-547-6339x135
www.nwrel.org/mentoring
TheMentoringGroup
13560MesaDriveGrassValley,CA95949
Phone:530.268.1146
Fax:530.268.3636
www.mentoringgroup.com
Online Mentoring Programs for Youth with Disabilities
PartnersOnline
95BerkeleyStreet,Suite109
Boston,MA02116
Phone:617-556-4075
https://pol.pyd.org
CareerJourneys
OregonHealth&ScienceUniversity’sCenterforSelf-Determination(CSD)
3181SWSamJacksonParkRoad,L106
Portland,Oregon97239
Contact:Jo-AnnSowers,Ph.D.andCloverMow
Phone:503-725-9610
www.careerjourneys.org
ConnectingtoSuccess:MentoringThroughTechnologytoPromoteStudent
Achievement.
NationalCenteronSecondaryEducationandTransition
UniversityofMinnesota
Phone:612-624-2097
http://www.ici.umn.edu/ementoring
DepartmentofDefenseE-MentoringProgramforCollegeStudentswith
Disabilities
WorforceRecruitmentProgramforCollegeStudentswithDisabilities
OfficeoftheDeputySecretaryofDefense(EqualOpportunity)
Contact:DianeLevesque,AdministrativeCoordinator
Phone:703-697-7851
DO-IT:DisabilitiesOpportunitiesInternetworking&Technology
Do-ITPalsProgram
UniversityofWashington
Box355670
Seattle,WA98195-5670
Director:SherylBurgstahler,Ph.D.
Phone:206-543-0622
www.washington.edu/doit
Universal Design Resources
AdaptiveEnvironments
374CongressStreet,Suite301
Boston,MA02210
Phone:617-695-1225(TTY)
www.AdaptiveEnvironments.org
CAST
Anon-profitorganizationthatworkstoexpandlearningopportunitiesforall
individuals,especiallythosewithdisabilities.
http://www.cast.org
WorldWideWebConsortium(W3C)
TheWorldWideWebConsortium(W3C)developsinteroperabletechnologies
(specifications,guidelines,software,andtools)toleadtheWebtoitsfull
potential.W3Cisaforumforinformation,commerce,communication,and
collectiveunderstanding.
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).An
evaluationframeworkforcommunityhealthprograms.Durham,NC:Centerfor
AdvancementofCommunity-BasedPublicHealth.
Barron-McKeagney,T.,Woody,J,&D’Souze,H.(2002).Mentoringat-riskLatino
childrenandtheirparents:Analysisoftheparent-childrelationshipandfamily
strength.FamiliesinSociety,83,285-92.
Bauldry,S.&Hartmann,T.(2004).Thepromiseandchallengeofmentoringhigh-risk
youth:Findingsfromthenationalfaith-basedinitiative.RetrievedJune26,2005
fromhttp://www.ppv.org/ppv/publications/assets/171_publication.pdf
Bennett,D.,Hupert,N.,Tsikalas,K.,Meade,T.,&Honey,M.(1998).Criticalissues
inthedesignandimplementationoftelementoringenvironments.Retrieved
August23,2005,fromhttp://www2.edc.org/CCT/admin/publications/report/
09_1998.pdf
BestBuddiesInternational(2005).Friendshipprograms.RetrievedJune24,2005,
fromhttp://www.bestbuddies.org/volunteer/index.asp
BigBrothersBigSisters(2004).BigBrothersBigSisters:100yearsofyouth
mentoring.RetrievedMay25,2005,fromhttp://www.bbbsa.org/site
CampbellD.,StanleyJ.(1963).ExperimentalandQuasi-ExperimentalDesignsfor
Research.Dallas,TX:HoughtonMifflinCompany.
ComputerTechnologyProgram(2005).RetrievedAugust20,2005,fromhttp://
www.ctpberk.org
DisabilitiesOpportunitiesNetworkingTechnology(2005).DO-ITprogramsand
resources.RetrievedJuly31,2005,fromhttp://www.washington.edu/doit/
Brochures/overview.html
ExperienceCorps(2005).ExperienceCorpsBostoncurrentprograms.Retrieved
June26,2005,fromhttp://www.experiencecorps.org/boston
FourDirectionsElectronicMentoringProject(2005).Aboutelectronicmentoring.
RetrievedJuly31,2005,fromhttp://teachnet.edb.utexas.edu/~mentorproject/
info.html
Grossman,J.B.(1999).Thepractice,quality,andcostofmentoring.InJ.B.Grossman
(Ed.),Contemporaryissuesinmentoring(pp.5-10).NewYork:Public/Private
Ventures.
Hall,M.(1988).Gettingfunded:Acompleteguidetoproposalwriting.Portland:
PortlandStateUniversity.
HarvardMentoringProject:CenterforHealthCommunication(n.d.).TheHarvard
MentoringProject.RetrievedMay26,2005,fromhttp://www.hsph.harvard.edu/
chc/mentoring.html
InstituteonCommunityIntegration(2003).Connectingtosuccess:Mentoring
throughtechnologytopromotestudentachievement.RetrievedJuly31,2005,
fromhtpp://www.ici.umn.edu/search/productsearch.taf
Jaffe,N.(1999).Mentoringin1998:Fourmodelsforthe21stcentury.InJ.B.
Grossman(Ed.)Contemporaryissuesinmentoring.NewYork:Public/Private
Ventures.RetrievedJune24,2005,fromhttp://www.ppv.org
Johnson,A.W.(1999).Sponsor-A-Scholar:Long-termimpactsofayouthmentoring
programonstudentperformance.RetrievedAugust23,2005,from
http://www.cmwf.org
LosAngelesTeamMentoring,Inc.(2005).TheTEAMWORKSprogram.Retrieved
June24,2005,fromhttp://www.latm.org/index1.html
MentoringCanada(2005).Planning,monitoringandevaluationofprogramme
performance:Aresourcebook.RetrievedAugust7,2005,fromhttp://
www.mentoringcanada.ca/DocLibrary/docsearchresults.asp
NationalCancerInstitute(2005).Learningaboutclinicaltrials:Educationalmaterials.
RetrievedAugust8,2005,fromhttp://www.cancer.gov/clinicaltrials/learning/
page3
NationalMentoringCenter(2002).Frequentlyaskedquestions.RetrievedApril1,
2005,fromhttp://www.nwrel.org/mentoring/faq_grants.html
NationalMentoringCenter(2005).Frequentlyaskedquestions:HowdoIgoabout
evaluatingourmentoringprogram?RetrievedAugust7,2005,fromhttp://
www.nwrel.org/mentoring/faq.html
NationalMentoringPartnership(2002).Elementsofeffectivepracticeforementoring.RetrievedAugust23,2005,fromhttp://www.mentoring.org/emc
NationalMentoringPartnership(2005).Designingaresourcedevelopmentplan.
RetrievedApril1,2005,fromhttp:www.mentoring.org/program_staff/raising_
funds/designing_a_resource_pla.php.
NationalMentoringPartnership.(2005).Howcanane-mentoringprogrambe
developed?InStartinganementoringprogram.RetrievedJuly31,2005,from
http://www.mentoring.org/program_staff/ementoring/starting_an_ementoring_pr
gram.php
NationalMentoringPartnership(2005).WhatkindofinformationdoIneedto
includeinmye-mentoringprogramplan?InStartinganementoringprogram
(p.4).RetrievedJuly31,2005,fromhttp://www.mentoring.org/program_staff/
ementoring/starting_an_ementoring_program.php
NationalOrganizationonDisability(2004).2004N.O.D./Harrisstudydocuments
trendsimpacting54millionAmericans.RetrievedMay26,2005,from
http://www.nod.org/index.cfm
North,Sherk&Strother(2002).Startingamentoringprogram:aquickreference
guide.
RetrievedApril20,2005,fromhttp://www.emtorg/userfiles/StartMent.pdf
PartnersforYouthwithDisabilities.(2004).Individualandgroupprogram
summaries:MentorMatch.RetrievedJuly12,2004,fromhttp://www.pyd.org/
mentoring_programs/mentor_match.htm
PartnersOnline(2005).WelcometoPartnersOnline.RetrievedJuly31,2005,from
http://pyd.org/partnersonline
Phillips-Jones,L.(n.d.).Writingamentoringproposal.RetrievedApril1,2005,from
http://www.mentoringgroup.com/html/idea
Powell,C.(1997).America’sPromise:ACrusadeforYouth.RetrievedMay26,2005,
fromhttp://www.americaspromise.org/about/message_america.cfm
Powers,L.,Sowers,J.,&Stevens,T.(1995).Anexploratory,randomizedstudyofthe
impactofmentoringontheself-efficacyandcommunity-basedknowledgeof
adolescentswithseverephysicalchallenges.JournalofRehabilitation,61,3341.
Rhodes,J.(2005).Gaugingtheeffectivenessofyouthmentoring.RetrievedApril
1,2005,fromhttp://www.mentoring.org/program_staff/evaluation/program_
evaluation.php
Sherk,J.(1999).BestPracticesforMentoringPrograms.RetrievedApril1,2005,
fromhttp://www.emtorg/userfiles/BestPractices.pdf
Single,P.B.,&Muller,C.B.(2001).Whenemailandmentoringunite:The
implementationofanationwideelectronicmentoringprogram.InL.Stromei
(Ed.),Implementingsuccessfulcoachingandmentoringprograms(pp.107122).Cambridge,MA:AmericanSocietyforTraining&Development(ASTD).
RetrievedApril4,2004,fromhttp://www.uvm.edu/~pbsingle/
Single,P.B.&Single,R.M.(inpress).E-mentoringandtelementoring:Review
ofresearch.InF.K.Kochan&J.T.Pascarelli(Eds.),TechnologicalAspectsof
Mentoring.Greenwich,CT:InformationAgePress.RetrievedJanuary30,2004,
fromhttp://www.uvm.edu/~pbsingle/pdf/2005Single.pdf
Sipe,C.(1999).Mentoringadolescents:Whathavewelearned?InJ.B.Grossman
(Ed.)Contemporaryissuesinmentoring.NewYork:Public/PrivateVentures.
RetrievedApril1,2005,fromhttp://www.ppv.org
Snowden,R.(2003).PartnersforYouthwithDisabilities.AmericanRehabilitation,3,
36-41.
UnitedWayofAmericaOutcomeMeasurementResourceNetwork(1996).
Measuringprogramoutcomes:Apracticalapproach.RetrievedAugust8,2005,
fromhttp://national.unitedway.org/outcomes/resources/mpo/
U.S.DepartmentofJustice,OfficeofJuvenileJusticeandDelinquencyPrevention
(1998).JuvenileMentoringProgram:1998reporttoCongress.RetrievedApril
1,2005,fromwww.ecs.org/clearinghouse/28/41/2841.htm
U.S.DepartmentofHealthandHumanServices(2005).OfficeforHumanResearch
Protection:Regulations.RetrievedAugust8,2005,fromhttp://www.hhs.gov/
ohrp/humansubjects/guidance/45cfr46.htm
Webster,B.(1999).Sustainingprogramviability:Fund-developmentprinciples
toassureyourmentoringprogram’sfuture.RetrievedApril1,2005,from
http://www.emt.org/publications.html
Wilson,J.(2003).Mentors:pavingthetransitionfromschooltoadulthoodfor
studentswithdisabilities.AmericanRehabilitation,44.
W.K.KelloggFoundation(2004).Logicmodeldevelopmentguide.RetrievedAugust
8,2005,fromhttp://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf
The significance of mentoring:
“Ithasbeensaidthat‘amentoraffectseternity;heorshecannevertellwhere
theirinfluencestops.’
Mentoringtakesonspecialmeaningandspecialchallengeswhenitcomesto
workingwithchildrenwithdisabilities.Oldattitudesaboutdisabilityneedto
besetaside.Thechallengeistohelpthechildwithadisabilityunderstandthat
fact—andtohelpfamily,friendsandthoseinthecommunityrecognizeitaswell.
Theopportunityforamentoristoopentheworldofhealthandlearning,activity
andengagementtoachildwithadisability.Amentorcanhelpchildrenwith
disabilitieslearnthattheirworldofopportunitiesisnomorenarrowthanitisfor
otherchildren.Andthatworldofopportunitiesincludestheopportunitytobe
activeandstayhealthy.
The‘ICanDoIt,YouCanDoIt!’ProgramcreatedbytheOfficeonDisabilityof
theU.S.DepartmentofHealthandHumanServicesisamodelofmentoringfor
childrenwithdisabilitiesthatemphasizesphysicalfitnessforalifetime.Itisbased
ontherecognitionthatdisabilityisnotillnessorinability.Disabilityissimply
anotherwayofliving.Tostayhealthyforalifetime,childrenwithdisabilitiescan
takechargeoftheirhealththroughincreasedphysicalactivities,throughsports,
throughouttheirlifetimes.Wecanpreachthatlesson;wecanteachthatlesson.
However,thewaythatknowledgeisbestimpartedtoachildiswhenamentor
comesintothepicture.Whetheramanorwoman,anadultwithorwithouta
disability,thementorservesasarolemodel,afriend,alistener,andadvisor.
Throughthatrole,thelessonoftheneedforphysicalexerciseandactivitycanbe
taughtreadilyandwell.
Mentoringisacommitment,butit’sacommitmentthathelpsbuildbetter
childhoodsintheshort-term,andinthelongterm,promotesbetter,longer,and
healthierlivesforpeoplewithdisabilities.
AsoneoftheParticipatingOrganizationsworkingcloselywiththeOfficeon
DisabilityintheimplementationofthisInitiative,wecongratulatePartnersfor
YouthwithDisabilitiesfortheiroutstandingrecordasapremierMentoring
Program.”
MargaretJ.Giannini,MD,FAAP
Director,OfficeonDisability
U.S.DepartmentofHealthandHumanServices
September15,2005

Best Practices Guide in Mentoring Youth with Disabilities

Transcription

Similar documents

View the Big Brothers Big Sisters Fact Sheet

Mentoring the Young and the Restless

94546 careerlink 3x10.crtr

bowling challenge - Friends of We Care

Fall 2013 Newsletter - Student, Family and Community Support

The Official Advocate for Personal Investing

The evacuation of people with disabilities from Corpus

WINTER 2016 Newsletter

ALBert e. dotson, Jr. - 100 Black Men of America, Inc.

ΔΑΝΑΗ ΜΠΕΖΑΝΤΑΚΟΥ