A.I.M.
Adolescents in Motion
Mentoring Program
Tameka D. Gaddy, M.Ed.
Intervention Resource Facilitator
General Smallwood Middle School
Indian Head, Maryland
A.I.M.
Overview
• Fourth Year of Implementation
• Focus on academic, behavioral, social
areas
• Core, focus group of students
• Primarily serves students at the
Secondary Prevention Level under the
PBIS 3 Tier Model
Creation of
A.I.M.
•
•
•
•
Check and Connect
New Administration
Graduate School Evaluation Class
Creation of A.I.M. Team
– Check and Connect Coordinator
– School Psychologist
• Creation of Program Components
• Logo Creation
Mission
Statement
– To provide students with the necessary
tools to achieve academic, social, and
personal success through the
commitment of parents, teachers,
mentors, and students in order for the
students to reach their full potential and
become productive members of society
Goals
– To increase academic achievement
– To increase social skill competency
– To increase self-efficacy
Objectives
– To decrease the number of behavioral
referrals obtained by the students by
20% over the course of the school year
– To increase academic achievement
based on quarterly report cards and
interims by 20% over the course of the
school year
Activities
– Mentor/Mentee Meetings
– Workshops
– Fieldtrips
– Guest Speakers
– Fundraisers
– Portfolio Development (mirrors Charles
County High School guidelines)
A.I.M.
• Key Focus Statement
– Together, parents, staff, and mentors
can make a difference in the lives of the
most important part of our
program….our students!
• Slogan
– “Bringing School, Home, & Community A
Little Closer”
Sites
– Core: General Smallwood Middle
School
– Feeder Schools: Indian Head ES,
Mt. Hope/Nanjemoy ES,
and Gale-Bailey ES
– Consultant for other County Programs
Who are the
Students?
• Student Selection
– 3 areas of concern: academic, behavioral,
attendance progress
– Check and Connect Model used as a guide
Check: daily and weekly monitoring following
up with communication with families…….
Connect: communication with families and
students regarding relationships, school
progress, and problem-solving strategies
– SST Referral or Administrative Referral
• Once selected, mentees will complete the Mentee
Orientation and fill out a Mentee Profile Sheet
Who are the
Students?
• Academic: GPA at least a 1.00
• Behavior: Not in imminent danger of
Expulsion
• Attendance: Must be in fair standing
• Per student interview, open to change and
willingness to learn techniques/strategies
in order to become a better student in all
areas
Who are the
Mentors?
•
•
•
•
Community Members
Staff
High School Students
Older Peers
Selection Process
for Mentors
•
•
•
•
•
Application
Reference Check
Interview with the Coordinator and Principal
Fingerprinted
If selected, ALL mentors MUST complete the
Mentor Orientation and fill out a Mentor Profile
Sheet
• In cases of minors who apply to be mentors, a
parent permission slip is necessary
Mentor/Mentee
Sessions
• 45 minutes to 1 hour per week or 3 hours a month
• On school property, during the school day, during
the mentee’s elective period
• Use student data portfolio to review mentee
progress
• Session activities
• Outside of school, it is up to the parent/guardian to
give permission for mentor/mentee outings…this is
discussed during the sign-up period with the parent
and mentor!
workshops
• Peer-to-Peer, Relating to Adults, SelfManagement
• Social Skills
– Conflict Resolution
– Anger Management
– Responsible Behavior
– Etiquette
• Portfolio Development
• Financial Education
• Time Management
• Note Taking
Example Workshop
Activities
• Anger Management Unit
–“Anger Thermometer” Activity
• 4 Volunteers
Data
collection
•
•
•
•
•
•
•
•
Student Report Rankings (Likert Scale)
Student Classroom Checks
Student Interim Reports/Report Cards
Student Feedback Reports
Mentor Feedback Reports
Mentor Log Sheets
Student Data Portfolios
Student Created Portfolios
Relationship
Building
• KEY~KEY~KEY
-Build a good rapport with the students
-Build a good rapport with the parents
-Build a good rapport with the mentors
-Build a good rapport with the community
Relationship
Building
•
•
•
•
•
•
•
•
Be Firm and Fair with the students
Think outside of the box
Student Advocate
Parent Liaison
Face to the community
LISTEN!!!
Make good phone calls
Praise students for success no matter how
small!
• Correct misguided behaviors no matter
how small!
Network of
Support on Campus
• Tri-County Youth Services Bureau
– School Based Therapist
– Selected Students from A.I.M. that meet
TCYSB criteria
• Pupil Personnel Worker (PPW)
• Hiatus Coordinator
• Juvenile Resource Officer
Where to
Start?
•
•
•
•
•
•
•
•
Evaluate the needs of your school
Create a “team”
Name your program
Design your program
Select students
Select mentors
Match up mentee/mentors via Profile Sheets
Set up mentee and mentor orientation dates
– permission slips, set mentor date as the start date
• Meet and Greet
Recap
Monitor the Program -Stage 8
Permission Slips; Match Up Mentees/MentorsStage 6
Create a student list and recruit
mentors
-Stage 4
Create your team
-Stage 2
Stage 7 – Meet &
Greet
Stage 5 – Set up Mentee
Orientation and Mentor Orientation
Stage 3 – Create program components;
Collaborate with District if need be for regulations
Stage 1 – Evaluate the needs of your schools
Chatter Box
Slide
• Questions?