TIPS
Tacoma Inspiring Personal Success
Mentor Handbook 2012-2013
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Contents
Contact Information…………………………………………………………………………. 3
About TIPS……………………………………………………………………………………4-5
TIPS Mentor Job Description………………………………………………………………...6
Activity: Lens Exercise……………………………………………………………………7
Role of a Mentor………………………………………………………………………………8
Do’s and Don’ts of Mentoring………………………………………………………………..9
Reflection……………………………………………………………………………………..10-11
Getting Started………………………………………………………………………………..12-13
TIPS Program Policies and Procedures………………………………………………………14-18
Transportation………………………………………………………………………..14
Evaluation…………………………………………………………………………….14
Recordkeeping………………………………………………………………………..14
Use of Alcohol, Drugs, Tobacco, & Firearms………………………………………..15
Unacceptable Behavior……………………………………………………………….15
Dress Code……………………………………………………………………………16
Conduct of Mentoring………………………………………………………………..16
Communication Policies……………………………………………………………...17
Confidentiality………………………………………………………………………………..18
Mandatory Reporting of Child Abuse and Neglect…………………………………………..19-20
Closure………………………………………………………………………………………..21
About the Tacoma District…………………………………………………………………...22-25
Helpful Links…………………………………………………………………………………26-28
Glossary of Terms …………………………………………………………………………...29-32
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CONTACT INFORMATION
Chris Takla
TCC Retention Project Coordinator
Office: Counseling & Advising Offices Bldg. 7
Desk #: 253-460-3811
Email: ctakla@tacomacc.edu
Note: To meet with me please schedule with me either by phone or email. No drop ins.
Dolores Haugen
Director of K-12 Partnerships and Student Conduct
Office: Student Services Bldg. 7
Desk #: 253-566-6090
Email: dhaugen@tacomacc.edu
D.J. Crisostomo
ETS Educational Advisor, Mt. Tahoma High School
Office #: 253-571-3716
Email: dcrisostomo@mdc-tacoma.org
Shannon Ergun
ESL Instructor at Lincoln High School
Office#: 253-571-6614
Email: SERGUN@Tacoma.K12.Wa.US
Rene Jones
Foss Achievers Program
Office#: 253-571-7324
Deborah Walker
Director of Educational Talent Search (TRiO)
Office: Bldg. F1
Desk #: 253-460-4340
Email: dwalker@tacomacc.edu
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About the TIPS mentoring program
The Tacoma Inspiring Personal Success (TIPS) mentoring program is part of the AmeriCorps
Retention Project, a Washington Campus Compact (WACC) program designed to garner student
interest in college, particularly amongst populations of students at risk of dropping out of school.
There is a great need for college student mentors who can provide critical assistance, including
extra encouragement, academic help, and guidance about which courses college bound students
need to take and how to prepare for and apply to college. The TIPS mentoring program gives
TCC students the opportunity to serve as mentors to first-generation college bound students in
our local middle and high schools.
The TIPS mentoring program is centered on providing academic based mentoring for students.
Not only will TIPS mentors help students raise their grades, but also improve the youth’s attitude
and increase their self-confidence and pride in achievement. This mentoring program is designed
to increase the likelihood that participating high school and middle school students will pursue
higher education, and that participating college students will feel more connected to TCC and
community, and will be more likely to successfully complete their postsecondary degrees.
The TIPS Mentor position is a volunteer opportunity. TIPS Mentors may have the opportunity
receive some type of funding for joining the program in the future. The TCC Retention Project
Coordinator will let TIPS mentors know of this type of information.
The TIPS 2.0 Mentor position is a Work Study opportunity. TIPS 2.0 Mentors must qualify for
work study in order to be eligible for the peer-to-peer program.
I get a lot of satisfaction when one of the students I mentor tells me that their grades improved
because of our work together. I think it’s great that we can provide the opportunity for that kind
of experience for our mentors as well. I also find really satisfying to see the relationships
develop between the students and their mentors.
~ University of Washington Tacoma mentoring program participant
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MISSION: The TIPS mentoring program at Tacoma Community College is committed to
improving the retention and academic advancement of middle and high school students in the
Tacoma area by providing them college student mentors that are dedicated to supporting and
guiding these students so that they can successfully enter and complete their college education.
GOALS:
 Improve and/or maintain the academic success of first time college, and college bound,
students
 Build stronger relationships between TCC students, middle and high school students, and
the Tacoma community
 Bring awareness to community colleges’ efforts in strengthening the pipeline to higher
education
STUDENTS WE SERVE
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Students participating in the ETS program at Jason Lee Middle School
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Students enrolled in Shannon Ergun’s ELL class at Lincoln High School
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Students participating in the ETS program at Mt. Tahoma High School
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Students participating in the Achievers Program at Foss High School
HOW IT WORKS
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TIPS mentors will meet with their mentees after school (from 230pm to 4pm) at their
designated campus site throughout the quarter for mentoring sessions.
o You have the option to meet once or twice a week with your mentee.
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You are officially considered a TIPS mentor after three visits with your mentee.
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Provide mentees with guidance and support in areas including:
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Academic assistance
College entrance exams
College application and essays
Financial aid planning
Facilitate a Career Cursing workshop for 8th Graders
Participate together in various community events and activities occurring throughout the
academic quarter.
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TIPS Mentor Job Description
Objective: To act as a guide, role model, coach, and advocate to help motivate and guide local
middle/ high school, and college student mentees, as they navigate through their school years and
the path to college. TIPS mentors will challenge student mentees to improve their performance,
and help them succeed in their schoolwork, and ultimately, function more effectively in their
lives both inside and outside school.
Qualifications:
Mentors should be…
 Friendly and caring
 Dependable and flexible
 Patient and understanding
 Enthusiastic and encouraging
Mentors should…
 Have a genuine commitment and interest in mentoring first time college, or college
bound students.
 Be interested in assisting students in various academic subjects, specifically Math and
Science.
 Have experience working with effectively with people of diverse backgrounds,
experiences, and opinions.
 Have the ability to work independently and collaboratively as a team, and be flexible
with position responsibilities.
Responsibilities
 Participate in mandatory TIPS orientation and trainings.
 Schedule and attend regular mentor sessions with mentee(s).
o Commit to 30 hours a quarter
 Model positive behaviors (i.e., consistency, integrity, punctuality, work ethic,
compassion, and open-mindedness).
 Help mentee problem solve to overcome obstacles/challenges.
 Be (or become) familiar with the college admissions and financial aid process and assist
students in completion of forms and applications.
 Discuss career and educational goals with the student.
 Assist students in preparing for college and for life beyond high school.
 Complete the Washington Campus Compact Civic Engagement Survey at the
culmination of the mentoring relationship.
 Maintain and submit accurate records of time spent mentoring.
 Maintain regular communication with the TCC Retention Project Coordinator.
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Activity: Lens Exercise
(Adapted from the UW Pipeline Tutoring Handbook)
All the things that make up who we are and how we view situations can be referred to as our
‘lens’. Our lens is made up of values we hold, our culture and background, and life experiences.
Life experiences include both things that we choose to do and things that we do not have any
choice about or control over.
Things that make up our Lens include:
History/ Ancestral Heritage
Neighborhood grew up in
Family
Neighborhood live in now
Religion
Gender/Sex
Age
Sexual Orientation
Profession
Values
Economic Class
Culture/Cultural Traditions
Language
Physical Abilities
Ethnicity
Education
 Public/Private/Home School
 Rural/Urban/Suburban Schooling
 Family values regarding education and higher education
 Demographics of own k-12 schooling environments
Use the space below to create your ‘lens’. Think about the things that make up who you are. Use
the above list of characteristics as a guide. This exercise will allow you to write down and reflect
on your culture and history, the givens of who you are, the things you grew up with (some that
may have been in your control and others that you had no choice about), and your values.
MY LENS
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Role of a Mentor
A mentor has many roles in the life of a young person:
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Teacher: to teach the skills and knowledge required to perform successfully
Guide: to help navigate through the college choice process
Counselor: to establish an open and compassionate relationship
Motivator: to generate motivation in the mentee
Mentor: mentoring involves feedback
Advisor: to aid in the development of educational interests and career goals
Role Model: to serve as a living example of the values, ethics, and behavior of a
successful college student
Benefits to being a mentor:
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Improving your own academic performance
Clarifying your career goals
Enhancing your professional and personal development
Gaining satisfaction in sharing your expertise with others
Helping youth reach their educational potential
Gaining insights from your mentee’s background and history
Networking opportunities with peers, faculty, staff, and others
Building a sense of community
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The Do’s and Don’ts of Mentoring
The Do’s:
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Start early, and meet often
Maintain constant contact
Be a friend
Have realistic goals and expectations
Have fun together
Be positive and supportive
Be available and reliable
Be consistent and predictable
Ask questions to clarify
Listen respectfully
Respect the trust your mentee places in you
Remember that your relationship is with the youth - not the youth’s parent
Remember that you are responsible for building the relationship
Have an open mind
Provide constructive criticism
Maintain boundaries
Be knowledgeable about resources and provide referrals.
The Don’ts:
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Act like a parent
Try to be an authority figure
Preach about values
Skip your meetings
Give up on them – keep trying to get in touch
Give advice – instead, make suggestions
Become a crutch
Trivialize, dismiss, or minimize
Patronize, or make light of an obstacle
Be distant or unapproachable
Expect perfection: from your mentee or yourself
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Reflection
(Source: NW Service Academy, Portland, OR)
Why Reflect? We do not learn from doing, we learn from thinking about what we do. Research
shows that reflection has some positive impact on the attitudes of the volunteers regarding
service. However, the lack of reflection has a STRONG NEGATIVE impact on the volunteers’
attitudes about service and the service activity.
Reflection is a crucial part of community service, which allows volunteers to look back on, think
critically about, and learn from their service experience. Reflection may include acknowledging
and/or sharing of reactions, feelings, observations, and ideas about anything regarding the
activity. Reflection can happen through writing, speaking, listening, reading, drawing and any
other way you can imagine. We encourage you to take the time to reflect on your mentoring
experience whether it be through journaling on your own or processing your experiences with a
friend or through any other method that works for you.
Benefits of Reflection
 Gives meaning to the experience
 Can help volunteers understand the limitations and opportunities of the service site or
community.
 Relieves tension and provides re-energizing and renewal
 Integration of service into the rest of one’s life- developing a “spirit” of service and civicmindedness.
 Improved service- as volunteers examine the effects of their behavior, they discover ways to
improve the quality and quantity of their service.
 Fosters life-long learning skills – develops an ability to learn from positive and negative
experiences.
 “Reality Check” – guards against reinforcing inaccurate perceptions/biases
 Personal problem solving increases personal empowerment and confidence
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Encourages volunteers to do higher level thinking as they look for root causes of complex
issues.
What? So What? Now What? This is a well-used and successful model to assist you in your
reflection process. Although you can derive learning from each question, focusing on all three
will provide broader insights and make the most of your learning experience.
1. What? (Reporting what happened, objectively). Without judgment or interpretation,
describe in detail the facts and event(s) of the service experience.
Questions include:
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What happened? What did you observe? What issue is being addressed or population is
being served? What were the results of the project? What events or “critical incidents”
occurred? What was of particular notice? How did you feel about that?
2. So What? (What did you learn? What difference did the event make?) Discuss your
feelings, ideas, and analysis of the service experience.
Questions include: Did you learn a new skill or clarify an interest? What feelings or
thoughts seem most strong today? How is your experience different from what you
expected? What struck you about that? How was that significant? What impacts the way
you view the situation/experience? (What lens are you viewing from?) What did you
like/dislike about the experience? Did the “service” empower the recipient to become
more self-sufficient? What did you learn about the people/community that you served?
3. Now What? (How will you think or act in the future as a result of this experience?)
Consider broader implication of the service experience and apply learning.
Questions include: What learning occurred for you in this experience? How can you
apply this learning? What would you like to learn more about, related to this project or
issue?
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Getting Started
(Adapted from the UW Pipeline Handbook)
1. Contact Site Supervisor. After completing the TIPS orientation you should contact the site
you have chosen. Emailing is usually preferred. Introduce yourself as a TIPS mentor and
state you would like to mentor at their school. In your initial email, be specific about the type
of mentoring situation you are looking for. Make sure to be specific so that they can find
the best fit for you. For example, specify:
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Subject preferences
Your time availability
After contacting the site supervisor, please contact TCC Retention Project Coordinator letting
them know your start date.
2. ‘Like’ our Facebook page.
Get updates and etc. on the TIPS Mentoring Program at TCC Facebook page!
3. Know your student. Spend some time in the beginning getting to know your student. Use
your favorite “icebreaker” or discuss school, television, games, toys, food, music, etc. As you
learn about your student’s background, interests, likes and dislikes, find ways to connect
them to school assignments. Show respect for your student’s culture, family members and
living situation, no matter what the conditions are. Create opportunities for the student to
express opinions or ideas.
4. Let the student know who you are. If you feel a bit shy or awkward about meeting your
student for the first time, that’s okay, it’s normal. Be open and tell your student why you
became a mentor. Let him/her know that you are committed to helping youth succeed. Share
something about yourself such as your culture, family life, and interests.
5. Let go of assumptions. We bring prejudice and bias to every relationship. Be aware of how
you judge “at-risk”, “low-income”, “ethnic” or “low achiever”. As much as possible let your
assumptions go. Let kids be who they are, be supportive and treat students as unique
individuals.
6. Set high expectations. It is important to hold high expectations for all students, regardless of
your preconceptions about their culture or backgrounds (i.e. children of illiterate parents
can’t learn as well because no one reads to them at home). Research shows that teacher/tutor
expectations are a great predictor of student success.
7. Be a good listener. Use eye-to-eye contact and sit side by side when working together. Ask
questions and learn about your student’s thinking and problem solving techniques. Allow
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enough “wait time” for your student to think through questions instead of continuously
asking questions.
8. Be honest. If you are unsure of an answer, admit it and work it out together –modeling that it
is okay to make a mistake and not always be right.
9. Give positive reinforcement. Give specific praise and provide positive feedback often.
Within the first five minutes of each tutoring session, always pay our student at least one
compliment!
10. Be a positive role model. Know that you are being watch closely, even when your student
does not appear to be paying attention. Let your student see you working hard –maintaining
focus on the task at hand, being cooperative with others, listening without interrupting,
making mistakes and using a variety of methods to work through problems.
11. Be patient. Patience is crucial when developing a relationship, helping with the student’s
academic progress, and when working in a new environment.
12. Rely on your sense of humor. Tutoring should be a fund and engaging experience. Don’t be
afraid to laugh and see the humor in a situation.
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TIPS Program Policies and Procedures
1. Transportation
It is the policy of the TIPS mentoring program that mentors and mentees meet at the selected
school site (Mt. Tahoma, Lincoln, or Jason Lee). If this is not possible, the mentor should
contact the TCC Retention Project Coordinator to discuss an appropriate alternative. Mentoring
pairs may participate in other activities sponsored and planned by TIPS or TRiO Talent Search.
The following are guidelines for any mentor/mentee interactions:
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Mentors cannot transport mentees in their own vehicles at any time.
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Mentors will meet their mentees at their designated school sites or at a
TIPS or TRiO Talent Search sanctioned event unless otherwise approved by the TCC
Retention Project Coordinator and parents. Following such approval, any other meetings
must take place in a public place such as a public library or coffee shop, or at a public
event.
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Mentors must confirm with parents prior to every meeting the date and
duration of each mentoring activity that will take place with the mentee, and such
approval must be kept on file with the TCC Retention Project Coordinator.
2. Evaluation
Evaluation will be a key component in measuring the success of this program, and for making
continuous improvements in the effectiveness and delivery of mentoring services.
Evaluation data collected will include:
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Regular meetings between mentors and the TCC Retention Project Coordinator
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Collection of the mentor and mentee exit survey at the conclusion of the school year
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Collection of Mentor Report Logs each month
3. Recordkeeping
All TIPS mentors are required to track their mentoring hours. After orientation, the TCC
Retention Project Coordinator will send each TIPS mentors web links for you to save in your
email and/or favorites. Before and after each mentor session, TIPS mentor must log in and log
out their hours.
Failure to keep track of your hours will prevent you from being qualified for the TIPS
Mentoring Program scholarship as well as recognition of your volunteer efforts during the
quarter.
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4. Use of Alcohol, Drugs, Tobacco, and Firearms
It is the policy of the TIPS mentoring program to prohibit and discourage the use of drugs,
alcohol, tobacco and firearms. Mentees and mentors are prohibited from using any of those
substances while engaged in the mentoring relationship. Any violation of this policy will result
in the immediate suspension and/or termination of the mentoring relationship. In addition,
violations of this policy may result in notification being given to legal authorities that may result
in arrest or legal action, and may be punishable by fine and/or imprisonment. Any suspected
violations should be reported to the Retention Project Coordinator at TCC, or the Director of the
Talent Search Program.
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No mentor or mentee will possess or consume beer, wine, or other alcoholic
beverages while actively engaged, or within 24 hours prior to actively engaging in
mentoring, nor shall any participant endorse the use of alcohol at any time.
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No mentor or mentee will manufacture, possess, distribute, or use any illegal
substance while engaged in mentoring or otherwise.
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No mentor or mentee will use tobacco while engaged in mentoring activities. The
use of tobacco includes but is not limited to cigarettes, cigars, pipes, chewing
tobacco, snuff, or other substances that contain tobacco.
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No mentor or mentee will use or possess firearms, firecrackers, explosives, toxic or
dangerous chemicals, or other lethal weapons, equipment, or material while
participating in mentoring activities.
5. Unacceptable Behavior
It is the policy of the TIPS mentoring program that unacceptable behaviors will not be tolerated
on the part of mentors or mentees while participating in the program. Any unacceptable
behavior will result in disciplinary action including suspension or termination from participation
in the mentoring program.
A number of behaviors are incompatible with the program including:
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Unwelcome physical contact, such as inappropriate touching, patting, pinching,
punching, and physical assault.
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Unwelcome physical, verbal, visual, or behavioral mannerisms or conduct that
denigrates, or shows hostility or aversion towards any individual.
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Demeaning or exploitive behavior of either a sexual or nonsexual nature, including
threats of such behavior.
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Display of demeaning, suggestive, or any pornographic material.
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Sexual abuse or neglect
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Denigration, public or private, of any mentee parent/guardian or family member
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Denigration, public or private, of political or religious institutions or their leaders
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Intentional violation of any local, state, or federal law
6. Dress Code
TIPS program mentors must dress appropriately while engaged in mentoring activities. Mentors
can wear casual clothes as long as they are appropriate to an educational setting with minors.
Inappropriate dress includes:
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Anything that espouses discrimination or violence of any kind
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Anything that is sexually suggestive
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Anything that espouses drugs, alcohol, tobacco, or firearms
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No hats
Any questions or clarifications should be brought to the TCC Retention Project Coordinator.
7. Conduct of Mentoring
Mentors must adhere to the following guidelines when mentoring:
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If at the end of the formal TIPS mentoring program period, the mentor and mentee
choose to remain in a mentoring relationship; such relationship becomes the sole
responsibility of the mentor and/or mentee.
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Honor commitments made. If meetings are cancelled or postponed, adequate warning
must be given and any postponed meetings rebooked promptly.
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Information shared in mentoring meetings is subject to confidentiality guidelines.
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Either party has the right to withdraw from the mentoring relationship if after genuinely
trying the relationship is not satisfactory.
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Respect diversity and individual differences. Communication should be clear and
concise. Be consistent, respectful and reliable.
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No cell phone use during mentoring sessions.
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8. Communication policies
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Mentors are to communicate with their mentee via email only. Messages may only
contain text; photos of any sort are not permitted. It is the policy of the TIPS mentoring
program that mentors not “friend” or add youth mentees directly to their social networks
or communicate with mentees using such social networks, to include but not be limited to
services like Facebook, MySpace, Bebo, hi5 and Twitter. Mentors should keep
communication professional and age-appropriate at all times, and should assume that any
and all communications with mentees will be monitored by parents, teachers and/or law
enforcement. Mentors should also be aware that certain components of social networks
may be considered public information, and should conduct themselves appropriately on
such sites even though mentees may not be directly “friended”.
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Mentors are encouraged to communicate with other members of the TIPS team (including
other mentors and the TCC Retention Project Coordinator) to share ideas and
experiences, and may use any and all communication forms to communicate with each
other if desired (including social networks). All communication between TIPS team
members should be professional and respectful at all times. No mentor is obligated to
provide contact information to another mentor if he or she does not wish to do so. Please
respect the privacy and space of your fellow mentors.
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The TCC Retention Project Coordinator may choose to share a cell phone number or
other personal contact information to facilitate communication or to be used in the event
of an emergency. This information should be used for professional purposes only and
should not be shared with anyone else, either inside or outside of the program, without
direct consent of the TCC Retention Project Coordinator. Similarly, the TCC Retention
Project Coordinator will not share your personal contact information with anyone else
without your prior approval.
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In the event of a pre-existing relationship (i.e., a mentor was already friends with a
mentee’s family prior to becoming a TIPS mentor), exceptions may be granted to certain
rules above. Approval for all such exceptions must be granted in writing by the TIPS
mentor.
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Confidentiality
All TIPS program staff and mentors must protect the confidentiality of program participants and
their families. With the exception of the limitations listed below, program staff will only share
information about mentors, mentees and their families with other TIPS and TRIO staff, and
select Washington Campus Compact and AmeriCorps staff as necessary. In addition, mentors
are required to keep all information about their mentee and his/her family confidential. Student
records are collected for program purposes, and are considered the property of TRIO.
Limits of Confidentiality
Information from mentor and mentee records may be shared with individuals or organizations as
specified below under the following conditions:
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Information may be gathered about program participants and shared with other
participants, individuals, or organizations only upon receipt of signed release forms from
mentors, mentees, and their parents/guardians.
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Identifying information (including names, photographs, videos, etc.) of program
participants may be used in agency publications or promotional materials only upon
written consent of the mentor, mentee, and his/her parent/guardian.
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Information may only be provided to law enforcement officials or the courts pursuant to a
valid and enforceable subpoena.
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Information may be provided to legal counsel in the event of litigation or potential
litigation involving the agency. Such information is considered privileged information,
and its confidentiality is protected by law.
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Program staff and volunteers are considered mandatory reporters (see next page) and as
such must disclose information indicating that a mentor or mentee may be dangerous to
or intends to harm him or herself or others.
Safekeeping of Confidential Records
The TCC Retention Project Coordinator is considered the custodian of confidential records
pertaining to program mentors. The Program Director of TRIO is the custodian of confidential
records pertaining to mentees. It is this person’s responsibility to supervise the management of
confidential information in order to ensure safekeeping, accountability and compliance with
program policies.
Violation of Confidentiality
A known violation of the confidentiality policy by program staff or volunteers may result in a
written warning or disciplinary action such as suspension or termination from the program.
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Mandatory Reporting of Child Abuse and Neglect
All staff, mentors, and other representatives of the TIPS mentoring program must be trained on
mandatory child abuse and neglect reporting before working with youth participants. All staff
and volunteers must report any suspected child abuse and/or neglect of program participants
immediately. All such suspected reports must be made to appropriate state and/or local
authorities.
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Abuse or neglect means the injury or maltreatment of a child by any person under
circumstances that indicate that the child’s health, welfare, and safety are harmed.
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Negligent treatment or maltreatment means an act or omission that evidences a serious
disregard of consequences of such magnitude as to constitute a clear and present danger
to the child’s health, welfare, and safety.
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These definitions shall not be construed to authorize interference with child-raising
practices, including reasonable parental discipline, which are not injurious to the child's
health, welfare, and safety.
Mandatory Reporting Procedures
All staff, program representatives, and volunteers must adhere to the following mandatory
reporting procedures:
Suspected Child Abuse or Neglect
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All suspected incidents of child abuse or neglect, recent or otherwise, must be reported to
the TCC Retention Project Coordinator immediately. The TCC Retention Project
Coordinator will then report the incident to the Educational TRIO Program Director
immediately, on the same day if possible.
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The Program Director must fill out the Child Abuse and Neglect Report form, detailing
critical information about the alleged incident of abuse or neglect. Once completed and
reported, this form will be kept in the mentee’s file folder.
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The Program Director must then file a report with the state Department of Children and
Family Services (DCFS) within 24 hours per state statute.
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If knowledge of the suspected abuse or neglect occurs during non-business hours, the
mentor must contact the TCC Retention Project Coordinator on his/her emergency
contact number. If unable to reach the TCC Retention Project Coordinator, he/she must
attempt to contact another staff member. In all cases, he or she must file a report with the
TCC Retention Project Coordinator by noon on the next business day.
In some cases, the DCFS may require the mentor to be interviewed or make contact with
them directly. In such cases, the ETS Program Director will accompany the mentor as
allowed by DCFS.
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Suspected Child Abuse or Neglect by Program Staff or Volunteers
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The same procedures outlined above will be followed for any suspected child abuse and
neglect by any staff person, program representative, or volunteer.
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In addition, the alleged abuser will be investigated by the ETS program executive staff.
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During such an investigation, the alleged abuser will be immediately restricted from
contact with the youth, placed on employment probation, suspended, or terminated from
participation in the program.
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Closure
All mentors and mentees must participate in closure procedures when the mentoring
relationship ends. These procedures are described below. Closure is defined as the ending of a
formal mentoring relationship regardless of the circumstances of the ending or whether they
intend to have future contact informally beyond the program duration. While no party is
expected to continue the relationship beyond the formal end of the program, mentoring may
continue beyond the contract period on an informal basis. The TCC Retention Project
Coordinator will contact mentors prior to the end of the quarter about closure procedures.
Future contact will be at the mutual and informal agreement of the mentor, mentee, and his/her
parent or guardian. If future contact is indeed agreed upon, neither the TCC Retention Project
Coordinator nor TRIO Talent Search will be responsible for monitoring or supporting the
relationship after it has formally ended. All parties will be informed that the formal mentoring
relationship has ended and that the Diversity Resource Center and the Educational Talent Search
program will not be liable for any incidences that occur after the match has closed.
Closure Procedures

The mentoring relationship formally ends at the end of the academic year, unless there
are extenuating circumstances that require the relationship to end at an earlier date.

At the end of the mentoring relationship, whenever that may be, the TCC Retention
Project Coordinator will fill out a Closure Summary Form, and guide all participants
through the closure process.

Closure policies will be communicated to mentors and mentees. Both parties will
complete an exit survey and program evaluation, which will be turned in to the TCC
Retention Project Coordinator
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About the Tacoma School District
District Fact


Student count 28,711
Minority enrollment
American Indian or
Alaska Native 399 1.3%
Asian 2,871 9.9%
Hawaiian or
Pacific Islander 528 1.8%
Black or
African American 5,049 17.6%
Hispanic or
Latino 3,999 13.9%
Multi Racial 2,313 8.1%


Free or reduced-price meals 17,542 61.1%
Special education 3,548 12.4%






Transitional bilingual 2,181
7.6%
District schools
Elementary schools 37
Middle schools 9
Comprehensive high schools 5
Alternative learning sites 14
Total number of employees 3,597
Teachers 2,033
Beginning salary $38,699
Average salary $62,131
Estimated per pupil cost $12,690
Operating budget $339,707,133
2010-11 funding sources
State 58.1%
Local taxes 24.0%
Federal 14.9%
Local non-taxes 1.9%
Other 1.1%
Facts provided by:
http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=188&reportLevel=District&orgLinkId=188&yrs=201011&year=2010-11
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Helpful Links
MENTORING
 Mentoring Initiatives: Website offers suggestions for mentor/mentee activities.
o http://community.dadeschools.net/Mentor%20activities.htm
TUTORING
 Tutoring and Out-of-School Time Strategies, Training and Program Development:
Provides training and technical assistance to tutoring and out-of-school time programs.
o http://educationnorthwest.org/service/586
 Improving Mathematics Instruction for English Language Learners: Offers
professional development that helps teachers incorporate research-based instructional
strategies for English language learners (ELL) into mathematics instruction.
o http://educationnorthwest.org/service/643
 Writing help
o http://owl.english.purdue.edu/
HIGHER EDUCATION
 College Preparedness
http://www.knowhow2go.org/ - Offers tips for students with college aspirations
http://www.hecb.wa.gov/PreparingForCollege/AdmissionsAndTransfer - Explains the college
admissions process as well as college transfer process
http://www.gearup.wa.gov/ - This website offers a range of resources, from tips and advice to
easy access to forms, worksheets and guides
www.firstinthefamily.org – Intended for 1st generation students. Provides information from
various students from across the country about what helped them make the difficult transition to
college and stay on to graduate
www.triomdc.org- Gives detailed information on students apart of the TRiO- Educational Talent
Search program at the schools you are mentoring at.
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www.collegebaord.com- Offers information about the SAT college entrance exam (i.e., test, test
dates, and registration deadlines)
www.actstudent.org- Offers information about the ACT college entrance exam (i.e., test, test
dates, and registration deadlines)
 On-line Scholarship Resources
FastWeb.com- Customized college scholarship searches, detailed profiles on many colleges
The WashBoardh.org- A scholarship tool specifically designed for students in Washington
State
Collegeboard.com- Scholarship search to help locate scholarships, internships, grants, and loans
that match your education level, talents and background
Scholarships.com- An easy-to-use scholarship search
Unusual Scholarships (www.finaid.org/scholarships/unusual.phtml) – A compilation of
interesting, esoteric and unusual scholarships such as the Left-handed Scholarship, skateboarders
with at least a 2.5 GPA, scholarships for twins, Tall people, little people, obese people, students
with creative minds, surfers, etc.
ScholarshipsJunkies.com – Advice from former national scholarship recipients on how to
compile competitive scholarship applications.
Finaid.com- Easy to use scholarship search, offers general information about types of aid
available to students and tips on how to apply.
Palmerscholars.org – Focused on helping minority students from Pierce County who desire, but
are financially limited, to obtain a post-high school education.
COMMUNITY RESOURCES
Alliance for Youth for Pierce County: http://www.aypc.org/
REACH (Resource for Education and Career Help) - http://reachtacoma.org/
Tacoma 360- http://www.tacoma360.org/
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SCHOOL WEBSITES

Jason Lee Middle School
o http://www.tacoma.k12.wa.us/sites/schools/jasonlee/Pages/Default.aspx

Lincoln High School
o http://www0.tacoma.k12.wa.us/schools/hsx/lincoln/

Mt. Tahoma High School
o
http://www0.tacoma.k12.wa.us/schools/hsx/mount_tahoma/
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Glossary of Terms
ACT and SAT - These letters are acronyms for the American College Test and the Scholastic
Aptitude Test. Both tests are designed to measure a student’s level of knowledge in basic areas
such as math, science, English and social studies. Colleges may require the results of either the
ACT or SAT before granting admission.
AmeriCorps – The national service program made possible by the National and Community
Service Act of 1990. Grants are made to a wide variety of non-profit organizations, local, state
and federal agencies, Indian tribes, institutions of higher education, local schools and police
districts to support programs in the areas of human needs, education, environment, public safety,
and homeland security. The Retention Project is an AmeriCorps program.
Associate Degree - The Associate Degree is granted upon completion of a program of at least
two, but less than four years of college work. Associate of Arts and Associate of Science degrees
are conferred upon students who successfully complete programs designed for transfer to a
senior college. The Associate Degree requires completion of a minimum of 60 credit hours,
exclusive of physical education activity courses or military science courses, with a cumulative
GPA of 2.0 (a "C" average).
Bachelor's Degree - This is the undergraduate degree offered by four-year colleges and
universities. The minimum credit hour requirement for a Bachelor's Degree is 120 hours.
Campus Compact – A national coalition of more than 900 college and university presidents
committed to the civic purposes of higher education.
Credit Hours - Courses taken in college are generally measured in terms of credit hours. To
earn one credit hour, a student must attend a class for one classroom hour (usually 50 minutes)
per week for the whole semester (usually 16 weeks). Classes are offered in 1 - 5 credit hour
increments, and sometimes larger amounts.
EFC (Expected Family Contribution) – The amount a family is expected to pay towards
college costs, as determined by the FAFSA process. This amount can be found on your Student
Aid Report. Your college may modify your EFC based on special circumstances or more current
information.
ETS (Educational Talent Search) – TRIO Educational Talent Search (TRIO) is an early
intervention college preparation program that assists students in grades 6 through 12 to
understand their educational opportunities and potential. The mission of TRIO is to encourage
students to successfully complete middle school and high school and to gain admission to a postsecondary school of their choice. TRIO is a partnership between the Metropolitan Development
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Council, the University of Washington-Tacoma, and the Tacoma School District. (from
http://www.triomdc.org/ )
FAFSA (Free Application for Federal Student Aid) - The almost universal application for
financial aid, including loans, grants, college work-study and other federal and state programs. It
is often required before a student can be considered for scholarship.
Financial Aid - Aid is made available from grants, scholarships, loans, and part-time
employment from federal, state, institutional, and private sources. Awards from these programs
may be combined in an "award package" to meet the cost of education. The types and amounts of
aid awarded are determined by financial need, available funds, student classification, academic
performance, and sometimes the timeliness of application.
First Generation College Student – A student who is the first person in his or her family to
attend or graduate from college.
Grant – A form of financial aid based on financial need that does not have to be repaid.
Pell Grant – Generally awarded to undergraduate students who have not earned a
bachelor’s degree. Amount of grant determined by FAFSA information.
Supplementary Educational Opportunity Grants (SEOG) – For
undergraduates with exceptional financial need (low EFC, with priority for students
receiving Pell Grants). Award based on availability of funds from the federal
government at each school.
Washington State Need Grant – For low-income or disadvantaged Washington
residents enrolled at least half-time as undergraduates at the state’s public or private, 2 or
4 year colleges. Students are automatically considered when the FAFSA is submitted to
the college. Additional funds may be awarded for dependent care.
Loan – Financial aid which must be repaid. See subsidized or unsubsidized.
Stafford Loan – Funds are lent to the student, who must be enrolled at least halftime, either by the federal government, or a private lender. The interest rate is variable,
but will never exceed 8.25%.
PLUS Loans for Parents – Parents or step parents may borrow (unsubsidized) up
to the total cost of the student’s undergraduate education, minus any other aid the student
may receive. The interest rate is variable, but will not exceed 9%.
Perkins Loan – Very low-interest loans for undergraduate and graduate students
with exceptional financial need. Funds are available through the college.
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Mentor – In our program, a mentor acts as a role model, offering a younger person the
friendship and guidance of a caring adult. Mentors provide youth with examples of life
experiences that can show younger people what to aspire to. Mentors support and enable a
young person to become whomever and whatever they choose.
Metropolitan Development Council (MDC) - The Metropolitan development Council (MDC)
is a non-profit Community Action Partnership. It was founded in 1964 with a mission to develop
innovative programs that promote self-sufficiency and remove individuals and families from
poverty. MDC offers services in over 40 programs through Education, Family Services, Drug
and Alcohol Treatment, Housing, Homeless Services, Economic and Career Development and
Prevention. MDC is the parent organization for TRiO/ETS at Lincoln and Mt. Tahoma High
Schools.
Petition - A petition is both the process and the form a student fills out to request consideration
of special circumstances. For example, if a student is denied admission, they may petition for
admission based on extenuating circumstances.
Registrar - The registrar is responsible for the maintenance of all academic records.
The Retention Project – An AmeriCorps program that utilizes service-learning as a strategy to
improve the retention of first-generation college students and the academic advancement of
disadvantaged high school students. TIPS mentoring program is a Retention Project program
from Washington Campus Compact.
Mentee – The term we will use to refer to high school students receiving mentoring and tutoring
from STEPS mentors.
Scholarship – A form of financial aid that does not have to be repaid. Available from many
sources including community groups, colleges and private corporations. Awarded based on a
variety of criteria including scholastic achievement, special talents, college majors, and financial
need.
Service Learning – a form of education in which students engage in activities that address
human and community needs together with structured opportunities intentionally designed to
promote student learning and development.
Student Aid Report (SAR) – A report sent to a student by the federal government that informs
the student of their Estimated Family Contribution and the financial aid for which the student is
eligible, based on information received from the FAFSA
Subsidized Student Loans – Loans on which students are not charged interest while enrolled in
school and during deferment periods.
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Students in Service- A part-time national AmeriCorps program specifically designed for college
students to earn an education award. Student members make a difference in their communities,
gain valuable civic and workforce skills and, upon completion of their term of service, earn an
education award.
Transcript - A permanent academic record of a student at college. It may show courses taken,
grades received, academic status and honors received.
TRiO - The Federal TRIO Programs are educational opportunity outreach programs designed to
motivate and support students from disadvantaged backgrounds. TRIO includes six outreach and
support programs targeted to serve and assist low-income, first-generation college students, and
students with disabilities to progress through the academic pipeline from middle school to post
baccalaureate programs.
Tuition - The amount paid for enrollment. Tuition does not include the cost of books, fees, or
room and board. Tuition charges vary from college to college and are dependent on such factors
as resident or out-of-state status, level of classes enrolled in (lower, upper or graduate division),
and whether the institution is publicly or privately financed.
Tutor - A tutor is a person, generally another student, who has completed and/or demonstrated
proficiency in a course or subject, and is able to provide instruction to another student. Tutors
usually help students better understand course material and make better grades.
Unsubsidized Student Loans – Loans on which the students are charged interest while enrolled
in school and during deferment periods.
WACC – The Washington State branch of Campus Compact. WACC directs and administers
the Retention Project.
Work Study Employment – A part-time job may be provided to students who need income to
help meet educational costs. Typically 5 – 15 hours per week during the academic year.
Community service work and work related to the student’s major are encouraged. Wages will be
at least the federal minimum wage. Students are automatically considered by filing the FAFSA.