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In 1993,
the faculty
began discussing the need for some type of program which could serve our at-risk
population in a way that none of our other programs had. The consensus of
opinion at that time was that a growing number of our students lacked some
degree of guidance which is commonly provided by a strong family structure. A
mentor program which matched responsible adults with students experiencing
difficulties seemed to best suit our needs.
A committee was formed with these purposes in mind:
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to establish a purpose for the program
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to form goals we hoped to achieve through implementation of it
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to decide upon procedures and guidelines for the program
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to establish criteria for the mentors who would serve
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to decide on procedures for selecting students for participation
In the first year of operation, our mentor population consisted mainly of teachers from
within our building who believed enough in the purpose of the program to volunteer one
lunch period per week to share their time with a student. The students participating were
chosen strictly from the at-risk population by their homeroom teachers. Our mentors
numbered less than 20 and almost all were female. But that was a start, and although our
efforts were small when compared to the need, we felt it was worthwhile.
Contrary to those meager beginnings, our Special Friends program continues to grow.
Despite the ever present struggle to maintain a faithful and conscientious team of
mentors, we are proud of the fact that with the beginning of each new school year, even as
some of our mentors move on to other challenges, new faces are added and hope is renewed.
To date, approximately 60 of our students meet with a mentor once a week to visit, read
together, or play games in our first-ever Mentor Room. Some of the students' names
originated from the at-risk roles, but others are now eligible as well for recommendation
by their teachers.
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GOALS: |
To improve students' self esteem
To help motivate students to improve socially and academically
To give students positive attention as a reinforcement to the nurturing that begins at
home |
| PROGRAM: |
The Special Friends program serves students in grades K-3. Mentors generally meet with
their students once per week during their lunch time. When arriving at the school, mentors
meet with their students in the cafeteria and proceed to the Mentor Room. By special
arrangement, some mentors may also serve as classroom readers, assisting individual
students as the teacher requests. We begin each year by first establishing a list which
includes all of our at-risk students. From that list, we ask each homeroom teacher to give
us the names of students, in order of priority, who would benefit the most from having a
mentor. If the teacher wishes to recommend other students as well, she is free to do so.
At the same time, we are busy getting out the word through newspaper articles, telephone
calls, word of mouth, and any other means available to secure our mentors for the year.
Once our list of mentors has been established, students take home letters to their parents
explaining the program and we hold an orientation workshop to familiarize each mentor with
the guidelines and procedures for the program. |
| PROCEDURES: |
On each visit, we ask that the mentors try to be prompt. They are asked to sign in at the
office and pick up a Special Friends sticker to identify themselves while in the building.
They are introduced to their Special Friend and to the teacher on their first visit.
Cafeteria monitors help get their Special Friends through the serving line first so that
they have as much time as possible together. They may then proceed to the Mentor Room. At
the end of the lunch period, mentors sign out at the office. Mentors are asked to alert
the principal or program coordinator of any concerns that may occur during the visit. |
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