CICO Mentor Training August 31, 2016

What does mentoring mean? There are many different definitions of mentoring and the types of relationships they promote (Smink, 1990). A broad definition... Mentoring is a sustained, one-to-one relationship between a caring adult and child who needs support to achieve academic, career, social or personal goals. (McPartland & Nettles, 1991) Students who have been identified through either form of screening are in need of such relationships.

A mentor is someone who: Engages in a positive relationship with a child. Gives attention to the child. Has positive self-esteem. Reacts well to stressful situations. Tolerates frustrating situations. Listens well. Communicates on a level the child can understand. Provides leadership. Is a positive role model. Is there for the child. Is non-judgmental. Reinforces student success. Nurtures a relationship that respects student dignity.

A mentor does not: Replace the role of a parent/guardian. Expect dramatic changes in attitude, self-esteem, or attendance quickly. Provide solutions to all the issues facing the student. Break the trust they have established, unless it is life threatening to the student or someone else.

Student Responsibilities: Remembering to see CICO mentor each day. Keeping CICO point sheet on clipboard and bring it everywhere but lunch and bathroom. Being responsible and safe while walking to CICO mentor. Classroom Teacher Responsibilities: Asking for point sheets. Providing ratings at the end of all instructional blocks (as indicated on student charts). Providing reminders to see CICO mentors.

CICO Mentor Responsibilities: Providing CICO point sheets each day. Providing updates to Kid Talk-B Team. Providing support and encouragement to the students. Tallying daily points earned and determining if goal was made Completing weekly data report and giving to Nicole at the end of each week. PBIS Team Responsibilities: Creating CICO materials and making them available. Managing student data. Managing behavior screenings. Managing CICO roster.

Things to Say at Check-In... You are here on time again...great! Looks like you are all set to go today. It is great to see you this morning. Looks like you are ready for a good day. You are off to a good start today. You look so nice this morning! You look happy to be here today. I like the way you said good morning when I saw you today. Thanks for coming to Check-In with me. Sounds like you had a good weekend. I missed seeing you yesterday (if student was absent) and it is nice to see you today. I look forward to talking to you and hearing about your day. You are doing a great job! Keep up the good work! You can meet your goals today by...

Things to Say at Check-Out... You had a great (awesome, terrific, etc.) day! You are right on target! Your mom/dad is going to be so proud of you! You are really working hard! You made your goal...wow! Looks like today did not go so well. We all have bad days. I know you can do better tomorrow. I know it was a tough day. Thanks for coming to Check-Out with me. You look a little frustrated. What happened? Maybe I can help you with your feelings.

Students will not bring their point cards or receive points at lunch. Students met with Mr. Petinga, Mr. Weaver, and Mrs. Brown to discuss the program. 80% of possible points is the goal each day. Point cards will go home at the end of each day. Weekly data sheets will be maintained by mentors each day and given to Mrs. Brown at the end of each week. This is a must to be able to accurately track student progress! Data will be shared and discussed at PBIS and ICAB meetings.

Typical Problems and Solutions The student forgets to Check-In. This is very common, especially for younger students. If a student arrives and forgets to Check-In, send him/her to the mentor. It is important that the student sees his/her mentor each day. If the problem becomes persistent (2-3 days per week), contact a member of the PBIS Team to come up with a plan.

Typical Problems and Solutions The student loses the point sheet. Classroom teachers should have a few extras for their students. Begin to use a new point sheet and record the ratings previously given on the new sheet. Provide verbal reminders to the student to remember the point sheet. A clipboard will be provided to every student. Do not allow the student to carry the point sheet to lunch or bathroom.

Typical Problems and Solutions The student misplaces the point sheet if having a bad day. If the student says the point sheet is lost when having a bad day, begin to use a new point sheet. Record the ratings previously given on the new sheet. The teacher should keep the sheet for the rest of the day, but still briefly meet with the student to provide the ratings and feedback. Students should see their mentors to Check-Out.

Typical Problems and Solutions The student arrives late to school. The teacher gives the student a new point sheet. The teacher can attempt to contact the mentor and have the student see the mentor at some point after the late arrival.

Typical Problems and Solutions The student becomes angry, and throws the point sheet away or rips it up. Discontinue using the point sheet for the day and collect the clipboard. The teacher will explain that having the point sheet is a special privilege, and it must not be destroyed. The student should still see his/her mentor at the end of the day. Start over with a new point sheet the next day.

Typical Problems and Solutions If mentors are absent, they should arrange for another staff member to serve as a back-up mentor. Be sure to let the back-up mentors know when absences will occur. If mentors know in advance, they should communicate the back-up plan to the students. Teachers that have CICO students should leave notes in their substitute plans to explain the CICO process. This was provided. If teachers serve as mentors, they should leave notes in their substitute plans about who is serving as their back-up mentors.

Benefits of Mentoring Children Improves student attendance for those under 12 (US Dept. of Ed., 2009). Creates opportunities to enhance personal strengths and develop new social skills. Decreases truancy. Decreases likelihood of dropping out of school in future. Enhances positive attitudes about school. Builds social, communication, relationship and decision-making skills. Improves behavior, both at home and school, which includes fewer disciplinary referrals and less violent and disruptive behaviors. Provides benefits to academic performance. Promotes greater self-esteem and motivation to succeed. Builds interpersonal relationships with school staff.

Final Notes: The procedures we followed came from the CICO Practice Profile designed by our ICAB. Teachers with students who have a student in their classes need to follow the Rating Scale provided on each CICO chart. 2 – Met expectations (0-1reminder) 1 – Met expectations with Help (2-3 reminders) 0 – Did not meet expectations (4 + reminders)

Questions?