Texas GEAR UP Promising PracticeThis program has been recognized as a Texas GEAR UP Promising Practice by the Texas Education Agency and Texas GEAR UP. The model is featured in the 2009 "Mentors, Mindsets & Role Models" toolkit designed to assist

schools, districts, and community groups in their efforts to create or expand mentoring opportunities.

All print materials are the property of the featured mentor programs and are not endorsed by the Texas Education Agency. The programs have

generously donated their resources to help foster program replication and implementation. Materials are for informational purposes only.

www.texasgearup.com

Mentors, Mindsets & Role Models

COMMUNITY MENTORINGSpring Woods High School GEAR UP

Spring Branch, Texas

Experience the Impact of Becoming a Mentor

Generously Supported by

A Mentor is…

a caring adult who spends 30 - 45 minutes weekly with a

student “mentee” as an advocate, advisor, role model

and friend.

Spring Branch ISD

• Texas Outperforming School District• Region IV Honor Board of the Year• 46 campuses• Highly diverse student body• Highest percentage of students

graduating college ready in Houston area

• Focused on college readiness for all

Why Mentoring?

The World is

Flat

Why Mentoring?

Houston

Economic

Data“Houston's prospects will now increasingly depend on the

city’s ability to attract and retain the nation’s most skilled and creative “knowledge workers” and high-tech companies. “

THE RESTRUCTURED ECONOMY

The resource-based industrial-era economy has now re- ceded into history. It has been replaced by an increasingly

high-tech, worldwide, knowledge-based economic system.

The traditional “blue collar path” to financial security has largely disappeared. Most good-paying jobs today require high levels of technical skills and educational credentials.

In the 2006 survey, 77% disagreed that “a high school education is enough to get a good job.” In 2007, 61% of area residents agreed that “there are very few good jobs in today’s economy for people without a college education.”

In the new, increasingly unequal, knowledge-based econ- omy, “What you earn depends on what you have learned.”

FIGURE 16: THE PROPORTIONS IN FOUR AGE GROUPS WHO ARE ANGLO, BLACK, LATINO, AND ASIAN OR OTHER (2002-2006, COMBINED)

62.3

44.8

26.9

15.818.1 18.6

23.0

14.5

31.6

43.6

3.25.0 5.1 6.5

71.3

9.7

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

Ages 60-93 (N=621) Ages 45-59 (N=854) Ages 30-44 (N=938) Ages 18-29 (N=674)

Percent of Respondents

Anglos Blacks Hispanics Asians /Others

60-93 (N=621) 45-59 (N=854) 30-44 (N=938) 18-29 (N=674)

FIGURE 17: EDUCATIONAL ATTAINMENT IN FIVE HOUSTON COMMUNITIES (1994-2006)

75

12

19

50

15

18

27

33

25

18

30

37

31

15

36

29

16

7

18

9

42

13

25

0

5

10

15

20

25

30

35

40

45

50

55

60

65

Asian Immigrants(N=1,029)

US-born Anglos(N=5,353)

US-born Blacks(N=5,210)

US-born Latinos(N=2,462)

Latino Immigrants(N=2,976)

Percent of Respondents

Less than H.S. H.S. diploma Some college College degree Post-graduate

Asian Immigrants US Born Anglos US Born Blacks US Born Latinos Latino Immigrants

(N=1029) (N=5353) (N=5210) (N=2462) (N=2976)

Why Mentoring?

Bowling

Alone

Why Mentoring?

Developmental

Assets

The SBISD Mentoring Process

• Mentor Identification & Training

• Student Assembly & Identification

• Parent Permission• Mixer Event

• Match Events

• Flexibility built-in

Expectations of Mentors

• Weekly Visit • Email or fax when visit is not possible

• One school year commitment

• But we hope you stay longer!

Experience the Impact of Becoming a Mentor

Generously Supported by

Texas median household income is 10 percent lower than the average for the 10 mostpopulousstates.

Texas’ higher participation rate is lower than a

decade ago, and lower than comparable states such as New York,

California, Michigan and Illinois.

education

Annual household is expected to decline by an estimated $30-40 billion by 2030.

income

Texas seeks to close the gaps by increasing the number of degrees,

certificates and othersuccesses

by 2015.identifiable

65.8% limited English proficient

The Facts: Spring Woods High School

1923 students

81.1% minority

11.8% economically

disadvantaged

18.4% mobility rates

Limited exposure to college for

some

Lack of parent

participation for low

income kids

Some lack life

experiences

59.9% at risk of not graduating

from high school

Mentors help teach our children about

• Support• Empowerment• Boundaries• Expectations• Constructive

use of time

Mentors help teach our children about

• Commitment to learning

• Positive values• Social

competencies• Positive identity

Students with Mentors…

• Develop a positive attitude towards school

• Improve in grades, behavior and attendance

• Are more responsible• Are more enthusiastic• Exhibit more self-control• Exhibit decreased

hostility• Strengthen interactions

with peers

Schools with Mentoring Programs Experience…

• Improved campus climate

• Happier teachers• Reduced campus

discipline problems• More students

focused on positives• More resources for

community• Better understanding

of their students

Mentors

• Receive training first• Meet once per week with mentee for

45 minutes• Communicate by email when a visit

is not possible• Commit to school year time frame

for mentoring• Are not tutors

Mentors help supply

the gift of hope

to those they touch

They provide a way to…

glimpse eternity

I can stand on mountains

To walk on stormy seas

I am on your

shoulders

…more than I can be

Advocate

Advisor

Role model

MentorMentor

Friend

Guide

Supporter

Encourager

Ally