This is the scorecard to track performance measures for the Youth Mentoring Program in Queen Anne's County.

P
Time
Period
Actual
Value
Target
Value
Current
Trend
Baseline
% Change
What We Do

A part-time Mentor Coordinator recruits volunteer mentors for students at-risk of juvenile delinquency

Who We Serve

Students in grades 6-10 that are at risk of juvenile delinquency

Story Behind the Curve

Program: Youth Mentoring

FY14 Actual 1/01/14 to 6/30/14

What is the Story Behind the Program?

One student did not turn in their survey and several students had only been in the program for a month and were not assessed. This will explain a higher number of mentees compared with a lower number of completed assessments.

All mentors had been matched by June with the exception of a female mentor who had been out for surgery and a male mentor returning to be re-matched after a 6 month hiatus after his previous match had ended. Also, one male mentor has been matched three times. His mentees keep moving out of the county which is a part of the population on which we focus. Another male mentor was matched for one and half months. However his match was ended due to noncompliance by the mentee. Again these students were not assessed as they did not remain in the program for a good length of time. Three new mentees were matched before the end of June. Their numbers are included in the mentee numbered amount but, again, too short a time to be assessed. These three matches are doing well and continuing through the summer.

All matches are continuing except for one middle school female student who felt she did not need to continue in the program. Her mother agreed but they did like the program for the year she was in it.

We are starting to receive referrals for the program from the community outside of the school – Family Navigator, psychiatrist, Developmental Disabilities, Local Coordinating Team and parents. This is due to good reports from the schools and the positive effects we have had with students in our program. We are seeing an increase in a positive sense of self and future. Academics are increasing, sometimes only in two subjects, but encouraging for further success. Attendance is still one of the first measures to be reached. And the mentees ask to continue with their mentor.

The online training pilot project was very successful for the latest four recruits. They stated that they benefited greatly with this online tutorial and helped them to be confident in their ability to mentor and to be more focused at the coordinator’s training. The coordinator is currently searching for funding for new recruits and veteran mentors. Additional training still tends to be challenge with the mentors. The online approach could be a more beneficial solution.

Our mentors and mentees were asked to participate in National MENTOR collaboration with the University of Virginia’s study of what makes a good mentoring program. The collaborations with Big Brothers/Big Sisters and pilot programs attest to the positive effect of our mentoring program and its adherence to best practices. One mentor is considered the go-to-person when his mentee is acting out in school. We have great support/collaboration with our school system.

FY15 Actual 1/01/15 to 6/30/15

What is the Story Behind the Program?

1.The program received only three mentee surveys and school reports. This cut our percentage in half. This school year has been very fractured due to changes in school counselors, PARCC Assessments, Olweus activities being implemented and inclement weather. To strive to do better, the program will ask for final measures in late April/early May to help with gathering information not so close to end-of-year activities. The surveys and school reports we did receive showed great increase in the mentee's school attendance and academic achievement. Most importantly, the mentees show a decided increase in positive sense of self and being able to express themselves. All want to continue with their mentor.

2. One mentor has attended training at the Freestate Challenge Academy. Additional training still poses a challenge in this program due to mentors' busy lifestyles. However, the online mentoring training provided by Mentoring Central is adding to the additional training provided by the LMB and has been fully embraced by the mentor recruits.

FY16 Actual 1/01/16 to 6/30/16

What is the Story Behind the Program?

Why Is This Important?

School Success impacts youth development, school completion, personal well-being and transition to the workforce.

PM
2016
15
6
1
88%
PM
2016
18
6
1
260%
P
Time
Period
Actual
Value
Target
Value
Current
Trend
Baseline
% Change
What We Do

A part-time Mentor Coordinator recruits volunteer mentors for students at-risk of juvenile delinquency

Who We Serve

Students in grades 6-10 that are at risk of juvenile delinquency

Story Behind the Curve

Program: Youth Mentoring

FY14 Actual 1/01/14 to 6/30/14

What is the Story Behind the Program?

One student did not turn in their survey and several students had only been in the program for a month and were not assessed. This will explain a higher number of mentees compared with a lower number of completed assessments.

All mentors had been matched by June with the exception of a female mentor who had been out for surgery and a male mentor returning to be re-matched after a 6 month hiatus after his previous match had ended. Also, one male mentor has been matched three times. His mentees keep moving out of the county which is a part of the population on which we focus. Another male mentor was matched for one and half months. However his match was ended due to noncompliance by the mentee. Again these students were not assessed as they did not remain in the program for a good length of time. Three new mentees were matched before the end of June. Their numbers are included in the mentee numbered amount but, again, too short a time to be assessed. These three matches are doing well and continuing through the summer.

All matches are continuing except for one middle school female student who felt she did not need to continue in the program. Her mother agreed but they did like the program for the year she was in it.

We are starting to receive referrals for the program from the community outside of the school – Family Navigator, psychiatrist, Developmental Disabilities, Local Coordinating Team and parents. This is due to good reports from the schools and the positive effects we have had with students in our program. We are seeing an increase in a positive sense of self and future. Academics are increasing, sometimes only in two subjects, but encouraging for further success. Attendance is still one of the first measures to be reached. And the mentees ask to continue with their mentor.

The online training pilot project was very successful for the latest four recruits. They stated that they benefited greatly with this online tutorial and helped them to be confident in their ability to mentor and to be more focused at the coordinator’s training. The coordinator is currently searching for funding for new recruits and veteran mentors. Additional training still tends to be challenge with the mentors. The online approach could be a more beneficial solution.

Our mentors and mentees were asked to participate in National MENTOR collaboration with the University of Virginia’s study of what makes a good mentoring program. The collaborations with Big Brothers/Big Sisters and pilot programs attest to the positive effect of our mentoring program and its adherence to best practices. One mentor is considered the go-to-person when his mentee is acting out in school. We have great support/collaboration with our school system.

FY15 Actual 1/01/15 to 6/30/15

What is the Story Behind the Program?

1.The program received only three mentee surveys and school reports. This cut our percentage in half. This school year has been very fractured due to changes in school counselors, PARCC Assessments, Olweus activities being implemented and inclement weather. To strive to do better, the program will ask for final measures in late April/early May to help with gathering information not so close to end-of-year activities. The surveys and school reports we did receive showed great increase in the mentee's school attendance and academic achievement. Most importantly, the mentees show a decided increase in positive sense of self and being able to express themselves. All want to continue with their mentor.

2. One mentor has attended training at the Freestate Challenge Academy. Additional training still poses a challenge in this program due to mentors' busy lifestyles. However, the online mentoring training provided by Mentoring Central is adding to the additional training provided by the LMB and has been fully embraced by the mentor recruits.

FY16 Actual 1/01/16 to 6/30/16

What is the Story Behind the Program?

PM
HFY2 2016
8
2
33%
PM
HFY2 2016
8
1
-11%
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