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PROJECT ARRIVE MENTOR PROGRAM GUIDE

Project Arrive Program Guide 2

Project Arrive TABLE OF CONTENTS

1. PROGRAM INFORMATION PAGE

Background, Purpose, Goals

Program Model/Research Base

Staffing roles and responsibilities

Mentor Program Policies and Procedures

2. MENTOR ROLES/EXPECTATIONS

What does it mean to be a mentor?

Prospective Mentor Self Assessment

SFUSD 2010-2011 Instructional Calendar

Monitoring and Documentation

Accessing the Online Activity Log

Mentor Eligibility and Training

3. MENTOR ESSENTIALS

Expectations

Co-Facilitation

Preparing for your group

Structure vs. Spontaneity

Curriculum

Building a Safe & Supportive Space

Forming Your Relationships (how groups grow)

Mentor Mentee Relationship Cycle

Communication

Group Problem Solving

Confidentiality

Using Your School‘s Support System

Tips For Supporting Foster Youth

Cultural Competence


4. MENTOR FORMS

Mentee Referral Form

Mentor-Mentee Meeting Agreement

Parent Notification Letter (English/Spanish)

Social Worker Notification Form

SFUSD Field Trip Permission Form and Waiver

Agreement for Volunteer Drivers Form

Student Media Release Form

Mentor Activity Quick Log

Sample In-kind Donation Request Letter

5. STUDENT MENTEE ORIENTATION

Student Mentee Orientation

Mentee Orientation Facilitator‘s Agenda

Mentee Orientation Agenda

Mentee Orientation Icebreaker

Mentee Orientation Scenarios of Match Relationships

Student Agreement

6. MATCH SUPPORT & RESOURCES

Match Support

Match Closure (including when a mentee leaves unexpectedly)

Match Completion Policy and Procedure

Parent/Guardian Notification of Match Completion

7. MONITORING AND DOCUMENTATION

Overview of why we do it?

Pretest/Posttest Survey Administration Guidelines

Online Logs

Mentor Activity Quick Log 8. APPENDIX

Icebreakers


San Francisco Unified School District Student, Family, and Community Support Department (SFCSD)

Student Mentor Program Overview

Mentoring is a structured, consistent and purposeful relationship between a young person and a caring adult who provides acceptance, support,

encouragement, guidance and concrete assistance

to promote healthy child/ youth development and student success.

PURPOSE

To provide a research validated group mentoring program for use at San Francisco Unified School District (SFUSD) school sites that can be implemented with minimal resources yet maximum benefit to students.

GOAL

To provide group mentoring to students to address issues such as:

Attendance

Academic performance

Positive behavior

Positive attitude toward school/learning

Involvement in asset building activities

Conflict management/problem solving skills

Support is available from SFCSD: The SFCSD Program Coordinator provides support to you from start-up through implementation with:

training

on-site coaching/technical assistance

capacity building

resource development Additionally, other SFCSD support staff at your site may provide assistance, such as:

mental health assessment and support to students and their families

mentor training

ideas and planning for program activities

providing information and referrals to SFUSD and community resources

link between school day (e.g. SAP/SART/SST) and the After School Program

For more information please contact: Vida Sanford, Program Coordinator

Student, Family, and Community Support Department Phone: 415-242-2615, ext. 3216


Project Arrive

Background

What is Project Arrive? For the past six years, San Francisco Unified School District‘s (SFUSD) Mentoring for Success has worked with twenty-nine local schools to engage over 1,000 vulnerable youth in positive social and recreational activities. Students in our program have made significant improvements in student attendance, academics, and attitude towards school: 40% of participating students have increased their GPA and 48% reduced unexcused absences since starting the program! Beginning in the 2011-2012 school year, Mentoring for Success launched Project Arrive, a federally funded group mentoring program designed specifically for 9th and 10th graders who have a history of truancy, academic difficulties, or show other signs of needing extra support. Target Population Our goal is to help vulnerable 9th graders make a successful transition into high school, and connect them with the resources they need to stay on track. We will be using a unique group-mentoring approach, a proven curriculum, and skilled group mentors to help vulnerable students build and sustain academic confidence, coping strategies, social skills, and linkages with caring adults. The majority of students have been chosen to participate based on having one or more Early Warning Indicators (EWI): Having a GPA below a 2.0 or Having attendance rates below 87%.

Will this work? The John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University in conjunction with San Francisco Unified School District (SFUSD) developed the Early Warning System (EWS) with the key purpose of enabling high schools to identify incoming ninth grade students at risk of not completing high school. Incoming ninth grade students with one of these risk factors were half as likely to graduate as their peers who entered with zero risk factors. And students with both factors have a 15% graduation rate. By identifying these students early, our schools can intervene to provide extra supports to get these students back on track. And research is clear that the transition into high school is a critical time in students‘ academic careers, and that students who are successful in ninth grade are significantly more likely to graduate from high school (Allensworth & Easton, 2005).

Why Mentoring?

A U. S. Department of Education, 2008 report on Dropout Prevention notes the need to increase student engagement and a list of strategies includes assigning an adult advocate to students at risk of dropping out.

The probability of graduation increases steadily as ninth grade attendance rates increase. (Baltimore Education Research Consortium, 2011).

Thank you for your willingness to mentor!


Project Arrive

PROGRAM MODEL Any mentor program model must be based on the risk level of students targeted by the program. On a continuum, higher risk students require higher levels of resources, structure, intensity of services and mentor qualifications/training. This program model is designed to provide ―Low/Moderate to Intense Risk‖ students with academic and social support and guidance, self-esteem building, and problem solving/conflict resolution skills. The program takes into consideration cultural competence at all levels of planning, implementation and service delivery (Cultural Competence, p.56).

This program is not designed to serve higher risk youth involved with the law, active gang involvement or other history of institutionalization or serious/dangerous acting out.

This is a school-based program model where: Mentor-student visits off campus or after hours/weekends is not a program expectation. It is generally reserved for special occasions, and is not advised during the first three months of the match. The visit must be arranged between the mentor and the parent/caregiver and must not involve use of the mentor‘s personal vehicle unless the mentor has completed and received sign-off on the Agreement for Volunteer Drivers Form (p. 70). Public transportation, walking or using bicycles are preferable. Mentors must notify the Mentor Program Coordinator, have the Field Trip Permission and Waiver (p. 67-69) form signed, and document the visit in the Mentoring Log (p. 107) or the Online Activity Log.


SFUSD STUDENT MENTOR PROGRAM

KEY POLICIES AND PRACTICES

Mentors are volunteers

Mentees must attend orientation BEFORE meeting with mentors

Mentors must attend training/orientation BEFORE meeting with student mentees

The use of alcohol and recreational drugs is strictly prohibited when spending time with student mentees regardless of whether mentors are on or off campus.

Mentors may only use personal vehicles to transport mentees if they have completed and received sign-off on the SFUSD Agreement for Volunteer Drivers Form

Parental/Caregiver consent is required for student participation

Mentor-Student contacts/visits must be documented on the Online Activity Log

Mentor Program Site Coordinators check-in/monitor matches on a regular basis

All student mentees complete pre- and post-surveys for program evaluation purposes


Project Arrive

Mentoring is a structured, consistent and purposeful relationship between a young person and a caring adult who provides

acceptance, support, encouragement, guidance and concrete assistance to promote healthy child/youth development and student success.

WHAT DO MENTORS DO? Mentors serve as positive role models and encourage and motivate students to become

their best.

Mentors meet with students for one hour a week for two calendar years, during the school day or after school program hours.

Mentors engage students in a variety of fun asset building activities, such as: journal keeping, reading, arts/crafts, games, sports, homework assistance, etc.

WHY MENTOR? Mentoring is a research validated intervention to build student assets addressing issues

such as skills for school success, behavior, attendance, and conflict management.

THE FACTS: In 1995 Public/Private Ventures (P/PV) conducted the study on mentoring using a nationwide sample and a control group. The study found that mentored children/youth were:

- more likely to attend school - more likely to have a positive attitude toward school - less likely to engage in violence - less likely to begin using drugs or alcohol

Another study found similar results, with the addition that mentored youth had better attitudes toward elders and toward helping others (Jekielek, et al., 2002). It is also known that positive relationships with adults are essential to building the resiliency of children and youth (Benard, 1991; Werner, 1990)

Successful mentoring programs are used at other SFUSD schools to improve the overall learning climate of the schools.

You can make a difference. Sign-up Today!

Project Arrive is a program of Student, Family, and Community Support Department

And is funded by the Office of Juvenile Justice and Delinquency Prevention


Project Arrive

PROSPECTIVE MENTOR SELF ASSESSMENT

Being a mentor is an important commitment you make to a student. Before you enter into a relationship, we want to make sure that you are ready to commit the time and energy that it takes to mentor. Please use this tool to assess whether or not you would be a good fit for Project Arrive. Then review it with your District Coordinator. Please indicate your answer on a scale of 1 – 5 (5 being the most willing)

Are you willing to meet every week with your mentees for at least 30 – 60 minutes?

1----------------2-----------------------3------------------------4------------------------5 Not willing maybe willing somewhat willing willing very willing

We have an online activity log that takes 5 minutes per week to enter time spent with mentees. Are you willing to complete such a log to summarize your contacts?


Are you willing to attend an orientation session?


Are you willing to attend at least one training per year to gain skills to enhance your mentoring relationship?


Are you willing to attend off site activities with your group during your non work time?

1----------------2-----------------------3------------------------4------------------------5

Not willing maybe willing somewhat willing willing very willing

Are you willing and interested in doing service learning project with your group?


Are you willing to track down your mentees and encourage them to meet?


Thanks for taking the time to complete this self inventory!


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MONITORING AND DOCUMENTATION

Monitoring and documentation of mentor-student matches is best if it is simple and provides adequate accountability/adherence to program guidelines. The District Coordinator provides regular match support/oversight. This includes: problem-solving with mentors, check-ins with mentors and students to assess progress, and assisting with any crisis, mandated reporting and/or conflict resolution. Project Arrive Mentors must log their activities on the web based Online Activity Log (Accessing The Online Activity Log, p. 65). For those mentors who do not have computer access the Site Coordinator may have mentors complete a paper log and enter the information on the mentors‘ behalf (Mentor Log Quick Form, p. 107). The purpose of the log is to document activities, issues discussed, and concerns about the match and/or student. The information in the logs helps the District Coordinator provide appropriate support to mentors, students and their family, tracks the progress of each student, and informs program improvement and evaluation. Completed Program Mentoring Logs are maintained on the web by the Site Coordinator. Any updates to match status are made by accessing the secure server. Coordinators may click on ―Online Activity Log‖ on the website to access the SFUSD Reporting Website. The District Coordinator also maintains a program binder that includes, but is not limited to, the following:

Completed parent/caregiver consent forms

Completed Mentor and Mentee Registration Checklists

SFCSD Student Mentor Program Guide and all accompanied attachments

Program flyers, memos, activity ideas, and communication documents

Master copy of all program documents

Elementary level binder includes Mentor Logs

Mentors are provided with information and other pertinent materials necessary to maintain and document their match relationship.


Project Arrive

Once a match has been made in the ETR online system, new mentors will receive an email message indicating the login will be firstName.lastName and the password is a randomly generated sequence of 8 characters. It's important that the site coordinator has a current email address for mentors. If an email is not provided in the match form the system can't send the notification with the temporary login information. Mentors will update their account information the first time they log on with a permanent login and password that they can remember. It's okay to use the default login information but should choose a security question and answer it. Completing the security question allows the system to send a user their login information should it be forgotten. For on-going access:

1. Log on to www.healthiersf.org/mentoringforsuccess

Click on ―Online Activity Log‖

2. Enter user name and password information as indicated.

3. Look on the left hand sidebar for ―Mentoring Project‖ and click on it. Under Mentoring project the name of your student will be listed. Click on the student‘s name.

4. The Mentor-Mentee Contact Log will come up showing contact recorded to date.

5. To add a new contact, Click on the link at the top of the page that says ―Create New

Weekly Log‖.

6. Complete ALL of the following empty fields in this view:

Mentoring Week

Total Weekly Minutes Spent

Total Weekly Contacts

Type(s) of Activity

Notes (Optional)*

7. After completing the necessary fields, click on ―Submit Log‖. You may add another contact if you are entering contacts for more than one week. Make sure you click on ―Submit Log‖ after every entry and before logging off.

If you have misplaced your login or password 1) Use the 'Forgot your login' link on the login page. Clicking on this link allows you to enter your email and answer your security question to receive an automatic email with login information. 2) If you do not have a security question, email [email protected] and request that your login be reset. This will send you an email with temporary login info. Then you can login and choose a new login and password that you can remember.

ACCESSING AND USING THE ONLINE ACTIVITY LOG

mailto:[email protected]


Project Arrive

MENTOR ESSENTIALS

Expectations

Co-Facilitation

How to explain the program to potential/new mentees

Beginning your group

Structure vs. Spontaneity

Curriculum

Building a Safe & Supportive Space

Forming Your Relationships (how groups grow)

Mentor-Mentee Relationship Cycle

Communication (General & Group)

Group Problem Solving

Confidentiality

Using Your School‘s Support System

Tips For Supporting Foster Youth

Cultural Competence


Please take a moment to consider any expectations you may have around mentoring a group of students. The below prompts will help guide your reflection.

When I think about starting and leading this group, I am looking forward to…

And, I feel most concerned about…

I imagine that most of my mentees will…

I picture the vibe in my group being…

By the end of the year, I think that most of my mentees will…

Explore your Expectations


Mentors‘ Unrealistic and Realistic Expectations

A mentor’s unrealistic expectations can leave both mentor and mentee frustrated and disillusioned. Realistic expectations reduce stress and help the mentoring

process to proceed in a smooth fashion.

Unrealistic: My mentee will change by tomorrow. He or she will immediately improve their attitudes and behaviors.

Realistic: It will most likely take time for me to make changes in my mentee’s life (if they change at all). I shouldn’t expect someone to transform because I’ve spent a few hours with him or her. I’m not the pill or the fix for my mentees.

* * * Unrealistic: If I don't see a quick change in the mentee, it's a negative reflection on me.

Realistic: Not seeing changes in the mentee doesn’t mean I’m a bad mentor. Mentoring is not a contest, and it is not about me.

* * * Unrealistic: I need to be a perfect mentor, never make a mistake.

Realistic: It's okay to make mistakes as a mentor. I may take the wrong approach, or say things the wrong way from time to time, but my mentee will be resilient as long as they know I have their best interests at heart.

* * * Unrealistic: If my group is unruly, it means I am a failure as a mentor. Realistic: Having an unruly group may be frustrating for you, but it doesn’t mean you are a bad mentor—it probably does mean you have a difficult combination of mentees to work with.

* * * Unrealistic: I will always keep my cool when mentees act out. Realistic: It’s the rare mentor who never looses their cool. If mentees in my group exhibit behavioral issues, I will most likely be irritated, from time to time. But, I will continue to try and control my emotions.

* * *

Unrealistic: My mentee will be so thankful to receive my help that they will tell me so—and frequently! Realistic: My mentee may never be able to say, "thank you". That's okay, I will

GIVE MENTORING AS A GIFT

Copyright © 2011, Jerry Sherk [email protected]


Project Arrive

The Joys and Perils of Co-Facilitation

Beatrice Briggs

Co-facilitation defined: Facilitation of a meeting or other group process by two or more persons in a cooperative, collegial manner

What strategies support good co-facilitation? o Take turns: Two or more facilitators take turns in the lead role. o One Leader: To simplify communications, designate one person as the contact person

and leader of the co-facilitation team. o Clarify Roles/Tasks: Co-facilitators should meet well before the meeting to plan how

they will work together. Who will facilitate first? What tasks will the others perform when not facilitating? How often will we exchange roles? What unobtrusive signals will we use to communicate our needs to each other during the meeting? If the facilitators are being paid, how will the money be divided?

o Teamwork: Assist, taking other roles. When not facilitating, the other facilitator(s) assist by taking other process roles such as minute taker, scribe, timekeeper, vibes watcher, gatekeeper, etc. Having skilled people in these roles frees the lead facilitator to focus on the discussion.

o Post Meeting Evaluation: Get together after the meeting to discuss what went well and what could be improved in the future.

o Spirit of service: Be humble. Pay attention. Serve the group well.

Benefits of co-facilitation o Diversity: Collaboration between facilitators of different gender, ethnicity, nationality,

age, etc. sends a positive message about the value of diversity in leadership and brings a broader perspective to the group's process.

o Stress management: Rotating the facilitation duties is a good way to care for yourself and your group.

o Letting go: If you tend to believe that "I have to do it all myself, or it doesn't get done right," practicing co-facilitation may help you break this pattern of control.

o Backup: If one facilitator becomes overwhelmed, ill, injured or is called away for an emergency, the meeting can continue with the other facilitator(s).

o Build confidence: Working with a more experienced facilitator, watching how they work and anticipating what you can do to make his/her job easier is a good way to gain confidence, especially in potentially intimidating situations, such as large or conflictive meetings.

o Joy: Working in a team can be a delight!

Warnings about co-facilitation o Don't co-facilitate with a stranger: At a minimum, meet with the person in advance to

get to know more about his/her experience and facilitation style. Discussing roles and mutual expectations can avoid unpleasant surprises for both the two of you and the group.

o Don't take over: If you are a very experienced facilitator working with a relative newcomer, resist the temptation to jump in and take over. Simply serve as the assistant and, if you coach the person during the meeting, do so quietly.


o Don't trade off too often: It is important that the group have a sense of stability and continuity during the meeting. Changing facilitators too often can be confusing, especially if their styles are very different.

o Never publicly criticize or argue with your co-facilitator during the meeting: This behavior will only serve to damage your relationship and lose the trust of the group. If necessary, talk to the facilitator at a break or quietly ask them to take a break so you can discuss an issue.

IIFAC c www.iifac.org


Project Arrive

PREPARING FOR YOUR GROUP

BEFORE YOU BEGIN YOUR GROUP

It is highly recommended that you reach out to your mentees individually before the first group meeting. Not only does this set the foundation for a personal connection, but it also provides the student with an opportunity to ask questions, receive an explanation for why they have been chosen for the group, and potentially opt out, if they strongly feel against participating. **Note: the groups are optional; however, we recommend that you strongly encourage students to attend at least a few sessions before deciding not to participate.

HOW TO EXPLAIN THE PURPOSE OF THE GROUP

It is natural for your mentees to wonder why they have been recommended for Project Arrive. You want to be honest, while making sure not to make them feel stigmatized or even worse punished.

With that being said, feel free to turn the question back to them and ask if they know why they have been recommended. Most students are fully aware of their challenges and many welcome the extra support.

A potential response: "I'm glad you are asking about why we've invited you to be in this group, and what the purpose is supposed to be.

This mentoring group is all about helping incoming freshman students get off to the best start possible during their first year at ―insert school name‖.

I'm going to be straight with you...we invited students who have had previous challenges with attendance and/or academic challenges in middle school. The reason we are trying to do something special and different like this mentoring group is because there is a lot of evidence that shows us that extra support like this can go a long way toward helping students stay in school, hopefully even ENJOY it a little more, and walk across that graduation stage with the class of 2014!‖

SETTING UP THE SPACE…

Make sure to have a consistent, confidential space to meet.

Whenever possible, seat students in a circle or a u-shape.

Co-mentors can sit across from each other, rather than side by side (equalizes power, increases behavior support).

A ―talking stick‖ or similar object can help keep focus and attention to listening.


Project Arrive

BEGINNING YOUR GROUP

GROUP AGREEMENTS: Guidelines for Behavior in Group Sessions As the facilitator it is your responsibility to help create a safe space for group

participation. Participants will be more invested in positive behavior if they create the guidelines for group participation themselves. This is usually easier to achieve than it might seem. At your first meeting spend some time with your group establishing some ―group

agreements,‖ also known as ―group norms.‖ These will help the group to stay on track, and ideally self-regulate behavior.

Start by saying something like, ―Now we need to decide how we are going to interact as a group. Let‘s create some guidelines. Let‘s go in a circle and each say how we want this group to work.‖

On a big piece of paper record their suggestions. You can give them some examples and ask the group how they want to deal with

certain situations. For example, try asking, ―What should we do if someone gets really upset or angry? What do you think?‖

If participants suggest negative methods of dealing with a situation, redirect by asking, ―How would you respond to that? What would you respond to positively? If participants are reluctant to suggest, you can say, ―Alright. This is what I suggest. What do you think about that? If you want to add or change anything, let us know.‖ You can also enlist the assistance of the group in maintaining appropriate behavior. When you create the guidelines tell them, ―You can all help each other by reminding the group to remember the guidelines we created. Try not to single anyone out, but say, ‗I‘d like to return to the guidelines for a minute.‘‖

Add some if they miss anything key. At the end ask ―Can we all agree on these?‖

Always hang it up where everyone can see it during each session.

Other great prompts include:

1. Think of a great conversation you‘ve had with a group. What were the conditions?

2. Think of a not-so-great conversation you‘ve had with a group. What were the conditions?

You can develop your group agreements based on this feedback…


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STRUCTURE VS. SPONTENEITY

SESSION SANDWICH

Balancing Structure and Un-structure

The frame of the group mentoring sessions will allow for both structure and unstructure. A group may last up to an hour but not longer (better that people want more and have an incentive to return the next time).

About 10 minutes can be spent on an icebreaker, fun activity, or check in to start the session. Always give a reminder at the start of the sharing that each person has X amount of time and please be respectful. At the same time if someone really wants to brainstorm some ways to work with a challenge, they can ask to take more time and receive group feedback. Another way to incorporate sharing is to have the sharing exercise relate directly to the curriculum or topic.

About 20-30 minutes may be spent on structured curriculum including a speaker or topic presentation and an exercise that solicits participation, action, and group interaction.

And about 15 minutes debriefing/sharing out/check out.

Examples:

Topic: Financial Management. Sharing Prompt: share a financial hurdle you are dealing with and a new strategy you will try to address it.

Topic: Conflict Resolution. Sharing Prompt: share briefly a conflict you are having with someone and a new method of communication you will use to resolve theconflict.

In this way, participants interact with the curriculum, hear many ways of applying the new knowledge and skills, identify a way they will incorporate it into their own lives, and still have time to talk about their concerns.

Note: Allow at least one session topic per series to be chosen by the participants. At the third class ask them to suggest topics and vote, or they can elect to have an open class to talk about Good News/Bad News and receive group feedback in depth.


Recipe for a “session sandwich”

Opening Circle/Check In

• about 10-15 minutes i.e. Good News/Bad News

Structured Activity

• about 30 -40 minutes

• Focuses on asset building themes or student suggested topics

Closing/Check Out

• about 5-10 minutes

• Relate it to the day’s activity

MORE ON OPENING CIRCLES

Opening rituals/routines/activities are a great way to create a sense of consistency for your group.

While seemingly simple, these openers quickly become a component that your mentees will count on, look forward to, and need in order to help them prepare to participate in the group.

Feel free to explore different types of openers…a good standby is always a ―Good news/bad news‖ share.


Project Arrive

How Groups Form

Well functioning groups do not just form out of the blue. It takes time for a group to

develop to a point where it can be effective and where all members feel connected to it. Bruce Tuckman has identified four stages that characterize the development of groups. Understanding these stages can help determine what is happening with a group and how to manage what is occurring. These four group development stages are known as forming, storming, norming, and performing as described below and the skills needed to successfully guide a group through these stages are described by clicking here. Forming

This is the initial stage when the group comes together and members begin to develop their relationship with one another and learn what is expected of them. This is the stage when team building begins and trust starts to develop. Group members will start establishing limits on acceptable behavior through experimentation. Other members‘ reactions will determine if a behavior will be repeated. This is also the time when the tasks of the group and the members will be decided. Skills to manage this stage:

Be inclusive and empowering. Make sure that everyone connected to the group is involved. Seek out diverse members and talents and model inclusive leadership. Identify common purposes and targets of change. Create an environment that fosters trust and builds commitment to the group. Storming

During this stage of group development, interpersonal conflicts arise and differences of opinion about the group and its goals will surface. If the group is unable to clearly state its purposes and goals or if it cannot agree on shared goals, the group may collapse at this point. It is important to work through the conflict at this time and to establish clear goals. It is necessary for there to be discussion so everyone feels heard and can come to an agreement on the direction the group is to move in. Skills to manage this stage:

Be ethical and open to other people‘s ideas. Allow differences of opinion to be discussed. Handle conflict directly and civilly. Keep everyone focused on the purpose of the group and the topic of conflict. Avoid personal attacks. Examine biases that may be blocking progress or preventing another member to be treated fairly. Norming

Once the group resolves its conflicts, it can now establish patterns of how to get its work done. Expectations of one another are clearly articulated and accepted by members of the group. Formal and informal procedures are established in delegating tasks, responding to questions, and in the process by which the group functions. Members of the group come to understand how the group as a whole operates.


Skills to manage this stage: Be fair with processes. New members should feel welcomed, informed, and involved.

Continue to clarify expectations of individuals and of the group. Engage in collaboration and teamwork. Performing

During this final stage of development, issues related to roles, expectations, and norms are no longer of major importance. The group is now focused on its task, working intentionally and effectively to accomplish its goals. The group will find that it can celebrate its accomplishments and that members will be learning new skills and sharing roles. Skills to manage this stage:

Celebrate accomplishments and find renewal in relationships. Encourage and empower members to learn new skills and to share roles that keep things fresh and exciting. Revisit purpose and rebuild commitment.

After a group enters the performing stage, it is unrealistic to expect it to remain there permanently. When new members join or some people leave, there will be a new process of forming, storming, and norming engaged as everyone learns about one another. External events may lead to conflicts within the group. To remain healthy, groups will go through all of these processes in a continuous loop.

When conflict arises in a group, do not try to silence the conflict or to run from it. Let the conflict come out into the open so people can discuss it. If the conflict is kept under the surface, members will not be able to build trusting relationships and this could harm the group‘s effectiveness. If handled properly, the group will come out of the conflict with a stronger sense of cohesiveness then before. Information adapted from: Komives, S., Lucas, N., McMahon, T. (1998). Exploring Leadership For College Student Who Want to Make a Difference. San Francisco, Jossey-Bass Publishers


Plan meetings

Get to know each other

Set boundaries

Recognize strengths

Learn to communicate

Mentee may start pulling away

Uncomfortable feelings may arise

Remain committed

Seek outside support

Clarify boundaries

Reflect on Goals

Celebrate accomplishments

Deeper bond and connection formed

Prepare for closure or return to Stages

2 or 3

Choose activities

Explore interests

Set realistic goals

Rethink first impressions

Bridge differences

Project Arrive

MENTOR MENTEE RELATIONSHIP CYCLE


Project Arrive

COMMUNICATION

PPRI Group Mentor/Facilitator Training * Parts of this curriculum were adapted from:

PRI Ex-Labor.

LISTENING SKILLS

Attribute Behavior

Attends closely

• Good eye contact

• Blocks distractions

• Accepting expression

• Asks questions

• Nods or otherwise acknowledges

• speaker

• Blinks frequently

Good eye contact Blocks distractions Accepting expression Asks questions Nods or otherwise acknowledges speaker Blinks frequently

Attempts to understand

• Lets speaker finish ideas

• Doesn‘t interrupt

• Watches for nonverbal signs

• Attends to the facts in the statements

Lets speaker finish ideas Doesn‘t interrupt Watches for nonverbal signs Attends to the facts in the statements

Keeps personal biases out

• Avoids jumping to conclusions

• Postpones judgments

• Focuses on facts presented

Avoids jumping to conclusions Postpones judgments Focuses on facts presented

Provides feedback

• Paraphrases what was heard

• Answers direct questions

• Allows time for clarification

Paraphrases what was heard Answers direct questions Allows time for clarification


HOW TO PROVIDE FEEDBACK Evaluation VS Description There is a difference between evaluation (judgmental) and description (open to possibilities). Evaluation can imply that someone has failed and the sender of the message is the judge of that failure, resulting in defensive response. Descriptive language describes. Messages with ―YOU‖ attached at the beginning of a message are usually in an accusing tone of voice and are viewed as judgmental. Example YOU: ―You shouldn‘t have done it that way. You really screwed up.‖ ―You‘re making me mad. You don‘t care about anybody else.‖ Being able to describe the affect of another‘s actions without accusing results in a message that contains ―I‖ rather than ―YOU.‖ Example I: ―I might have handled it differently. What would you do different next time?‖ ―I don‘t feel safe when I hear… Next time, could you try…?‖ Before you send a message, spend a moment to ask yourself, ―What response do I really want?‖ You will be more likely to get what you want if your message is clear and non-threatening. Certainty VS Openness We have all dealt with people who are certain they are right, and we have all dealt with people who are willing to listen and try alternatives. That is the difference between certainty and openness. When we communicate with someone who is certain they are right, we want to prove they are wrong. Any energy we would have spent solving a problem, enjoying ourselves, or discussing options is instead directed to defense and communication stops.


Project Arrive

PROBLEM SOLVING, GROUP SHARING, AND PEER

SUGGESTIONS

It is very important that participants get a chance to talk about what has been happening in their lives. In order to offer some sense of balance, we‘ll talk about both bad and good things, or ―Hurdles and Joys or Achievements.‖ Start with hurdles so that each person ends on a positive note. It may also be appropriate to ask a participant after sharing a hurdle if s/he can think of anything positive that has or could come from experiencing the hurdle. (Depending on what they share, it may not be appropriate.)

Mentor/Facilitators should begin by discussing their recent hurdles and joys, and it is critical that this be done without going too deeply into their own issues. Going too deeply takes the focus off the participants and can also make a participant think, ―This person is so messed up, I should be mentoring them.‖ In addition, avoid celebrating huge successes. For example, a mentor who comments, ―I just made $50,000 on a real estate deal,‖ will be reminding participants how far removed they are from this type of lifestyle. However, this is an opportunity to show participants that we are all human and we all continue to be faced with challenges and must rely on each other for support and inspiration. Self Problem Solving Model When a participant is facing an obstacle or having a problem, consider saying: 1. Tell me more about it. 2. What have you done so far? How has it worked? 3. Do you have any ideas about how to solve this? What are several options? 4. What do you think you should do? 5. What do you want ideally? What steps can you take to move in that direction? Group Problem Solving Model When a participant is facing an obstacle, consider saying to the group: 1. Has anyone else experienced something similar? 2. Does anyone have any suggestions for how to solve this problem? As participants share recent problems, mentors should be careful not to go into ―advice-giving mode,‖ as this creates a parent-child power relationship. Instead, start by trying to get the participant to talk more about their problem. It is much more empowering to solve one‘s own problems. If they come up with positive strategies, reinforce them. If they come up with a questionable plan of action, redirect them by asking more questions until they get on track. Another strategy is to ask for feedback from the group. Both strategies are outlined below. The Vibe As the facilitator, it is vital that you are cognizant of the group ―vibe.‖ Before giving advice or asking the group for advice, ask the person sharing if they want to receive feedback from


you and/or from the group. If their answer is no, treat it as a reasonable response so that they may feel safer sharing more next time. Deep Breaths If things start to feel intense or oppressive, ask everyone to take a few deep breaths, or consider taking a short break. Time Also remain aware of time. If it seems like a person‘s sharing may push the group over the time limit for the session, ask their permission to go over and make sure everyone has time to share!

Group Problem Solving Model

Facilitating groups works best if mentors cultivate suggestions from other youth in the group rather than immediately offering their own recommendations. Young people are constantly told what to do by adults, so they tend to listen better to their peers.

The following is an example of a discussion in which a mentor encourages peer suggestions:

James: I hit my sister again last week, and my mom says that I’m grounded until the weekend.

Mentor: I bet you‘re bummed that you are grounded – and it‘s because you hit your sister?

James: Yep! She came into my room, and she kept bugging me. I couldn’t take it any longer.

Mentor: How did she bug you?

James: This time, she came in while I was doing homework, and she started reading a book out loud, and she just got louder when I asked her to stop.

Mentor: Sounds like this has happens to you quite a bit. Has something like this happened to anyone else in the group? How do you handle a situation like this?

Larry: My brother bugs me all the time.

Mentor: What do you do about it?

Larry: Sometimes I tell my mom. Sometimes I prop a chair against the door so he can’t get in.

Bobby: I try to ignore my sister until she gets bored and goes away.

Mentor: Those sound like good things to do. James, what do you think about what Larry and Bobby do when someone is bugging them? Would something like that work for you?

This example illustrates how a mentor can generate solutions from peers since their suggestions tend to hold more weight with young people than advice that comes from adults.


Project Arrive

CONFIDENTIALITY

Confidentiality is vital in a group setting. At the first session, discuss what

confidentiality means and include it on the list of guidelines the group creates. Confidentiality means that no one will share anything that they heard someone else

say in the group with anyone once they leave the group session. Everything said stays in the room. This is for everyone‘s safety and comfort. The group

sessions are a SAFE SPACE for sharing the challenges and successes of life in transition. • Respect everyone‘s opinions • Don‘t push or force ideas • Don‘t interrupt • Totally non-judgmental • Think about what you are saying before you say it and how you feel if someone said it to you • Be aware that everyone has their own truth • Complete confidentiality of group sharing • Treat everyone equally • Share the time with everyone

Limits of Confidentiality

The group facilitators/mentors must tell staff if they hear anything that leads them to believe or suspect that someone is being abused or neglected, or has or is going to re-offend. Be honest with the group about this when you explain confidentiality.

What is shared in group can be shared with PPRI staff if it implies that someone is being abused or neglected, or has or is going to re-offend. Challenging Situations

Considering the personal nature of sharing that may occur in these groups, it is possible that challenges will arise. Here are some tips for dealing with common challenges:

Stealing the Show If someone is constantly drawing attention to themselves you can:

• Restructure the activity by saying that everyone will share in a circle. Give a time limit for sharing/participation. • Ask the group to take a moment to read back over the guidelines they created and to each help make sure that everyone gets equal time and treatment. • Enlist the show stealer‘s help. Talk to this person aside from the group after the session. Try saying: ―It‘s great that you feel so comfortable sharing and talking in a group. That‘s an incredible skill to have! Since you are so good at it, I wanted to ask if you would help out the group and some of the people who are more quiet and less comfortable sharing. If you could help pay extra attention to them and make sure they get enough time to share, that would be really great, and you would set a great example for them. What do you think?‖


Reclusive If someone is reluctant to share it may be because of the Show Stealer. Try the above suggestions to give each person a fair chance. If a person is still hesitant to expose themselves, you can:

• Restructure the activity by saying that everyone will share in a circle. Give a time limit for sharing/participation. • Say: ―You can think about it for a few minutes and we‘ll come back to you at the end.‖ • Ask the person aside from the group after a session, ―I‘ve noticed that you seem hesitant to open up to the group. I wanted to know if there‘s anything we can do to help you feel more comfortable so that you might get more out of this.‖

Outbursts You will have to judge for yourself if a situation is severe enough to warrant emergency action. Most situations can be de-escalated by using some methods:

• Ask the whole group to pause and take several deep breaths. You can say, ―This is starting to get a little heavy. Let‘s all stop for a minute and take some deep breaths.‖ Demonstrate and watch the time for at least one whole minute. • Ask the person acting out to sit quietly for a moment and think about what they want to receive from the group. • Mirror the person. Say, ―So what I‘m hearing is… Is that what you‘re saying?‖ • If the situation continues to escalate, you can ask the person to take a break and come back when they are ready to abide by the group‘s guidelines. • You can ask the person to leave for the night. Follow up by talking with the Volunteer Coordinator or the PPRI case manager about the person‘s behavior and whether or not they should return to the group. If anyone is in immediate danger, call 911.


Project Arrive

TIPS FOR SUPPORTING FOSTER YOUTH

Who are Foster Youth? According to the National Foster Care Coalition, a foster youth is a youth who is removed from their biological parents care due to neglect or abuse and placed in the care of the state. This placement could include being placed with relatives, in a group home, or in a traditional non-relative foster home placement.

Why are children placed in Foster Care? Children are removed from the care of their parents primarily because of abuse or neglect due to complex family, social, and environmental conditions out of their control. Some children in foster care move frequently among emergency shelter, foster parent, guardian homes (kinship/relative or non relative) and group homes.

Who are the adults in foster youths’ lives? Multiple adults are involved in different aspects of foster youths‘ lives; social workers, relative caregivers, foster parents, group home staff, probation officers, therapists, court appointed lawyers, Court Appointed Special Advocates (CASA), education surrogates, and birth parents.

How many young people are in foster care? In California, about 100,000 children are in Foster Care. In San Francisco about 1,350 children are in the San Francisco Foster Care system. About 395 of those are age 16 or over. Every year, about 160 youth emancipate at age 18 to independence.

General Tips for Working with Foster Care Youth

Respect the youth‘s privacy! His/her foster care status is confidential and cannot be shared without permission.

Create an environment that makes the youth feel included and safe. Having someone that they can check in with and connect to at school is important in helping them be successful in school.

Structure activities to support the youth‘s success. Provide predictability, consistency, clear expectations and opportunities for meaningful participation. Scaffold activities when appropriate.

Adapted form San Francisco Unified School District – Student Support Services Department - Foster Youth Services Program website, and a handout by Honoring Emancipated Youth


Project Arrive CULTURAL COMPETENCE

Introduction to Cultural Competence:

Cultural competence is the ability to recognize the value of a culture different from one’s own, and understanding that cultures are neither inferior nor superior to one another. Cultural differences, and similarities, are appreciated.

Culture is the framework in which a person lives and through which a person views the world. This framework includes beliefs, values, traditions, experiences, education, gender, and social status – all of which work together to guide behavior and decision making.

Mentor programs and mentors themselves must examine their own thoughts and beliefs about their own and other cultures to identify their biases, and to build culturally competent mentoring skills.

Achieving Cultural Competence:

Recognize personal, culturally learned assumptions or biases. Our perception of others is filtered through these personal biases. Once we are aware of them they can be managed and even removed. In mentor/student relationships, mentors must challenge and overcome their own biases, and be prepared to address biases or prejudices and/or experiences of being discriminated against by students. Mentors should be sensitive to the difficulty of sharing such beliefs and experiences and listen intently to students.

Increase knowledge about other cultures. When a cultural bias is identified, or simply not much is known about another culture, increasing knowledge about that culture is important. Here are several ways mentors can increase their knowledge:

o Mentors can research the student’s culture, and when appropriate, do so as an activity with the student

o They can seek out and talk with adults from the student’s culture to learn more about their beliefs, traditions, language, customs, values, etc.

o Look at magazines, newspapers and television targeted to the student’s particular community to gain insight and information about the student and his or her community

o If appropriate, the student can teach the mentor some of his or her home language

o Furthermore, it is important to understand the student’s family issues of immigration and acculturation (voluntary vs. involuntary immigration and where they are on the continuum of acculturation)

Increase interaction with different cultures. This is one of the main factors that affect one‘s beliefs about others of different cultural backgrounds.

o Mentors and students can talk openly about each others cultural background


o When appropriate, mentors can participate in students’ cultural traditions, or support students to share a tradition with their class/school

o Mentors can attend community festivals, and/or other civic and religious events in their students’ particular communities.


Project Arrive

MENTOR FORMS


Mentor-Mentee Meeting Agreement

Parent Notification Letter (English/Spanish)

Social Worker Notification Form

SFUSD Field Trip Permission Form and Waiver

Agreement for Volunteer Drivers Form

Student Media Release Form

Mentor Activity Quick Log

Sample In-kind Donation Request Letter


PROJECT ARRIVE: Group Mentoring for 9th Graders


Youth’s Name: _____________________________________________________________

Age: _________ School: _____________________________________________________

Recommended by: __________________________________________________________

Position: ___________________________________ Phone Number: _______________

This student is being referred for assistance in the following areas (check all that apply):

Attendance Issues Academic Issues Behavioral Issues Delinquency

Self-Esteem Study Habits Social Skills Peer Relationships

Family Issues Special Needs Attitude Other, specify:

Why do you feel this student might benefit from being involved in a mentoring group?

What particular interests, either in school or out, do you know of that the student has?

What strategies/learning models might be effective for a mentor working with this student?

Please identify any support needs and rank on a scale of 1–10 (10 being highest)

___ Attendance Issues ___ Academic Issues ___ Behavioral Issues ___ Delinquency

___ Self-Esteem ___ Study Habits ___ Social Skills ___ Peer Relationships

___ Family Issues ___ Special Needs ___ Attitude ___ Other, specify:

With what specific academic subjects, if any, does the student need assistance?

Additional comments:


Project Arrive MENTOR-MENTEE MEETING AGREEMENT

Mentor Name: ___________________ Student Name: ___________________ We agree to meet once a week during the hours of _______________________ (time)

at/in _____________________. (location name)

We agree that if either of us is late or cannot attend a weekly meeting we will:

□ Contact my mentor/mentee by phone, email or text □ Contact the Program Coordinator to let my mentor/mentee know

Mentor phone number ______________________________________________ Mentor email _____________________________________________________ Student phone number _____________________________________________ Student email_____________________________________________________ Program Coordinator phone number ___________________________________ Program Coordinator email __________________________________________ ____________________________ ____________________ Student signature Date ____________________________ ____________________ Mentor signature Date Please give this to your Site Coordinator and he/she will make a copy for each of you.


To the parents of: _________________________ Date: ________________________

Your son/daughter has been recommended to participate in Project Arrive, a group mentoring program offered

by SFUSD’s Mentoring For Success for students who will be starting 9th

grade this Fall.

Starting high school can be a challenging experience for any teenager. The purpose of this group mentoring

program is to help your son/daughter make a successful transition into high school, and to connect them with

the resources they will need to stay on track. The goals of the mentoring group are to help students who have

had challenges related to attendance to:

Connect with positive peers and school staff

Get support in dealing with obstacles to their academic success

Engage in fun activities, special events and adventures throughout the year

The role of the group mentor is that of a friend, coach, guide and facilitator. The group mentor will be an

SFUSD employee who works at your son/daughter’s high school (e.g. an academic counselor, a student liaison,

an attendance liaison). The group mentor meet with your son/daughter, along with 5-6 other students who will

also be in the group:

Once a week, for the duration of two school years

During the regular school day

At a time that does not interfere with core academic classes

We are looking for students who are enthusiastic about participating in this program. We also hope that you too

look forward to having your son/daughter participate.

Please sign and send us back the attached form to let us know whether you DO or DO NOT want your

son/daughter to participate in this program.

We need to have this form back before May 20, 2011.

If you have questions or concerns of any kind, please feel free to contact me or the staff (LSP or counselor) at

your son/daughter’s school. We would love to hear from you, and begin working together to ensure that your

son/daughter loves being in 9th

grade!

Sincerely,

Vida Sanford

District Coordinator, Mentoring For Success

Phone: (415) 242-2615, ext 3216 Email: [email protected]


Para los Padres de Familia o encargado de:______________________ Fecha: ______________

Su hijo/a ha sido recomendado para participar en el programa (Project Arrive) un grupo de mentores ofrecido

por el Distrito Escolar Unificado de San Francisco (SFUSD) Mentoring For Success guiando a estudiantes que

van a empezar el 9o grado en el Otoño.

Empezar la secundaria puede ser un reto para cualquier estudiante. El propósito de este grupo de mentores es de

ayudarle a su hijo/a hacer un cambio con mucho éxito al empezar la secundaria, y ponerlos en contacto con los

diferentes recursos que van a necesitar para sobre salir en la secundaria. El propósito de este grupo es de ayudar

estudiantes que hantenido dificultades con los siguientes puntos:

Conectarse con compañeros y profesores que sean positivos

Obtener ayuda para lidiar con los obstáculos acerca de su éxito académico

Participar en actividades divertidas, y eventos y aventuras especiales durante el año escolar

El trabajo de un mentor es de un amigo, entrenador, guía y Facilitor. El mentor de grupo va a ser un empleado

de SFUSD que trabaja en la escuela de su hijo/a (por ejemplo, consejero académico, enlace estudiantil, y enlace

de asistencia).se va a reunir con su hijo/a y otros 5a 6 estudiantes que también van a estar en el grupo:

Una vez por semana por el total de 2 años escolares

Durante el día regular de escuela

En un tiempo que no les afecte sus clases académicas

Estamos buscando estudiantes que sean entusiásticos para participar en este programa. También esperamos que

Usted este ansioso de que su hijo/a participe.

Si tiene preguntas, o dudas de alguna clase, por favor no dude ni por un instante en llamarme o hablar con el

consejero en la escuela de su hijo/a. Nos gustaría oír pronto de Usted para que juntos empecemos a trabajar para

que su hijo/a le guste estar en el 9o grado.

Sinceramente,

Wendy Snider

Wellness Coordinator

Thurgood Marshall Academic High School

(415) 695-5612


SOCIAL WORKER NOTIFICATION

OF STUDENT PARTICIPATION

Dear Social Worker, (Name of school)’s mentoring program provides our students with additional support to help them do their very best at school. Mentoring is an effective strategy to help children make positive choices, stay on track in school and avoid negative behaviors. The mentors are either staff at (name of school), the After School Program, SFUSD employees, or community volunteers. Mentors meet with students weekly during school or after school program hours and do a variety of positive activities together (for example: homework, reading, journaling, cooking, and art). These activities take place on school grounds during the school year. With parent/guardian permission mentors may take students off campus or meet during the weekend. Possible field trips include: walking field trips, ropes course, or even sporting events. Mentors and mentees remain in contact during the summer with parent/guardian permission. We are pleased to inform you that a child on your caseload was successfully matched with a mentor at (Name of school). We have received consent from the guardian and can send a copy if necessary.

Student Name: _________________________________________

Guardian Name & Phone number: __________________________________________ Mentor Name & Phone Number: ___________________________________________

If you have any questions or concerns, please contact:

Vida Sanford, Program Coordinator Student Support Services Department Phone: 415-242-2615, ext. 3216


SAN FRANCISCO UNIFIED SCHOOL DISTRICT

FIELD TRIP PERMISSION FORM AND WAIVER (Use this form for standard day trips only)

(Overnight, Out of State or Experiential Field Trips must use Overnight/Experiential Field Trip Form)

Under the California Education Code and Board Policy, students may engage in field trips to enrich and

complement their educational experience. With your consent, your child is participating in the Student Mentor

Program. As part of this program, mentors may take mentees on field trips, which can include both group and

one-on-one trips, as indicated below. Please review the list of proposed trips below and initial every trip that

you will authorize. Please read this entire form and sign and date at the end if you agree to all terms. Thank

you.

Student Name: ____________________________________________________________

Mentor Name: ____________________________________________________________

The trips will depart from and return to: (school name) ____________________________

Field Trip Location

and Address Field

Trip

Date

Departure

and Return

Time

Adult Supervisor(s)

of Trip and Titles of

Supervisors

Number of

Students

Attending

Trip

Parent

Initial

Trip Description The field trip(s) will involve the following activities: (Mentor: describe trip and activities in

detail): ________________________________________________________________________


Items Student Should Bring (if any):

________________________________________________________________________

Transportation (Describe transportation for each trip i.e.: walking, MUNI, BART, Caltrain, school bus,

charter bus, private automobiles)

If traveling by automobile, name(s) of approved driver(s):

(Note: Volunteer drivers must complete the Volunteer Driver Form prior to Field Trip)

WAIVER OF CLAIM: I understand that Education Code Section 35330 provides that all persons making a field trip or

excursion shall be deemed to have waived all claims against the District or the State of California for injury, illness or

death occurring during or by reason of the field trip or excursion. I therefore acknowledge that as a condition of my

son/daughter/ward participating in said activity, I hold harmless and waive any and all claims against the State of

California or the San Francisco Unified School District (and its officers, employees, agents), including, but not limited to,

claims arising out of any negligence of any officers, employees or agents of the District, for any injury, accident, illness,

or death, or any loss or damage to personal property occurring during or by reason of the participation in said activity.

1. I understand this field trip is optional and attendance by my child is not required and that an alternative

activity at School will be provided if I do not give permission for my child to participate.

2. I understand that all students going on this trip will be responsible in conduct to the bus driver(s), to

teachers, and, if applicable, adult sponsors at all times.

3. I understand that all field trips begin and end at the School and that all students are required to go and return

from this event on the transportation provided, unless prior arrangements have been made and agreed to in

writing by the principal, site administrator, or teacher. 4. The District provides all students with Field Trip Accident Insurance that covers 100% of reasonable and customary

charges up to $25,000.00 per claim, with no deductible amount. I understand that in order to make an insurance

claim, I must complete, or cooperate with school personnel and the attending physician or dentist in completing an

accident claim form, which is available at the School. I shall submit the claim form according to the instructions on

the form. I understand that the District provides this insurance as a courtesy and, in no way, is responsible for the

making, granting, or denying of insurance claims.


AUTHORIZATION TO TREAT MINOR: In the event that I, or other parent/guardian, cannot be reached in an

emergency, I hereby give permission to the school staff to secure proper treatment for my child. I do hereby consent to

whatever x-ray, examination, anesthetic, medical, surgical or dental diagnosis or treatment and hospital care are

considered necessary in the best judgment of the attending physician, surgeon or dentist and performed by or under the

supervision of the medical staff of the hospital or facility furnishing medical or dental services.

PARENT/GUARDIAN SECTION: MUST BE COMPLETED

Print Name(s) of Parent/Guardian:

Parent/Guardian Work Phone:

Parent/Guardian Work Phone:

Emergency Contact Person:

Emergency Phone Number:

Pagers, cell phones, e-mail:

Physician/Health Insurance Name:

Policy Number:

Phone:

Student's Critical Medical Needs/Allergies/Conditions:

I acknowledge that I have carefully read this document and understand the information therein. I agree to each of

the terms and acknowledgments above, and agree to permit my child to participate in all field trips initialed by me

above.

Date: ___________ Parent /Guardian Signature:

CHAPERONES: If agreement has been reached with the supervising teacher, and I chaperone students on this

trip, I will comply with all District requirements pertaining to the chaperoning of students.

Print Name __________________________Signature________________________________

FOR MIDDLE AND HIGH SCHOOLS ONLY

TEACHERS’ APPROVAL OF STUDENT'S PARTICIPATION IN FIELD TRIP

1° 5°

2°

(Subject and Signature)

6°


3°


7°


4°

(Subject and Signature) (Subject and Signature)


Administrator’s Approval Counselor’s Approval


AGREEMENT FOR VOLUNTEER DRIVERS

As required by the San Francisco Unified School District Administrative Regulation No. 5125 any driver who

volunteers to transport students must comply with the following prior to any instance of transportation: (Check

the box if requirement has been met)

Agreement has been reached with the supervising teacher

A copy of a Valid California Driver’s License has been provided

CDL #: _____________________________ Exp: ___________

A valid Proof of Insurance card with applicable limits has been provided

A copy of valid vehicle registration has been provided naming the prospective driver as the vehicle’s

registered owner.

Driver has satisfied the TB test requirement

Driver certifies that the vehicle to be used for transportation is in proper working order and meets all

applicable safety standards and is not designed to carry seven or more passengers plus the driver.

Driver will be providing transportation for the following:

School: _____________________________________________

Activity: _____________________________________________

Date(s): _____________________________________________

If more than one date is noted above, Driver has been fingerprinted and cleared

The undersigned, affirms that the above information has been provided and the statements made are true and

correct and he/she shall indemnify and save harmless the San Francisco Unified School District from any and

claims or causes of action by whomever or wherever made or presented including but not limited to personal

injuries, property damage or death resulting from voluntary transportation activities.

The undersigned additionally acknowledges that San Francisco Unified School District does not carry insurance

for damage or liability on private vehicles.

Print Name ________________________Signature______________________________

Type and Year of Vehicle ____________________ Vehicle License No. _____________

___________________________________ __________________

School Administrator Date


Media Release Form

SFUSD Student Support Services Department’s Student Mentor Program, Mentoring for Success, is developing a new web site to help us coordinate, promote and develop the program. Your child is currently a student mentee in the program. We will be scheduling a photographer to take pictures of our mentor-mentee matches at various school sites for this new web site. Your permission is required if your child is to participate. I hereby grant permission to the Student Support Services Department (SSSD) to use my child’s comments and photograph for the www.healthiersf.org website, newsletter and promotional material without further consideration.

I also acknowledge that the SSSD may choose not to use my child’s photo or comments at this time, but may do so at its own discretion at a later date. I also understand that once the image or comments are posted on the website, the image can be downloaded by any computer user.

I give SSSD permission to use my child’s public comments and photograph for use on the SSSD website, newsletter and promotional materials.

Thank you for your cooperation and support.

Student’s Name (print clearly) Parent/Guardian’s Name (print clearly)

____________________________________ Parent/Guardian’s phone number _______________________________________ Parent/Guardian’s Signature _______________________________________ SSSD’s Signature _____________________ Date

www.healthiersf.org

http://www.healthiersf.org/

http://www.healthiersf.org/


Project Arrive Group Mentor Log Form

Please fill out and return to your Project Arrive Site Coordinator or email to District Coordinator Vida Sanford at [email protected]

Mentor(s): Month:

School: Day/Time of Session:

Attendance

Mentee Name Session 1 Date:

Session 2 Date:

Session 3 Date:

Session 4 Date:

Session 5 Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Topics/Activities Session Date Topics Covered/Activities Done Comments/Notes/Highlights

Session 1:

Session 2:

Session 3:

Session 4:

Session 5:

Please feel free to add any other highlights, suggestions, concerns you would like to share:


November 10, 2011

Dear Local Community Partner,

We are pleased to invite you to join San Francisco Unified School District in launching a new mentoring program for 9th grade students at Galileo Academy of Science & Technology. As a small business owner in the neighborhood, we hope you understand the importance of providing positive pathways for vulnerable students.

For the past six years, Mentoring for Success—a school based mentoring program—has worked with twenty- nine local schools to engage over 1,000 vulnerable youth in positive social and recreational activities. Students in our program have made significant improvements in student attendance, academics, and attitude towards school: 40% of participating students have increased their GPA and 48% reduced unexcused absences since starting the program!

Beginning this school year, Mentoring for Success has launched Project Arrive at Galileo, a group mentoring program designed specifically for 9th and 10th graders who have a history of truancy, and other academic difficulties. Through weekly group sessions, our program will provide a safe and supportive setting in which a group of students will connect with caring adult mentors and engage in lots of team building and experiential learning through field trips, special events and service projects.

As you know, food brings a sense of warmth, trust and connection between people to gatherings. It is remarkable how food can make such a big difference in how ―fun‖ it seems. Since we are trying to encourage students to stay in school, this seems like a logical strategy to use!

Please consider joining us as a food sponsor for Project Arrive. By donating simple, healthy foods and beverages, your business would be providing a key ingredient needed to build a program that is consistently warm and welcoming for students and their mentors.

Our monthly sponsorship program asks that you donate food for about 10 students, for one session or even on a once-a-week basis for just one month (4 total sessions).

We would also welcome the opportunity to help you, as a Project Arrive sponsor, to increase your visibility as a leader in community by acknowledging your business on our website, and in a range of widely distributed print media that we use to promote mentoring across San Francisco.

Thank you so much for your consideration.

Best regards,

Vida Sanford, District Coordinator Mentoring for Success/Project Arrive San Francisco Unified School District phone: 415-242-2615, ext. 3216 [email protected] www.healthiersf.org/mentoringforsuccess

Federal Tax ID#94-6000416


http://www.healthiersf.org/mentoringforsuccess



STUDENT MENTEE ORIENTATION

This information is reviewed with mentees before they start meeting with mentors. Although a group orientation is preferable, this outline may be used to provide group or individual mentee

orientations and it should not exceed 60 minutes. Purpose:

Provide students with a clear understanding of the concept of a mentor and their role

Increase students’ understanding of what to expect from a mentor

Outline expectations of a mentee

Improve understanding of relationship development

Program Goals:

Increase the programs ability to sustain matches through screening and orientation of student mentees

Enhance mentee self determination

Address issues impacting students such as attendance, academic performance, homework completion, behavior, and motivation/attitude toward school

Build the school/after school program’s capacity to sustain an effective student mentor program

Enhance the overall school/after school program’s climate/culture.

Introduction to Mentoring:

Mentoring is a relationship with a caring adult at school. The mentor may explore your interests with you, share meals, help you with problems or concerns, or just have fun.

Mentoring is not counseling, tutoring, or to change a student’s behavior.

Mentoring has been a part of cultures throughout the world for over a thousand years.

Mentoring is a one-on-one relationship.

Mentoring focuses on building a relationship that will benefit both the mentor and the mentee. Mutual respect is a cornerstone of the mentoring relationship.

Overview of the Program:

Mentors and students meet approximately one hour per week during the school year, preferably on a specific day and time. During the summer months mentors and students arrange a way to keep in touch, either by phone, email, or participating in activities together.

Mentors and students are part of a community of people who will meet for group activities regularly throughout the year.


MENTORING FOR SUCCESS

MENTEE ORIENTATION FACILITATOR’S AGENDA

1. Welcome/Introduction to the program If possible, include a panel of youth who have been mentored to talk about their experiences. You may choose only one student but it is good to have at least two different perspectives.

2. What is Mentoring?

Mentoring is: o A relationship with a caring adult at school. o Not counseling, tutoring, or a change to a student’s behavior. o A one-on-one relationship o Focused on building a relationship that will benefit both the mentor and the mentee.

Mutual respect is a cornerstone of the mentoring relationship.

3. Overview of Project Arrive

Project Arrive is a school based mentoring program that matches SFUSD Staff and SF community members with youth in SFUSD schools. Once matched, these mentors and students:

i. meet one hour a week during the school year ii. are part of a larger mentoring community

4. Do’s and Don’ts: Student Expectations Do’s Don’ts Talk/Communicate with your mentor Miss scheduled meetings Meet regularly Activities that cost a lot

Try new things Ask for mentors to drive you around Share/explore your interests Ask for money

Expect it to feel awkward at the beginning Respect your mentor

5. Student Agreement and Parent/Guardian permission forms

6. Student Mentee Pretest 7. Contact for questions or problems: Site Coordinator or District Coordinator



MENTEE ORIENTATION

AGENDA

1. Welcome, Orientation Goals, Introductions, and Icebreaker

2. What is Mentoring?

3. Overview of Mentoring For Success

4. Activity: Scenarios of Match Relationships

5. Do’s and Don’ts: Student Expectations

6. Student Agreement, Parental Consent, and Mentee-Mentor Meeting Agreement

7. Q & A

8. Pre-Test

9. Contacts


SECONDARY SCHOOL SCENARIOS

Description of Scenario #1: Charlene (Mentor) & Maria Charlene has been mentoring Maria (13 years old) for about 6 months, and they have become quite close. They are at McDonalds, and a boy has just approached Maria. They seem to know each other, and the boy asks Maria whether she is going to come with them later as they had planned. Maria says yes, but looks a little uncomfortable and keeps glancing at Charlene. The boy says “See you then...” and walks off.

Scenario #1: Charlene (Mentor) CHARLENE’S AGENDA: Maria’s mom mentioned to you last week that she is not sure about some of the kids Maria has been hanging out with lately. You know also that she is often left to her own devices after school because her mother works until 7 pm.

Scenario #1: Maria (Age 13) MARIA’S AGENDA: You have made some new friends lately, and they like to smoke pot. You have tried it once or twice, and you liked it. But you are afraid that you will get in trouble, and you don’t want Charlene to be disappointed in you. You’ve always heard that drugs are really bad for you, and you don’t want to end up like your uncle who is addicted to heroin, but you really want your new friends to like you. And anyway, it’s just pot, right?

Description of Scenario #2: Rubin (Mentor) & Anthony Rubin and Anthony have been meeting for three months now. Anthony had been struggling in some of his classes, so Rubin set up after school tutoring sessions for Anthony. This morning, the tutor called Rubin to tell him that Anthony has missed the last four sessions.

Scenario #2: Rubin (Mentor) RUBIN’S AGENDA: You are frustrated that Anthony has not been attending the tutoring sessions that you arranged for him, and don’t really understand what might be keeping him from going. You are going to bring it up when you both have lunch today.

Scenario #2: Anthony (Age 15) ANTHONY’S AGENDA: Recently you have been responsible for picking up your little sister from school and taking care of her until your mother gets home from work in the evenings. Your grades have been slipping, but you can’t make it to afterschool tutoring because you are taking care of your sister. You don’t want Rubin to be angry that you aren’t going to tutoring, and you want to be able to pass your classes and not get held back, but you don’t know what else you can do. You know that Rubin has to find out sometime that you have been skipping tutoring, and are anxious that he’s going to bring it up today at lunch.

MENTORING Plus Workshop Series Responsible Mentoring downloaded from http://www.emt.org/userfiles/RespMentoringBooklet.pdf



STUDENT AGREEMENT

“The most effective mentors offer support, challenge, patience, and enthusiasm while they guide others to new levels of achievement.” (“STAGES OF A MENTORING RELATIONSHIP” Baylor University’s Community Mentoring for Adolescent Development)

Overview: Mentors serve as positive role models and invest themselves in their students. They also encourage and motivate students to become their best. Mentors offer students a pathway to expand their life perspectives, overcome obstacles and build on their strengths to make positive choices and develop essential school and life skills. Mentors are not case managers or therapists. They are caring adults committed to building relationships with young people. Participation is voluntary. So please read the following points and sign below to indicate your commitment to a mentoring relationship. If you have any questions please ask the Mentor Program Site Coordinator at your school.

As a Mentee I agree to:

Commit to meeting with my mentor weekly for one hour for a full year from the date of this agreement, preferably at a scheduled day and time on school grounds and at least twice during the summer

Be on time to meet with my mentor

Notify my mentor in advance about any change in our meeting arrangements

Attend mentor program events

Try new and beneficial activities with my mentor

Notify the Mentor Program Site Coordinator or another adult of any questions or concerns

Have fun!

_____________________________________ ____________________

Student Signature Date


Project Arrive

Since many students in the mentor program have experienced loss, separation, trauma, and transience, program staff and mentors must handle match closure with sensitivity and a plan. Please be aware that many students transfer to different schools or their families move to different areas. As a result, Match Closure may happen mid-year. Please notify your Mentor Program Site Coordinator if you are aware that your student will be leaving the school. This will enable them to make appropriate referrals to the family if needed, to complete the Post Survey with the student, and also confer with you regarding Match Closure activities. Here are some ideas for your Match Closure:

1) Give several weeks before the end of the school year or end of the match period to begin the closure process

2) Set a specific date for your last meeting and inform your mentee of this ahead of time

3) Talk about the reasons for ending the match; be honest, candid and supportive (regardless of the reason for the closure)

4) Review the year by talking about fun activities and the personal impact on each others lives; review journals, photos, drawings or other materials used to document the relationship

5) List new skills learned, challenges overcome, accomplishments, goals yet to be reached, and brainstorm strategies for the student to continue working toward goals

6) Exchange small, meaningful ―closure gifts‖ with your student

7) Don’t make promises that you may not be able to keep (e.g., that you will keep in touch)

8) Be positive and supportive, especially about what the future may hold for your mentee

MATCH CLOSURE


MENTORING FOR SUCCESS PROGRAM

MATCH COMPLETION

POLICY AND PROCEDURE Policy

The policy of Mentoring For Success (MFS) is that all mentors must complete a full background

clearance in order to mentor a student in SFUSD. MFS recognizes that students and employees

transition between schools and/or departments from time to time.

To insure all mentors are in compliance with the background clearance requirement, all mentors

are expected to notify their School Site Coordinator whether they intend to continue mentoring if

1. The mentor changes schools or departments or

2. The student moves to another school

If a student moves to a school that does not have an existing MFS Program then the MFS

Coordinator must end the match.

Procedure

For SFUSD Employees

If any of the following circumstances apply to a match:

1) Student mentee moves to a different SFUSD school from where the mentor

works

a. If the new school has an active MFS Program, then the mentor’s MFS Coordinator

must:

i. contact the MFS Coordinator at the student’s new school

ii. update the student’s school in the Online Activity Log

iii. The new MFS Coordinator must obtain a new Parent/Guardian Consent

b. If there is not an existing MFS Program at the new school and the mentor and

student want to continue the match

i. End the match in the Online Activity Log

ii. Notify parent/guardian in writing with the PARENT/GUARDIAN

NOTIFICATION OF MATCH COMPLETION Form

iii. Refer mentor and student to a community based mentoring program (e.g.

Big Brothers Big Sisters, YMCA Building Futures) c. If the mentor and student do not want to continue the match





2) Student mentee leaves SFUSD




3) Mentor continues in the district but no longer works at the school site where

the student is enrolled and the student and mentor want to continue the match

a. The MFS Coordinator must agree to monitor the match by maintaining

communication with the mentor and student

b. The mentor must continue to follow the Mentor Guidelines and document match

activities in the Online Activity Log

4) If the mentor leaves SFUSD and the mentor and student want to continue at

an MFS School Site then the MFS Coordinator will

a. End the match in the Online Activity Log

b. Notify parent/guardian in writing with the PARENT/GUARDIAN NOTIFICATION

OF MATCH COMPLETION Form

c. Refer mentor to SF Ed Fund if the mentor, parent/guardian, and student want the

match to continue

i. To sign up for the orientation mentors complete the online application and

register at:

http://www.sfedfund.org/programs/volunteers_individuals.php?m=1

ii. If and when the mentor completes the SF Ed Fund background

clearance the MFS Site Coordinator may reinstate the match

5) Mentor is no longer employed by SFUSD and the student and mentor do not

want to continue the match

a. End the match in the Online Activity Log

b. Notify parent/guardian in writing with the PARENT/GUARDIAN NOTIFICATION

OF MATCH COMPLETION Form

All Non-SFUSD Employees

Non-SFUSD employees wishing to mentor a SFUSD student may only be matched to a

school that has a mentoring program overseen by an SFUSD employee.

All volunteer mentors are required to complete a background clearance through SF Ed

Fund prior to starting the mentorship.

If the student mentee changes schools the Site Coordinator notifies the District

Coordinator of the change.

o The student’s new school site is updated in the online activity log if the student

transfers to a school with an existing mentoring program.

If the student transfers to a school without a program the mentorship will be ended.

http://www.sfedfund.org/programs/volunteers_individuals.php?m=1


SAN FRANCISCO UNIFIED SCHOOL DISTRICT


PARENT/GUARDIAN NOTIFICATION

OF MATCH COMPLETION

Dear Parent/Guardian,

It has been a pleasure having ___________________________ participate in the Student’s First and Last Name

Mentoring For Success program with ___________________________. Mentor’s First and Last Name

Your child’s match has been completed with San Francisco Unified School District’s Mentoring For

Success program as of ______________ due to the following reason: Completion month/day/year

□ The year-long mentorship has been successfully completed

□ The student transferred to a SFUSD school where the program does not exist

□ The student is no longer enrolled in a SFUSD school

□ The Mentor continues in the district but no longer works at the school where the student

is enrolled

□ The Mentor is no longer employed by SFUSD

Because the match has been completed, please be aware that the SFUSD Mentoring For Success

Program is no longer monitoring any contact or activities between your student and their former

mentor. Any future contact (e.g. scheduled or unscheduled visits, activities, meetings in the

community or beyond, public places, designated site, said Mentee’s or Mentor’s home, or by any

other means including telephone, e-mail, text or social media) between the mentor and your child

will not take place under the auspices or supervision of SFUSD or the Mentoring For

Success Program.

If you have any questions regarding this information please feel free to contact

Erin Farrell at 415-242-2615.



EVALUATION Program evaluation is based on the stated program goals and outcomes. Mentoring evaluations usually come in the form of self-report surveys from students and training evaluations by mentors.

Surveys are distributed and collected by the Site Coordinator. These self-report surveys rate student progress across variables such as: homework, behavior, attitude toward school, self-care/hygiene, etc. The self-report surveys are used in conjunction with the collection of objective student data such as: 1) Attendance (official record), and 2) GPA. Multiple factors affect each of these variables, so teasing out any conclusion implying causality or correlation directly to mentoring is difficult. Nevertheless, research has proven that well run mentoring programs do in fact positively impact students across many of these variables. Anecdotal data is also compelling in the evaluation of mentoring programs, especially when it is elicited from a number of sources in contact with the student (e.g. mentor, teacher, principal, yard supervisor, ASP staff, parent, peers) and from students themselves. The stories that emerge from mentor-student relationships are often profound, from the heart and vividly show the transformative nature of these relationships. For the Mentoring For Success Program, Student Pre-Surveys are supplied to Coordinators by our evaluator, ETR, and are completed as soon as parental permission is received; Post-Surveys are also distributed to Coordinators by ETR and are completed in May of every school year. Site Coordinators distribute surveys directly to students, provide them with a place to complete the survey, and inform them that the information will remain confidential. Post-Surveys for students leaving the school mid-year may be accessed by logging on to the SFUSD Reporting website (https://psweb.etr.org/sfusd/login/splash.cfm) and clicking on the ―Pre-Post Surveys‖ link on the left hand side. This link also takes you to Survey Administration Guidelines (p. 104). Individual interviews are also held with students and mentors.

Mentoring For Success Evaluation

Mentee Pre and Post Survey

Mentor Interviews

Mentee Interviews



SECONDARY PRETEST SURVEY

ADMINISTRATION GUIDELINES

Mentoring Site Coordinators:

Please read the following guidelines before administering the Fall 2011 pretest survey to your mentees. Please be sure that you are using the current version (revised 11/05/09) of the survey. If you need additional copies please go to http://psweb.etr.org/sfusd or email Kris Freiwald at [email protected].

Pretest Purpose The purpose of the pretest survey is gather information about the mentee BEFORE she or he has participated in Project Arrive. Pretests are given ONE TIME to each mentee.

Data Collection

PRETEST surveys should only be completed by:

o Students who are NEW to the program and who have not previously completed a pretest survey.

We recommend that you collect the pretest survey at the time the student’s parent consent form is returned or within one month of the mentee/mentor match being made.

Please make a copy of completed surveys for your records and send the original surveys AND survey completion checklist to Erin Farrell at SSSD 1515 Quintara by Thursday, October 20th 2011.

Survey administration procedures:

BEFORE ADMINISTERING THE SURVEY:

Site Coordinators complete all of the student information at the top of the survey: HO number, Student Name, School, Grade Level and Survey Date.

Explain to students that the survey is part of our efforts to hear directly from students about their experiences with the mentoring program. They will be asked to take a follow-up survey at the end of the next school year or when they leave the program. Their responses are confidential and no one at the school will see their responses.

Allow students 15-20 minutes to complete the survey.

As much as possible, provide a quiet space for students to complete surveys.

If you have any questions…

Please call Kris Freiwald at ETR Associates at 831-438-4060 Ext. 253 or email at [email protected].

Thank you for your assistance! Project Arrive/Mentoring For Success

http://psweb.etr.org/sfusd




Project Arrive

Appendix

Ice Breakers & Team Building Activities


Icebreakers and Teambuilders The following pages provide a number of icebreakers and teambuilders. Consider your group and your purpose for the activity when choosing an icebreaker or teambuilder. Some are more appropriate for new groups, others for more established groups. Not all of these activities will appeal to everyone, but there are many for you to choose from to help get your group going! INTRODUCTIONS Have people pair up. Give the pairs 5 minutes to each other and share vital information. Then have the people introduce their partners to the rest of the group. Variation: ―Silent Introductions‖ – same as above only the partners can’t speak to each other. Partner receiving clues should write notes to self but should not give a response to the actor as to whether or not they understand the visual clues. Only those receiving clues can use pencil and paper. DEAR DOLORES Have everyone sit in a circle. One person begins by giving their name, plus an adjective that begins with the first letter of their name. (e.g., Jolly Jim, Happy Holly). The next person repeats the person’s name and adjective and then their own name the same way. Continue around the circle. BALLOONS Prepare questions on small pieces of paper. Put one question inside a balloon and blow up the balloon. Have people pop the balloons to get the question and have everyone answer their questions to the group. STRING NECKLACES Tie a string or yarn ―necklace‖ around everyone’s neck; the object of the game is to get as many strings as possible around your own neck by getting others to say ―no‖ to questions you ask. When someone says ―no‖ to you, she or he forfeits their necklace. ANIMAL/BARNYARD SOUNDS Think of five or six different animals that make distinct animal sounds such as: cat, dog, snake, monkey, cow, pig, etc. Give each participant a piece of paper with one of the animal names and have them find each other by making that animal sound. For example, all the dogs would find each other by barking. You can use blindfolds to make it a little more interesting. SENTENCE COMPLETION Have the group introduce themselves by completing a low risk sentence. Examples: favorite food, animal, cartoon strip, musical group, funniest story you have ever heard, best joke, hobbies or interests, funniest relative, what would you like to do if you had two extra hours today, what would you would do if you won the lottery, etc. WALLET/PURSE INTRODUCTIONS Participants pull an object out of their wallet or purse, which represents them and explains why. TOSS A NAME Standing in a circle, the person with the ball calls someone by name and tosses the ball to them. When the other person catches it, they say, ―Thank you, _____________‖ (the name of the person who threw it to him/her) and then calls upon another person to toss the ball to. After the balls have been tossed for a couple of minutes, start a second ball going at the same time, then a third, and finally a fourth.


HUMAN KNOT Participants should stand shoulder to shoulder in a circle. Each person should put his/her right hand into the middle of the circle and join hands with someone across the circle (and not directly to his/her right or left). Each person then places their left hand into the circle and joins hands with a different person, and not the person directly to their left or right. When the participants have their hands tangled, inform them they need to be untangled without ever breaking grips within the group. Note that there are three possible solutions: a circle, two interlocking circles, or two circles with a knot in it. Participants should not make sudden or large movements since they’re all connected. Processing questions: Was this challenging? Why? Or why not? How did the group approach this task? What was done effectively? What could have been done more effectively? What role did you personally take in this exercise? For those who were facing out, and couldn’t see what was happening, how did you feel? How could each of you have increased participation in this activity? How can you relate your freshman experience to this activity? GOSSIP The group sits in a circle and Gossip begins with the facilitator sharing a secret with the person next in the circle. The secret is passed as each person shares it with the next person. In telling the secret, it may not be repeated twice to the same person (so the listener must get it all the first time.) When the secret is finally back to the facilitator, it is shared out loud. The facilitator then reads the original and a comparison is made. IMPORTANT ITEM Have each person bring something to the meeting that means something special to him or her, and then take turns telling about it. Could have people try to guess who items belong to. PAT ON THE BACK Have everyone draw an outline of their hand on a sheet of paper, then tape it to their back. Have group members mingle and write things on everyone’s back that tells them something positive. LIFELINES This exercise uses a huge sheet of paper with a long ―lifeline‖ drawn across it. Each member marks dates on the line to represent the highs, lows, significant events, turning points, etc. of her/his life to date. (can also project the future). Each date should be labeled to help explain it. Members of the group each share their dates with other members. The group may ask questions about each other’s lifelines. BLIND POLYGON Ask the participants to form a circle and put on their blindfolds. Give them a rope. Ask each person to grab hold of the rope, and then, as a group, to form a perfect square. When they believe the task is accomplished, they are to stand in position and remove the blindfolds. Using the same procedure, ask them to form any geometric shape you think is possible with the group. PERSONAL COAT OF ARMS Give each person a sheet of paper with a blank coat of arms on it. There are four quadrants on the ―shield‖ and you ask participants to respond to specific questions/statements in each quadrant. For example, where your favorite place to escape is, favorite childhood memory, greatest fear, person who’s most important to you, etc. Then ask each participant to draw a symbol or motto about


his/her shield that represents him/her. Go around the group and have each participant share what they’re willing of their shield with the group. STAND-UPS Start off by breaking the participants into pairs. Have each participant sit back-to-back, link arms at the elbow, and stand up. Then have two pairs join together, introduce themselves, then sit down in a small circle and face outward so that all backs are in the center. Then arms at the elbow, stand up as a group. Then they grab another group so that there are 8 people, and do the same thing. M&Ms Everyone loves M&Ms, so when the group is meeting for the first time, bring in a large bag of M&Ms to introduce the group to each other. Have the group sit in a circle. Pass the bag around and ask people to help themselves to the M&Ms, but not to eat them yet. When the bag has been around the full circle, each person must tell one thing about themselves for every M&M they took. A variation is to assign a number of things a person must tell about themselves to every color. Of course, don’t tell people about this aspect of the game until they have already grabbed a handful. PHOTO SCAVENGER Polaroid cameras will be needed for this exercise. Break the group in half, and give each group a list of places at which they need to get a group photo taken – and everyone needs to be in each photo! Meet at a designated time and place, and compare photos. NAMETAG Paper, crayons or markers, and tape are needed for this activity. At the start of the meeting, have everyone make a nametag that includes a picture on it that says something about themselves (a caricature, cartoon, symbol, places, etc). Or ask people to put the answers to specific questions in the corners (i.e. – where you were born in the upper right, your favorite hobbies in the lower left, etc.). Go around the room and have each person explain their drawing. You can use note cards and felt pens or if you really want people to be creative, supply construction paper and scissors. WHERE ARE YOU? Pick a year or a date before the meeting and give each person a chance to tell what they were doing on that date (summer ’96, January ’97,etc.). SUPERLATIVES Participants are asked to study the composition of the group quietly to decide on a superlative adjective that describes themselves in reference to others (youngest, tallest, most uptight, etc.). They tell their adjectives, explain, and, if possible, test their accuracy. HOMETOWN Post a large outline of the state or country on the wall or even tape it on the floor. Have participants put their hometowns and name on the map. Ask them to share about their hometown and how they decided to attend ISU. DEMOGRAPHICS Brainstorm background data that participants would be interested in knowing about each other (age, education, birthplace, etc.). Have each participant tell who they are in reference to demographics. PAPER PLATE DATES Give each participant a paper plate. Have them draw the face of a clock on their plate with a line next to each number. Then have the participants walk around and find a ―date‖ for each hour,


writing their date’s name on a line. The catch is no one can make a ―date‖ with more than one person per hour. After everyone has made their dates, speed up time to allow 1-3 minutes for each hour. The pairs will then get the chance to get to know each other. BLANKET NAME GAME Have your group divide itself into two groups. Tell them to sit on the floor facing each other. Hold up a blanket between the groups so that each team cannot see the other. A member of each team is quietly selected to move up to the blanket. On the count of 3, drop the blanket so that each of the selected members is facing each other. Then race to see who can remember the others name first. Who ever loses goes to the other team. CONTRASTING STATEMENT Think of several contrasting groups such as bread/butter, hammer/nail, etc. After saying each pair, have the group divide in two and join the group for which they best relate (to the word). Within the group, have them explain why they chose to say the hammer instead of the nail. LOLLIPOP Pass out dum-dum lollipops to the group. For every letter that appears in the flavor, the participant has to say something about themselves to the group. STRING GAME Participants select pre-cut lengths of string from the facilitator. Each member holds the string between his/her thumb and forefinger. For each ―wrap‖ of the string around the finger, participants must share one thing about themselves. SENTENCE STEMS Form dyads and triads and have participants complete the rest of the sentence. The leader can read the sentence to all of the participants or all participants can have sheets of paper with these listed and take their own time in covering them. Here are some examples: Before I came to ISU, my main interests were . . . The way I would describe my family is . . . . The thing I remember most about high school is . . . . My most unusual friend is. . . The things I value most are . . . . Where I hope to be 5 years from now . . . . The thing I would most like to accomplish this year is . . . . The thing that concerns me most about school is . . . . For roommates: The first day we met, the things I noticed about you were . . . Since then, some things that surprised me about you were . . . Something I like about you is. . . It appears to me that an important difference between us is . . . . I think we might have to compromise on . . . . What I think I will get out of having a roommate is . . . . I think the most important thing I have learned from this discussion is . . . . HOG CALL Break the group into two pairs. Each pair must choose two things: a machine and an animal. They then have to decide who is which. The pairs then divide up on opposite sides of the room. Everyone must close their eyes, and by only making the noise of their character would make, the must find their partner.


When they find their partner, they can open their eyes and wait until everyone is done. When conducting an activity with eyes closed, have the group raise their hands in front of their chests as bumper guards, and have at least one person (leader) acting as a spotter. OLEMN AND SILENT The facilitator explains that this exercise takes self-control. Members pair back to back. On the count of three, everyone must face their partner, look each other in the eye, and try to remain solemn and serious. No speaking! The first to smile or laugh must sit down. All who remain standing then take a new partner and the activity continues until only one person is left. If you get a pair at the end who are both keeping a straight face, the rest of the group can act as hecklers to disrupt them. UNCLE FRED’S SUITCASE The group forms a circle. The first person states their name and the reason they picked this college. You continue going around the group, repeating the names of the persons preceding their name and why they chose to attend ISU. You can also substitute ―Why you came here‖ with other things they like to do. FAMOUS PAIRS In this exercise, group members will be asked to identify the names of famous pairs or persons. The leader tapes on the back of group members a nametag with the name of a famous pair or persons written on it (Fred and Wilma Flintstone, Hillary and Bill Clinton, peanut butter and jelly). The group member is not to see what is taped on his/her back. The leader then tells group members that their task is to find out who they are. Members are to mill around he room and ask questions that can be answered with only ―yes‖ or ―no.‖ If the member receives a ―yes‖ answer, he or she can continue to ask questions until a ―no‖ reply is received. At that point, the member must move on to another participant. Questions may include, ―Am I alive?,‖ ―Am I a movie star?,‖ etc. BIRTHDAY LINE Explain to the group that this is a nonverbal exercise. The group is to perform a single straight line according to birthdays. No lip reading or spelling in the dirt is allowed. When the line is completed, each person will shout out his or her birthday, beginning in January. THE SHOE GAME Have the group stand in a large circle shoulder to shoulder. Next, have everyone remove their shoes and tie them together. At the leader’s command, everybody runs to the center of the circle, and throws their shoes in a pile, returning to the circle. Have one volunteer choose a pair of shoes other than his/her own and make one statement about the owner of the shoes (for example, ―The owner of these shoes must be very thrifty and economical to wear shoes in this condition.‖). The owner of the shoes then comes forward, introduces her/himself to the group, and picks out another pair of shoes to introduce. Repeat until everyone has been introduced through their shoes. COUNT COUP OR ON-GOING TAG Count Coup is an ongoing tag that you can initiate at the first group meeting. You tell the group that one of them is ―It‖ (pick someone right here). The object is not to be ―It.‖ The ―It‖ may tag another person in anyway they like, i.e. touch, telephone, sight, mail, note through a friend, etc. So long as the new ―It‖ is aware that they are now ―It.‖ The game can last for as long as you wish and makes for a lot of laughs and funny stories. The group need not know who ―It‖ is so that the surprise factor is increased and ongoing. It may be distracting to start the game during the beginning of the meeting, so save it until the end. There are no rules and no limit to the number of times the ―It‖ can change in any given time period. A fun variation to the game includes agreeing that the person who comes to the next meeting of the group as ―It‖ brings refreshments.


KILLER Group sits in a circle, where one has been designated ―It‖ (by draw of a designated card or a slip of paper marked ―It‖ and the rest blank). The object is for the killer to wink at group members then they ―die‖ or are out of the game. Encourage creativity in the death scenes. One can accuse if they suspect or catch the killer in action, but if they are wrong, they, too, are ―dead.‖ COUNT TO TEN Have the group come together into one group, side by side with each other. When everyone is together, tell them the game is to count to ten as a group. But the catch is that each person is only allowed to say one number. If two people speak at the same time you must start over. The same person cannot start the exercise twice in a row. To make it even more challenging, have the group members close their eyes. BODY ENGLISH Split the group into two groups. Each group must plan and spell out the words by using their bodies (no hand signals or signs). The other group must figure out what they are spelling. Start with single words and move into phrases as the groups are better at spelling. MRS. MUMBLES The goal of this game is to never show your teeth. Participants sit in a close circle. All participants must hide their teeth at all times. If, at any time, a participant shows his/her teeth, that person is out of the circle. The first person to start looks at his/her neighbor and asks: ―Is Mrs. Mumbles home?‖ Then the neighbor responds: ―I don’t know! Let me ask my neighbor.‖ He/she then asks the person seated next to him/her: ―Is Mrs. Mumbles home?‖ and so on. If someone shows his/her teeth and thus leaves the circle, that person’s job is then to do all he/she can, except for touching people, to get others to show their teeth. PEOPLE TO PEOPLE OR ANATOMY SHUFFLE The group is divided into two circles of equal size. One circle stands outside the other so that the members of the inner circle face out to the members of the outer circle, creating pairs. During the game, the circles walk in opposite directions until the leader yells out two body parts (for example, head to knee or foot to elbow) at which time the partners must find each other touch those parts. The last ones to touch are eliminated from the game and the others return to the circles. The game continues until one pair wins. HUM THAT TUNE Each person in the group is given a small piece of paper with the name of a nursery rhyme or other song written on the paper. Example, ―Row, row, row your boat,‖ ―Rock-a-Bye etc. All the people who are given the song must hum that tune and find everyone else in the group singing that same tune. BALLOON ROMP People line up into groups of six facing a row of chairs about eighty feet away. One chair per group. The first person in each group runs to their chair, blows up a balloon and breaks it and then runs back to their line. After they return, the second person runs to the chair and repeats the same process. An alternative way to play is for partners to run down in pairs, place the balloon between them and ―squeeze‖ until it pops and then run back. CHALKBOARD SENTENCES This exercise asks the participants, working in teams to race against one another to formulate a sentence to which each team member has added a word. The facilitator begins by explaining that participants will be competing to see which team is the first to complete a group sentence. Next the members are asked to divide into two teams. If the group contains an uneven number, one participant may compete twice.


The teams are then lined up ten feet from the board. After giving the first person in each team’s line a piece of chalk, the leader explains the rules. 1) Each member is to add one word to his/her team’s sentence. 2) The first person in each line is to come forward and write the first word of their team’s sentence, passes on the chalk to the next team member, and returns to the end of the line. 3) No preplanning of sentences is allowed. 4) Each player may add only one word 5) The winner is the team that is the first to build a full sentence using words contributed by all of its group members. SOUNDS IN THE NIGHT A beach ball or basketball is needed for this game. Everyone sits in a circle with their eyes closed. The room is darkened. Each player selects an animal sound to mimic as his or her own personal signal. If group members run out of animals from which to choose, divide players into separate groups. The first player has the ball and makes their animal sound and then the sound of the animal to whom they want to roll the ball. The animal that is ―called‖ replies so that the first player knows where to direct the ball. The first player then rolls the ball to the animal. If the intended player receives the ball, they respond loudly. All the other animals rejoice in unison by making their sounds as well. However, if the intended player misses, the ball goes back to the first player who tries another animal. BALLOONS OVER AND UNDER A single line is formed with one person behind another. Four or five balloons filled with water are placed in front of the first person. One by one, the first person takes each balloon and passes it over their head to the person behind them. They pass it under their legs to the next person, that person passes it over their head and so on. When the balloons get to the last person they run to the front of the line and pass it over their head. Adventurous groups can choose to toss the balloon over their head and hike it (toss it) between their legs. CLAM FREE A Frisbee or ball type device is needed. We start by defining the boundaries of the playing field. One person volunteers to be the nuclear reactor and activates himself/herself with a Frisbee or nerf ball. The rest of the group members are clams and signify so by being as happy as possible. The object of the game is for the nuclear reactor to contaminate all the clams by tagging them with the Frisbee. Once contaminated, the clams become frozen in place. As the reactor chases and tags the clams, it would appear that doomsday is just around the corner, at least for the hapless clams who are getting zapped one after another. There is hope, however, a frozen clam can be defrosted if two mobile clams manage to link hands around him/her in a clamshell-like alliance and shout, ―clam free!‖ Better yet, if seven clams can manage to link up in a circle and count to ten, then the nuclear reactor is shut down forever. VALUES DISCUSSION Grab two other people who are wearing the same color as you. Sit down in a circle a little away from other groups. Instruct them they will be talking about some issues and you will give them new topics every few minutes. 1) Talk about the most important thing you did this year. 2) What are the easiest and hardest emotions for you to express and why? 3) What is something that few people know about you? 4) What do you value in a friend? 5) What do you want to be doing in five years? 6) What is one goal you have for next year? 7) What do you want to learn to do better? 8) What is a motto you try to live by? 9) What are five words a friend would use to describe you?


10) What is the greatest challenge you are facing? 11) What do you like most about yourself? 12) What do you value in a loving relationship? 13) What do you value most in life? WEBS A ball of string or yarn is needed. The group is to sit in one large circle, preferably on the floor. The facilitator holds a large ball of string and tells the group that they are now going to discuss a particular topic such as why they chose to become a member of the learning community, their greatest personal experiences, etc. The first person to begin tosses the ball of twine to another member of the group seated across the circle. That person then shares his/her experience holds onto a piece of the string and tosses the string to another participant. This process continues until each member of the team has his/her time to share. By tossing the string around the group, participants weave a web, which connects all the members of the team in the same manner. The group facilitator then asks two or three members to ―drop‖ their string. The web begins to sag and appears to be very weak and vulnerable. The facilitator can then discuss how important each participant is to the team and the effect that low levels of involvement and commitment has on the entire team. If time allows, the team can unravel the string and talk about another topic or issue while rewinding the twine. Group members can also cut a piece of the string from the web to keep as a reminder of the exercise and the thoughts the group shared. POSITIVE BOMBARDMENT (OR FEEDBACK) One member is selected to be the recipient of positive feedback from the rest of the group. Once everyone has had a chance to give that member the gift of feedback, another person is chosen and the process is repeated. This can be done in writing with a positive comment to each member and putting them all in an envelope with the person’s name on it. This can be adapted so that the member first gives some constructive criticism and then some positive feedback. TINKER TOY COMPETITION The group leader brings a box of tinker toys and divides the pieces into two equal groups. The people in the group also divide into two equal groups. Each group of people is given the tinker toys and the following instructions: 1)You have 5 minutes to create the tallest structure you can with the pieces given to you. 2)You then have an additional five minutes to build the longest structure. 3)The winners get a prize. A variation is to do this activity with balloons instead of tinker toys. PROGRESSIVE STORY For this exercise, a group of people must know one another and feel comfortable discussing personal issues. Everyone must be able to hear the other members of the group, but people don’t have to see one another. So, the group doesn’t have to be sitting in a circle. A facilitator begins the story by setting the initial scene and mood. i.e.: ―on my way to class the other day . . . .‖ ―A good friend called last night and . . . .‖ ―I had them most amazing weekend! I. . . .‖ In no special order, members of the group then take over the story. They add another element to the plot. The information that is added can be light-hearted, serious, true, fabricated, etc. The main point is to make sure everyone adds something. The progression of the story indicates where the group members are emotionally and is representative of what is high on their lists of priorities/concerns/thoughts. i.e.: If everyone returns to work-related examples, then work may need some discussion and processing. Maybe there are issues that need extra attention. If the story is hilarious, we can


assume the group is feeling confident and secure – or at the other extreme, they may be on the verge of insanity. FORCED CHOICES Tell everyone that you will be naming two different things and they have to choose which one they prefer of the two. Have one group go to one side of the room and one to the other for each category. Make up contrary dichotomies that you want, but here are suggestions: bath/shower, ping pong/pool, coffee/tea, city/country, Leno/Letterman, veg out/work out, ocean/mountains, morning/night, math/literature, movie/concert, museum/sporting event, etc. Process by focusing on commonalities each person shares with each other or their staff members and encourage them to find ways to form positive working relationship with everyone. LIGHTHOUSE-ROWBOAT Have one person volunteer to be the lighthouse. He/she should stand at one end of the room on a chair facing the group. Have another person volunteer to be the rowboat. He/she should stand at the opposite end of the room with their back facing the group. The rest of the group should then position themselves around the room standing, sitting, and or lying on the ground in between the lighthouse and rowboat. These are the ―rocks.‖ The rowboat cannot talk and must close his/her eyes. It is the lighthouse’s responsibility to give the rowboat instructions on how and where to move so that the rowboat can make it safely to the lighthouse without tripping or falling. The lighthouse can give any kind of instructions they want, as long as thy do not leave the lighthouse stand. HOT AND COLD Two people are chosen to be ―it‖ and are sent out of the room. The remaining people choose a task for them to do (stand on the table, do a somersault, etc.). When the chosen two return, it is the group’s job to encourage them to perform the task. However, the only encouragement allowed is applause when they’re ―hot‖ and booing when they’re ―cold.‖ ELECTRIC FENCE Prior to beginning this exercise, the facilitator needs to tie a rope approximately 5-10 feet long between two poles or trees. The rope should be about shoulder height and should be tied very tightly. All members of the team should be standing on one side of the rope. The facilitator then tells the group that they are chased by a group of crazed maniac and their only means of escape is to climb over the electric fence. Each member of the team must climb the fence without touching the rope. If any member of the team does touch the rope during this exercise, the entire team must return to the starting point and begin the climb all over again. FRUIT BASKET TURNOVER The group starts out sitting in a circle with one group member standing in the middle. Each person is given the name of one of three fruits. When the person in the middle calls out the name of a fruit, all those people must find another seat. HEADLINERS Each member of the group is asked to reflect on his/her freshman experience. After pondering this issue for several minutes, the facilitator will distribute newsprint and markers to each team member and relay to them the following instructions: You have just joined a learning community, and recently received a copy of your hometown newspaper describing your first experience as a learning community member. Write the headline for this article. After all participants have completed this assignment, each team member displays his/her headline and describes it to the group. This exercise is a great way for team members to get to know each other better while reflecting on their learning community experience.


EMBARRASSING MOMENTS Divide the large group into smaller groups of 10-15 and arrange for each group to sit in a circle. Each participant is asked to take 3-5 minutes to think of an embarrassing moment that has occurred in his or her lifetime. After several minutes of contemplation, each participant shares his/her experiences with other members of the group. FIND YOUR TWIN Write a list of traits on one side of the page, and then put two columns on the page beside these traits. The headings above one column should read ―yours,‖ and above the other, ―autograph of twin.‖ For example, some of the traits may be color of eyes, favorite movie, favorite city, favorite NFL team, school colors. Direct the participants to complete the ―yours‖ column first, then to find their twin. GET UP AND MOVE Make a circle large enough for everyone in the group, except for one person. The person standing says, ―Get up and move if. . . ― and fills in the blanks with a phrase of his/her choice. For example, ―Get up and move if you watch Survivor religiously.‖ After the person makes the statement, everyone it applies to gets up and changes chairs. The one remaining standing makes up a new phrase and the game continues. FIRST IMPRESSIONS Have participants sit in a circle. All participants should be wearing nametags. Give each one a piece of paper, tell them to write their name on the top and number it according to how many people are in the group. Have each member of the group pass their papers to the left and quickly write their impression of the person next to them as a fruit, car or other object. For example, one person may remind you of an apple, another of a banana, or one of a Ferrari, and someone else a Volkswagen, etc. Keep passing the papers around the circle with each person writing the impression of the other person in the group, until the sheets get back to the original owner. The participants can then share what others wrote, and see if they are any similarities. GETTING CREATIVE Start with a word, and throw it out to the group. Have the first person say the first thing that comes to his/her mind. Then have the next person say the first thing that comes to mind about the previous person’s answer. Go all around the room. INNOVATIVE IDEAS The facilitator should set up a collection of unrelated items (computer disk, calendar, picture, baseball. . . anything goes) on a table in the front of the room. Divide the large group into smaller groups of 3-4. Have a member of each group select 4-5 items from the table and bring them back to the group. Instruct each group to plan a program using all of the items they selected in some way. You can specify a type of program: social, educational, alcohol awareness, etc., or leave the floor open. MOCK THUMPER Each participant of the group decides on a hand sign or motion. The participants of the group introduce themselves with their name and their sign. After the introductions, one person starts the game by saying their name and sign, then someone else’s name and sign. Continue on until you have a good grasp of the group member’s names. NAME AEROBICS Have all participants stand in a circle. Have them think of the first letter of the name they would like to be called, and think of an adjective that begins with the same letter and describes them (e.g. Jolly John, Crazy Chris). Then have them think of how many beats or syllables are in the adjective


and their name (e.g. Crazy Chris would be three beats: Cra-zy Chris). Ask each participant to take a moment and think of series of movements so that there is one distinct and repeatable movement for each beat in his/her adjective and name. Have one person in the group start with his/her adjective and name, and the movements that go along. The entire group then repeats with the same movements. The second group member follows with his/her adjective name, and then the group repeats. Follow this pattern until everyone in the group has done theirs and the group has followed. RECEPTION LINE Divide everyone into 2 groups; have them stand facing each other. Each person talks to the person across from him or her until signaled. At the signal, the person at the end of one line moves to other end, consequently, every one has a new person to talk to. Possible conversation topics include: What is your favorite movie/TV show/ music group, and why? Who is your biggest role model and why? Why did you decide to enroll at Iowa State? If you could travel any where in the world, where would it be? What is a quote that you live your life by? What’s your favorite hobby or pastime? COLOR, CAR, CHARACTER Each person writes his or her name on a piece of paper. Under their name, they write which color they feel best fits their personality. Beneath the color, each writes the name of a car that fits their self-image. Finally, under the name of the car, each participant is to write the name of a fictional character with which they identify. One at a time, group members identify themselves by stating their names, colors, cars, and fictional characters. In the introduction, each participant is to provide a brief rational for each of his/her three choices. It is not necessary to always use color, car, character; similar topics may be used. BOARD OF DIRECTORS Draw on a piece of paper a table with chairs. Participants write the names of the people who they would like to have as their board of directors. (e.g., family members, teachers, friends, coaches, etc.) Participants share their list of mentors and why those people are important to them. SOMETHING UNIQUE Everyone stands in a straight line side-to-side. Someone says something they think is unique about them (e.g., I spent last summer in Africa). If others have done the same thing they step forward too. Everyone steps back into place and the next person shares something unique about him/herself. TWO TRUTHS AND A LIE Have each participant write three unique statements about him/herself – two of which are true, and one, which is false. Each participant reads his/her statements, and the other members try to guess which one is false. PEOPLE PLATFORM (15 minutes) Illustrates: Teamwork and the importance of listening to everyone’s contributions. Participants may only touch the ground on the outside of the outer square and the inside of the inner square as they complete the task. The area in between the squares is off limits. The entire group must participate. They may not stand or sit on each other’s shoulders; everyone must be touching the ground.


The objective is to have everyone on the inner square without touching outside of it. After the group creatively attempts this exercise, they must hold everyone off the ground for 10 seconds (the time it takes to sing ―row, row, row your boat. . .‖ An inner 2’ x 2’ and outer 6’ x 6’ tape outline of a square should be arranged prior to the exercise. Facilitators should take great care in ensuring participant safety throughout this exercise. Variations: If the group is slow to actively attempt the exercise, after a few minutes, announce a time limit by which they must finish. If a participant touches the area between the squares, tell them that they may no longer use that body part. If one member dominates the group, take away his/her ability to speak. Processing Questions: What were some of the challenges in completing this activity? How did you overcome them? What similarities do you find between this activity and your house operations? What did this activity demonstrate to you about leadership? BEACH BALL TOSS (10 minutes) Illustrates: Collaboration and Commitment The group’s goal is to hit the beach ball 100 times in a row without it falling to the ground. In addition, each team member must hit the ball five times (and no participant can hit the ball twice in a row). If the ball ever hits the ground, the group must start over. A group may exceed 100 hits, if that’s what it takes to get everyone to hit the ball five times. Processing Questions: If you were successful, what caused this success? What strategies did you use to make sure that everyone was included? What was challenging about this exercise? What did this exercise illustrate to you about leadership? How does this activity relate to our group? YURT CIRCLE (10 minutes) Illustrates: Trust, support, and the importance of each person’s contribution. The group forms a circle facing each other and counts off by two. You must have an even number of participants for this exercise. Individuals with shoulder and/or arm problems should not participate in this activity for their own safety. Members grasp hands in the circle. Make sure that height and weight of participants is evenly distributed around the circle. Instruct the group to simultaneously lean in the opposite direction while supporting each other. This means that the 1’s lean forward and the 2’s lean backward. Lean gradually, not all at once. Do it again. Change directions. Do it with eyes closed. Variations: Do it silently. Face outward and work through the process. Processing Questions: Was anyone tentative at the beginning of this exercise? How did it feel to be reliant on others for support? What would have happened if only one person let go? How does this relate to working in teams? How is this exercise representative of our houses? How can we develop more trust in our group? How important is the support we give to others? BLIND NUMERICAL ORDER (20 minutes) Illustrates: Communication and listening. a) There is no talking b) You must keep your blindfolds on at all times c) Each of you will have a number whispered into you ear


d) The goal is for the group to arrange itself in numerical order without speaking and without the use of sight. Blindfold all the participants. Whisper a number to each of them (do not allow other participants to hear). The number should be RANDOM (not just 1-12, etc). For a few participant, use negative numbers, ―0‖, really high numbers, etc. After whispering the number, move the participant to a random location. Once every participant has a number, they should begin. Make sure all participants are safe throughout the exercise. Some participants can be restricted even more by not allowing them to use their right arm, etc. Processing Questions: What was the most difficult aspect of this exercise? Did you have a sense of working together? Why/why not? How frustrating was it when you could not talk. What was necessary in order for you to be successful? Did you assume that the assigned numbers would be in order (like 1-12)? How important is good communication in groups? How does this activity relate to our group? SHERPA WALK (10 minutes) Illustrates: Industrial vs. Postindustrial leadership, empowerment (good transition activity from one location to another) Assemble the group in a single line and then blindfold them. Each person holds onto the shoulder of the person in front of him/her. The leader is not blindfolded. He/she will lead the group from one place to another. The facilitator may choose to limit talking or allow talking only for safety commands. The leader works to navigate the surroundings and keep his/her group safe. At different points, the leader may change; the former leader will now join the rest of the group and be led. Processing Questions: How did it feel being led by only one person? How trusting were you of the person in front of you? Of the leader? Did anyone ever question where they were going or demand an explanation? Why did so many individuals simply follow the person in front of them? How many times in our houses, do we just follow our leaders (i.e., President, RA/CA, Peer Mentor) because we are supposed to? Why do they continue to ―go with the flow‖ and not question what we are dong? What happens if we trust certain leaders and they lead us astray? How do we encourage more team-based leadership? PICK A SIDE Students are asked to choose their preferences between the following dichotomies. They go to one side of the room or the other (designated by the facilitator) to show which one they prefer. No one can be in the middle. Discuss why people made the choices they made. 1 - Play before you work or finish your work so you can play 2 - Design a car or build one 3 - Jeans or Khakis 4 - Would you rather be a bat or a baseball 5 - Texas or Montana 6 - Plan your vacation or decide what to do when you get there 7 - Liberal or conservative 8 - Morning or night 9 - Would you rather go see a play or go to a football game 10 - Chocolate or strawberry 11 - Love or money 12 - New York or California 13 - Hangout with a few close friends or get together with a large group of people 14 - Listen or speak 15 - Country or pop music


16 - 007 or Batman 17 - Happy Gilmore or Terminator (I or II) 18 - kissing in public, ―get a room‖ or ―isn’t that sweet‖ 19 - Memorized your ISU ID or have to get it out 20 - ISU or Iowa BUILDING A GUMDROP STRUCTURE Materials needed: gumdrops & toothpicks. In an area unseen to the participants, structures made of gumdrops and toothpicks should be previously constructed by the facilitator. These are the structures that the participants will need to re-construct (within the given guidelines) in their groups.) This is a teambuilding exercise for larger groups & most groups will have six people. Each group will be told to choose one ―Seer,‖ three ―Runners,‖ one ―Builder‖ and one ―Observer.‖ Explain: In a separate room (or space) is a structure made of gumdrops and colored toothpicks. Seer: Only person allowed to see the structure. Unlimited opportunities. Must communicate what the structure looks like to the Runners. Runners: Carry messages from the Seer to the Builder. Runners may not ask questions of Seers. Nonverbal signals are ok, but only the Seer can talk to the Runner. Runners may only talk to the Builder, and then only one at a time. Builders: will be in a separate space where they cannot see the Seer or observe the instructions being given. Builders are provided with building supplies. Builders may not face each other or look at each other’s work. They may not speak to anyone. Once a Runner has received instruction, he/she will go to the Builder. The Runners may then (one at a time) relay the instructions to the Builder, using words only. Runners may not touch or respond to what Builders are doing. Relay instruction only. The Builder may only listen, without asking questions or responding. Observer: observe the group’s process without visibly reacting to them or interacting with them. Observations and comments will be a crucial part of the discussion at the end of the activity. There is a time limit of 25-30 minutes (depending on how things are going). At the end of the time, we will bring over the original structure to compare to each of the new creations. How close did everybody get? Colors count!! Wrap-up in large group: What was difficult about this process? How did the Seers feel? Was it hard to give instructions without seeing what was needed? Or was it liberating? How did you feel about the lack of concrete feedback about what was happening to your careful instructions? How did the Runners feel? Was one-way communication difficult? Was it frustrating to envision one thing and see the Builder doing something else? How did the Builders feel? Was it easy or hard to construct something with only verbal instructions and without being able to ask questions? Or did anybody feel liberated by having only instructions to follow? Does anybody have personal reactions or challenges to share? What does this activity tell us about our communication styles? What are the benefits of two-way communication? Would it have been easier to construct something resembling the original structure if questions were allowed? What would you have done differently? What if only a certain number of questions or words were allowed? Would you have known what to ask? Would it have helped? ROOTS AND LEAVES Provide group members with paper and markers and ask them all to draw their own personal tree. It must include ROOTS: things about you that are not easily visible (where you are from, values, important life events, achievements, things you struggle with, long term goals, secret dreams, etc.) and LEAVES: things about you that are readily visible (hobbies, demographic information, important people in your life, distinguishable personal traits, favorite music, things you do well, etc.) Have members share and describe their trees to the group. BEACH BALL


Get a beach ball and write questions all over the ball. Then, get the group together in a circle. Throw the ball to someone and the first question they see they must answer. Then that person passes the ball and the game continues. You can add in that people need to say the name of the person they are throwing it to in order to learn names better. This list is a compilation of teambuilder lists from and individual memories of many different people. For this reason, no citation is available.

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