![](media/image1.wmf){width="4.745833333333334in"
height="3.8833333333333333in"}

**Coordinator Training Guide**

![](media/image2.wmf){width="1.7756944444444445in" height="2.0in"}

**2008**

  -----------------------------------------------------------------------
  ***Table of Contents***

  -----------------------------------------------------------------------

[Overview 4](#overview)

[Introduction to Job Corps 5](#__RefHeading___Toc202687655)

[Job Corps Areas of Focus 7](#job-corps-areas-of-focus)

[Introduction to STARS 10](#introduction-to-stars)

[Your Role as a STARS Coordinator 12](#your-role-as-a-stars-coordinator)

[Implementing STARS on Center 13](#implementing-stars-on-center)

[Volunteer Management 16](#volunteer-management)

[Marketing and Promoting STARS 24](#marketing-and-promoting-stars)

[STARS Students 29](#stars-students)

[Key Areas of Youth Development 33](#key-areas-of-youth-development)

[Working With Students with Disabilities
35](#working-with-students-with-disabilities)

[Tutors 54](#tutors)

[Speakers 64](#speakers)

[Mentoring 72](#mentoring)

[Overcoming Specific Challenges 86](#overcoming-specific-challenges)

[Exhibits 89](#exhibits)

+-----------------------------------------------------------------------+
| # Overview                                                            |
+-----------------------------------------------------------------------+

**STARS *(Speakers, Tutors, Achievement, Retention and Success)*** is an
initiative launched by the National Director of Job Corps to increase
student retention, to improve student achievement, and to support
students' completion of the Job Corps program. STARS advances the
National Director's 21^st^ century goals for Job Corps by providing
enhanced on-center services and community support for students.

The three primary components of STARS are ***Speakers***, ***Tutors***
and ***Mentors***.

The national ***Speakers*** component is designed to provide students
with the opportunity to hear and interact with individuals who provide
motivating and inspiring messages to encourage students about their
participation in Job Corps and their future careers. The local
***Speakers*** component is designed to bring local members of the
community to Job Corps centers to speak to students about topics deemed
appropriate or necessary for the student population. Both national and
local speakers are selected based upon their ability to relate to and
address the concerns of Job Corps students. Speakers are identified and
selected because they have overcome life challenges and are able to
relate their experiences and share their strategies for success with Job
Corps students. 

The goal of the ***Tutors*** component is to provide students with
tutors who volunteer to assist students in meeting academics, career
technical, and career success standards. Tutoring assistance is based on
the individual needs of students.

The ***Mentors*** component aims to provide students with mentors who
give encouragement and guidance to students to support them in their
personal, educational, and professional endeavors. It is also the goal
of the ***Mentors*** component to assist students in meeting academics,
career technical, and career success standards. As Job Corps institutes
more rigorous and relevant academic and career technical curricula,
mentors will support students to ensure high levels of achievement and
to guide them to a solid and sustainable career pathway.

  -----------------------------------------------------------------------
  []{#__RefHeading___Toc202687655 .anchor}**Introduction to Job Corps**

  -----------------------------------------------------------------------

**[Job Corps History]{.underline}**

Job Corps is a 40-year-old, federally funded and administered program of
the U.S. Department of Labor to help America's economically
disadvantaged youth, ages 16-24, overcome the many barriers to
employment and self-sufficiency. It is the largest federal employment
training program for the nation's most impoverished and vulnerable
youth. The Economic Opportunity Act of 1964 ("The War on Poverty")
established Job Corps. Today, Title I-C of the Workforce Investment Act
of 1998 authorizes the program.

About 65,000 young people enroll each year, joining the two million
youth Job Corps has served since its inception. The majority (88%) of
Job Corps' 122 centers are residential; meaning students live at the
centers while enrolled. Youth do not need to participate for a fixed
amount of time, as Job Corps has an open-entry/open-exit policy. This
allows students to work on meeting their personal and career goals based
on their individual learning plans. Graduates currently average 11.4
months in the program.

Job Corps employs a comprehensive career technical training and youth
development approach combining academic education and career technical
training. Job Corps centers operate according to the Career Success
Standards which are behavioral expectations in the areas of social,
employability and independent living. Both students and staff must
adhere to and model these standards. Students gain skills and knowledge
through competencies via instruction and practice, community service,
hands-on practical learning environments, and support services to
prepare them for careers and responsible citizenship. Job Corps'
components include:

-   Diagnostic testing of reading and math levels upon entry

-   Competency-based career technical training with opportunities for
    nationally-recognized certification

-   Comprehensive academic programs, including reading, math, high
    school diploma, and General Education Development (GED) preparation

-   Driver education

-   Occupational exploration

-   Individualized career planning

-   Career Success Standards:

    -   Workplace Relationships and Ethics

    -   Interpersonal Skills

    -   Multicultural Awareness

    -   Personal Growth and Development

    -   Information Management

    -   Communications

    -   Independent Living

    -   Career and Personal Planning

-   Regular student progress evaluations

-   Post-program placement and transitional support

-   Health care (including medical, mental, and dental health care,
    substance abuse programs, and health education)

-   Lodging, meals and clothing

-   Programs and support for English Language Learners

-   Basic living allowances

-   On-site child care support (available at 22 centers)

-   Student government and leadership programs

-   Counseling and related support services

-   Recreation programs and activities

Ninety-four of the 122 current Job Corps centers are operated by 27
private for-profit contractors and nonprofit organizations. The US
Departments of Agriculture and Interior operate the other 28 centers.
All Job Corps centers include the following features: Academics, Career
Technical Training and Career Success Standards. At each center,
however, training approaches and implementation methods vary. This
flexibility allows site managers to tailor their service components and
delivery methods to meet individual student and employer needs.

# 

+-----------------------------------------------------------------------+
| # **Job Corps Areas of Focus**                                        |
+-----------------------------------------------------------------------+

# 

Job Corps programs are focused in three major areas:

**[Career Technical Training (CTT)]{.underline}**

-   Career pathways in 11 high-growth, high-demand industries

-   Variety of CTT offerings that may differ from center to center

-   Many CTT offerings are industry-certified

**[Academics]{.underline}**

-   High School Diploma

-   GED/High School Equivalency

-   College Preparation

-   Advanced Training/Advanced Career Training

**[Career Success Standards]{.underline}**

-   Workplace Relationships and Ethics

-   Interpersonal Skills

-   Multicultural Awareness

-   Personal Growth and Development

-   Information Management

-   Communications

-   Independent Living

-   Career and Personal Planning

Job Corps provides its students the guidance and support they need to
lead them to long-term employment and success. These three areas are
organized and delivered through the Career Development Services System
(CDSS). The student life cycle includes four phases:

-   Outreach and Admissions (OA)

-   Career Preparation Period (CPP)

-   Career Development Period (CDP)

-   Career Transition Period (CTP)

**[Outreach and Admissions (OA)]{.underline}**

During the Outreach and Admissions (OA) phase, a prospective Job Corps
student learns:

-   About the Job Corps program

-   How Job Corps can lead to a career or further educational
    opportunities

-   What to expect when working and learning on a Job Corps center

-   The responsibilities of a Job Corps student

-   The career technical training offerings available at the student's
    center of assignment

**[Career Preparation Period (CPP)]{.underline}**

During the first 60 days of enrollment at Job Corps the student
participates in the Career Preparation Period (CPP). During this face,
the student:

-   Learns, demonstrates, and practices the Career Success Standards and
    understands the behavioral expectations of the center

-   Learns, demonstrates, and practices computer technology skills

-   Works with assigned staff to create a Personal Career Development
    Plan (PCDP)

-   Visits and learns about One-Stop centers and other community
    employment resources

-   Learns about STARS and other student support services

**[Career Development Period (CDP)]{.underline}**

The Career Development Period (CDP) is the primary education and
training phase during the student life cycle. During this phase, the
student:

-   Learns, practices and demonstrates career technical skills aligned
    with industry and certification requirements

-   Learns foundational academic skills

-   Learns applied academic skills needed for a specific career
    technical pathway

-   Learns and practices the eight (8) Career Success Standards
    throughout all areas of the center, including Academics, CTT and
    Social Development.

During CDP, the student also begins the job search process and prepares
for independent living. This period represents the majority of time the
student is enrolled in Job Corps.

**[Career Transition Period (CTP)]{.underline}**

Upon program completion, the Job Corps graduate:

-   Obtains the first employment opportunity in his/her selected career
    path

-   Begins to live independently with the support of the center and
    other Job Corps service providers to find living accommodations,
    transportation and family support resources

-   Contacts Job Corps service providers to seek their support, if
    needed

-   Responds to 13-week, 6 and 12-month survey requests to track student
    wages, employability, etc.

+-----------------------------------------------------------------------+
| # Introduction to STARS                                               |
+-----------------------------------------------------------------------+

Since its inception in 2006, STARS:

-   Has been piloted at 13 Job Corps sites nationwide, with 12 expansion
    centers.

-   Provides increased resources to strengthen literacy, numeracy, and
    personal and social development through the structured use of
    tutors, mentors, and speakers

-   Strengthens student achievement as well as retention by harnessing
    the impact strong mentors and tutors hold for Job Corps students

-   Supports the implementation of standards-based education and
    training

-   Creates solid opportunities for students to pursue career pathways
    in high-growth, high demand employment sectors

-   Encourages the pursuit of postsecondary education and advanced
    training

**[Original and Newly Selected\*\* STARS Centers]{.underline}**

+--------------+-------------------------------------------------------+
| **Regions**  | **Designated STARS Centers**                          |
+--------------+-------------------------------------------------------+
| **Boston**   | New Haven Job Corps Center\*\*                        |
|              |                                                       |
|              | South Bronx Job Corps Center\*\*                      |
|              |                                                       |
|              | Exeter Job Corps Center                               |
|              |                                                       |
|              | Oneonta Job Corps Center                              |
+--------------+-------------------------------------------------------+
| **Ph         | Keystone Job Corps Center\*\*                         |
| iladelphia** |                                                       |
|              | Philadelphia Job Corps Center\*\*                     |
|              |                                                       |
|              | Old Dominion Job Corps Center                         |
|              |                                                       |
|              | Whitney M. Young Jr. Job Corps Center                 |
|              |                                                       |
|              | Woodland Job Corps Center                             |
+--------------+-------------------------------------------------------+
| **Atlanta**  | Mississippi Job Corps Center\*\*                      |
|              |                                                       |
|              | Kittrell Job Corps Center\*\*                         |
|              |                                                       |
|              | Batesville Job Corps Center                           |
|              |                                                       |
|              | Homestead Job Corps Center                            |
+--------------+-------------------------------------------------------+
| **Dallas**   | Kicking Horse Job Corps Center\*\*                    |
|              |                                                       |
|              | New Orleans Job Corps Center\*\*                      |
|              |                                                       |
|              | Little Rock Job Corps Center                          |
|              |                                                       |
|              | Talking Leaves Job Corps Center                       |
+--------------+-------------------------------------------------------+
| **Chicago**  | Pine Ridge Job Corps Conservation Center\*\*          |
|              |                                                       |
|              | Joliet Job Corps Center\*\*                           |
|              |                                                       |
|              | Atterbury Job Corps                                   |
|              |                                                       |
|              | Gerald R. Ford Job Corps Center                       |
+--------------+-------------------------------------------------------+
| **San        | Long Beach Job Corps Center\*\*                       |
| Francisco**  |                                                       |
|              | Columbia Basin Job Corps Conversation Center\*\*      |
|              |                                                       |
|              | Treasure Island Job Corps Center                      |
|              |                                                       |
|              | Centennial Job Corps Conversation Center              |
+--------------+-------------------------------------------------------+

+-----------------------------------------------------------------------+
| # Your Role as a STARS Coordinator                                    |
+-----------------------------------------------------------------------+

As a STARS Coordinator, you are the driving force behind all STARS
activities on your center. More specifically, you will be expected to:

-   Coordinate the development and writing of the center's STARS Center
    Implementation Plan and ensure it is updated as required

-   Recruit students to participate in STARS mentoring and tutoring and
    speaking engagements

-   Market STARS in the local community to recruit volunteers

-   Recruit volunteers to participate in STARS to meet required
    recruitment goals

-   Provide volunteer orientation, training and support

-   Develop STARS activities and events

-   Work with instructional staff to obtain appropriate materials and
    resources for tutoring sessions

-   Work with Counselors to understand students' specific needs in
    regard to mentoring

-   Provide student support and advocacy

-   Accurately complete required program documentation (see exhibits)

-   Work collaboratively with other STARS center coordinators and Job
    Corps staff to advance program development and implementation

-   Participate in required conference calls

-   Communicate with center administration regarding STARS activities
    and events

+-----------------------------------------------------------------------+
| # Implementing STARS on Center                                        |
+-----------------------------------------------------------------------+

**[Timelines for Implementation]{.underline}**

As a STARS Coordinator, you will be the primary person responsible for
assuring the success of STARS. If you are a new STARS Center, one of
your first tasks will be to work with other center staff to develop a
STARS Center Implementation Plan. Your Regional Office will establish a
timeline for the centers in the Region to implement STARS and will
review the Implementation Plans upon receipt. The timeline shall include
deadlines for:

-   Submittal of centers' STARS Plans

-   Review of STARS Plans by the Region

-   Return of STARS Plan Regional Review Template to centers

-   Integration of STARS Plans into centers' CDSS Plans

-   Full integration of STARS on center

-   First Regional monitoring visit to assess STARS implementation

The STARS Plan Regional Review Template is included as an appendix to
this Guide. It is also available for downloading on the STARS Web site
at <http://jccdrc.jobcorps.gov/STARS>.

**[STARS Center Implementation Plan]{.underline}**

Each center is required to submit a STARS Center Implementation Plan to
their Regional Office based on the aforementioned timeline. The STARS
Plan will be reviewed by the Regional Office and comments will be
returned to the center via the STARS Plan Regional Review Template. The
center will revise its Plan per the recommendations of the Region and,
subsequently, integrate the STARS Plan into its CDSS Plan.

The STARS Center Implementation Plan Template is included as an appendix
to this Training Guide. It is also available for download on the STARS
Web site at <http://jccdrc.jobcorps.gov/STARS>.

**[Suggested Center Implementation Strategies]{.underline}**

The following strategies are designed to assist centers in implementing
STARS. Centers are not required to follow these strategies but they are
recommended to ensure compliance and full implementation of STARS.
Please note that these strategies are not listed in sequential order and
may be conducted in any order the center may deem appropriate:

-   **Form a Committee**

It is recommended that centers form a committee to ensure every
department has a voice in writing the Center Implementation Plan and
implementing STARS on center. It is recommended that centers create a
Speakers Sub-Committee, Mentors Sub-Committee and Tutors Sub-Committee
to ensure the three (3) components of STARS are effectively integrated.

> ***Questions to Consider:***

-   Will we form our committee by requesting volunteers or making
    nominations?

-   What key staff should be involved?

-   Who would make the best Committee Chair?

-   How will we involve students in the planning process?

-   How will we involve all staff in the planning process?

> ***Committee's Role:***

-   Develop a plan for informing all staff and students about STARS;

-   Inventory and assess current center operation;

-   Write the STARS Center Implementation Plan and share it with center
    staff for feedback; and

-   Revise the CDSS plan to integrate STARS.

> ***Committee Member Selection Criteria:***
>
> It is recommend to include staff from all levels and departments and
> staff who:

-   Are open to change;

-   Are available and committed for at least one year;

-   Understand the student life-cycle (CDSS); and,

-   Understand the Center Information System (CIS), student scheduling,
    recordkeeping, the student evaluation process, and the Personal
    Career Development Plan (PCDP).

```{=html}
<!-- -->
```
-   **Present an Overview of STARS to the Center**

An introductory PowerPoint that may be used to introduce STARS to
students and staff is available on the STARS Web site at
<http://jccdrc.jobcorps.gov/STARS>. As part of the introductory session,
the STARS committee may wish to solicit input from staff and students
regarding the current center activities that support STARS and how to
best integrate STARS into existing center operations.

-   **Inventory and Assess Current Center Operations**

Use the STARS Center Implementation Plan Template to take a closer look
at what the center currently does to support STARS. The STARS Committee,
with input from center staff, will evaluate current center operations
using the template.

-   **Write the Center STARS Plan**

Centers have the freedom to decide how they will integrate STARS on
center. New methods and practices may need to be developed once an
inventory of current center operations is conducted to ensure that STARS
is effectively implemented. All items indicated on the STARS Center
Implementation Plan Template must be addressed in the Plan and the Plan
should be submitted to the Center Director and center management for
review and approval. Subsequently, the Plan should be sent to the Job
Corps Regional Office for approval.

+-----------------------------------------------------------------------+
| #  Volunteer Management                                               |
+-----------------------------------------------------------------------+

**[Contacting Potential Volunteers]{.underline}**

This section will provide you with helpful resources and strategies for
recruiting and managing STARS volunteers.

Before you begin recruiting, it is helpful to first understand the
motivation individuals have to volunteer. Most people volunteer because
they want to:

-   Acquire new skills or knowledge

-   Enhance existing skills

-   Explore new career options

-   Network with other professionals

-   Make a difference

-   Meet new people and make new friends

-   Contribute to the community

-   Build resume

-   Build self-esteem

-   Develop a greater awareness of social issues

-   Individual motivators may change with time

> In turn, businesses encourage volunteerism to:

-   Garner community recognition and positive publicity

-   Develop well-rounded employees

-   Provide opportunities for employees to receive training in
    additional areas at no cost to the company

-   Provide opportunities for employees to further develop skills they
    need on the job

**[Recruitment Techniques]{.underline}**

The following techniques may be used to market STARS in your local
community and to recruit volunteers to participate in the program. To
conduct outreach and marketing, you may wish to use:

-   Mass media: Print (newspapers, flyers, etc.) and broadcast (radio,
    television)

-   Public speaking events

-   Networking events

-   Direct mail

-   Articles in local newspapers

-   Newsletters of other organizations

-   Referrals from individuals associated with your Job Corps center

-   Volunteer fairs

-   Internet Web sites (e.g. volunteermatch.com)

-   Volunteer Center referrals

-   Speaking to classes at colleges/universities

*Remember....*

-   The STARS coordinator may not be the best person to deliver the
    recruitment message. You may wish to use your Center Director or
    Business Community Liaison who have an established presence in the
    community.

-   If you have a contact at a business or organization that is
    supportive of STARS, you may wish to ask them how they may assist
    with recruitment

-   Understand the needs of the Job Corps center you represent and the
    students who are enrolled there so that you can accurately describe
    the program.

**[Recruitment Tips for Success]{.underline}**

-   Be enthusiastic and courteous

-   Be knowledgeable and prepared

-   Be willing to take "no" graciously

-   Be honest about time commitments and responsibilities

-   Be appreciative and considerate of volunteers' time

-   Provide a clear job description

-   Bring appropriate marketing materials

-   Bring a positive attitude

-   Be on time for appointments

-   Be prepared to discuss benefits to both the volunteer and STARS
    students

-   Be accessible

-   Ask your center BCL or Center Director if you can give a brief
    presentation at Industry Council Meetings or other meetings on
    center involving community members

-   Coordinate with your center's BCL to invite media to special STARS
    events

-   Participate in community volunteer activities with students and
    STARS volunteers

Below are potential organizations that may offer recruitment
opportunities:

-   AmeriCorps Programs

-   Business and Professional Organizations

-   Churches and Religious Groups

-   Corporations and Small Businesses

-   Military Units and Retired Military Personnel

-   Retired Teachers (and associated Associations)

-   Senior Citizens Groups

-   Rotary Club

-   Lions Club

-   Junior League

-   Kiwanis Club

-   International professional women's organizations

-   Moose or Elks Lodge

-   Sororities and Fraternities

-   Students Seeking Internships and Service Opportunities

-   Unions and Trade Associations

-   United Way

-   Colleges and Universities

-   Volunteer Information Web sites

Researching websites of volunteer organizations may prove beneficial to
finding volunteers. Samples of such organizations are listed below:

-   [[www.volunteermatch.org]{.underline}](http://www.volunteermatch.org/)

-   [[www.idealist.org]{.underline}](http://www.idealist.org/)

-   [[www.1-800-volunteer.org]{.underline}](http://www.1-800-volunteer.org/)

-   [[www.unitedway.org]{.underline}](http://www.unitedway.org/)

-   [[www.pointsof](http://www.pointsof/) light.org]{.underline}

**[What Volunteers Can Expect From STARS]{.underline}**

-   Continued training on topics that are requested by center staff

-   Involvement in planning for the services they will render

-   Earned recognition of volunteer efforts

-   Timely communications: all calls will be returned within 24 hours of
    receipt by STARS Coordinator

-   Non-judgmental feedback and regular evaluation of their volunteer
    work

-   A supportive, encouraging and appreciative volunteer environment

Volunteers must agree to:

-   Work with students without regard to race, color, religion, national
    origin, age or disability

-   Work cooperatively with other volunteers and center staff

-   Respect the confidentiality of students, all other staff members and
    all recipients of STARS services

-   Positively represent STARS to Job Corps partners and the community

-   Make a 9-month volunteer commitment:

    -   Tutors: Volunteer for a minimum of twice a month for 1.5-2 hours
        each session

    -   Mentors: Volunteer for a minimum of twice a month for 2.5-3
        hours per session as well as e-mentoring

All STARS volunteers must agree NOT to:

-   Accept funds or gifts for themselves in exchange for any service
    provided

-   Be under the influence of alcohol or drugs while conducting STARS
    sessions

-   Sell or promote the sale of any article or service while performing
    STARS responsibilities

-   Make a medical diagnosis or prescribe treatment

-   Visit students on center without prior approval of STARS Coordinator

-   Transport students off center

## [Volunteer Screening and Interviewing]{.underline}

Potential volunteers must:

-   Be able to pass the background check and screening process

-   Commit to the program time requirements

-   Be sensitive to persons of different educational, economic, cultural
    or racial backgrounds

-   Be non-judgmental of students and fellow staff

-   Be willing to comply with confidentiality and mandatory reporting
    policies

-   Be willing to attend volunteer orientation and training

-   Communicate regularly with STARS Coordinator (keep scheduled
    check-in appointments, respond to emails, calls, etc.)

-   Possess a sincere desire to assist the youth we serve

-   Be skilled at active listening

-   Have experience or familiarity with "at-promise" youth

-   Be willing to be a consistent and positive presence in lives of the
    students we assist

**[Volunteer Screening Process]{.underline}**

STARS Coordinators should follow the steps below when interviewing and
screening potential applicants:

1.  Ask potential volunteer to complete application

2.  Conduct interview with volunteer (use Interview Form attached to
    this Guide)

    a.  It is important to conduct a thorough, in-person interview with
        a potential volunteer.

    b.  Use a prepared list of questions to the interview to assist you
        in screening the appropriateness of the volunteer for STARS.
        (See sample interview questions in exhibits.)

    c.  After interview, check references and carefully review
        information obtained.

3.  Assess volunteer's level of commitment

```{=html}
<!-- -->
```
4.  Determine if volunteer possesses the necessary skills for the
    position

5.  Submit paperwork for volunteer background check and forward
    background check forms to appropriate center staff/office for
    processing

Note that all information received will be kept confidential and that
not all past criminal violations excludes a volunteer from participating
in STARS.

If the volunteer passes the interview and screening process:

-   Contact the volunteer and welcome him or her to STARS

-   Schedule volunteer orientation and training

-   Confirm volunteer's schedule preferences

-   Discuss matching options and preferences in more detail (individual
    or group of students)

If volunteer does not pass interview/screening process, promptly send
the candidate a letter declining their participation and thanking them
for their time and interest in STARS. It is important to be courteous
and professional, and to be aware that this volunteer candidate is still
a member of your community.

# 

## [Volunteer Orientation]{.underline}

# 

When a new volunteer is selected to participate in STARS, they must
participate in an initial volunteer training session. As a STARS
Coordinator, you should keep the following points in mind when
developing this training session:

-   Offer training at various times to accommodate volunteers' varied
    schedules

-   Provide training on specific volunteer job responsibilities, as well
    as general volunteer requirements

-   Provide information on youth development and tips for effectively
    working with "at-promise" youth

-   Provide them with an overview of Job Corps, including history,
    mission and vision

-   Provide a tour of where they will be working

-   Introduce volunteer to other Job Corps staff

-   Make sure volunteers have read and thoroughly understand the
    volunteer policies and procedures, including:

    -   Appropriate workplace behavior

    -   Dress code

    -   Separation notification

    -   Client confidentiality

    -   Guidelines for student contact

-   Recruit experts in the community to assist with training on specific
    topics

-   Create a fun, comfortable atmosphere where volunteers can interact
    and network

-   Promote a non-judgmental training environment where questions are
    encouraged

You will be working with several volunteers at one time. It is important
to hold regular training sessions on various topics, including those
topics requested by volunteers.

**[Volunteer Retention]{.underline}**

A primary function of the STARS Coordinator is to focus on volunteer
retention. Without volunteers, STARS cannot be operational. The
following suggestions may help you to retain your volunteers:

-   Schedule time regularly to meet and talk with volunteers

-   Establish clear lines of communication

-   Be organized and prepared for each volunteer meeting

-   Be flexible regarding scheduling

-   Be aware of the volunteer's expectations

-   Be available if volunteer needs to debrief

-   Be prepared to review volunteer's progress and goals

-   Be prepared to address questions and concerns

-   Be receptive to volunteer training needs

-   Be willing to provide additional volunteer opportunities for
    exceptionally motivated volunteers (assist with recruitment,
    donations, event planning, etc.)

-   Express regular appreciation to your volunteers

-   Make volunteering a fun, positive experience

-   Remember the motivation behind your volunteers' service

-   Create an environment where students as well as volunteers have a
    rewarding experience

-   Include volunteers, when appropriate, in on-center activities

-   Be accessible and respond to all volunteer emails and calls within
    24 hours unless volunteers have been previously notified that you
    are temporarily unavailable (on vacation, out of town attending
    training, etc.)

-   Involve students in volunteer appreciation

    -   Have them write thank you cards

    -   Include a photo of the students with the volunteer in the thank
        you note

+-----------------------------------------------------------------------+
| # Marketing and Promoting STARS                                       |
+-----------------------------------------------------------------------+

This section provides centers with guidelines and recommended strategies
for marketing and promoting STARS in their local communities to assist
with the recruitment of STARS volunteers and to promote a positive image
of the Job Corps program. More specifically, centers are urged to
utilize the following tools for their promotional efforts:

**[STARS Web Site]{.underline}**

In addition to the numerous resources already mentioned in this Guide,
the Web site houses tools particularly designed to promote STARS. The
Web site features streaming videos of nationally recognized STARS
speakers and other promotional materials. The Web site offers a primary
resource for community members to learn about STARS and to express their
interest in volunteering with Job Corps. The Web site address is:
<http://jccdrc.jobcorps.gov/STARS>.

**[STARS Fliers]{.underline}**

A STARS informational and promotional flier template is available in the
Appendices and on the STARS Web site to aid in marketing the initiative
and recruiting speakers, mentors and tutors. Centers may customize the
template to best suit their needs. Fliers may be posted on bulletin
boards in various locations in the community as a recruiting tool.
Centers may also wish to distribute fliers at networking functions,
community meetings, or other information sessions.

**[Themed Monthly Observances]{.underline}**

Monthly observances are important times to seize recruitment
opportunities and capitalize on spreading the word about STARS. During
these special themed observances, the media is typically more receptive
to story ideas related to these specific periods of the year. Centers
are encouraged to capitalize on monthly/weekly observances, such as:

  ------------------------------------- ---------------------------------
  **Observance**                        **Date**

  National Mentoring Month              January

  Martin Luther King, Jr. Day           

  Black History Month                   February

  Job Shadow Day                        

  National Global Youth Service Day     April 25-27, 2008

  National Volunteer Appreciation Month April

  National Tutoring Week                October

  Make a Difference Day                 4th Saturday of October
  ------------------------------------- ---------------------------------

**[Public Service Announcements]{.underline}**

Many radio stations partner with the community by offering "Community
Calendars" which feature an overview of local events and activities.
Centers are encouraged to contact local radio stations to inquire about
opportunities to recruit STARS volunteers. The following are steps to
utilizing public service announcements:

1.  Research local area radio stations;

2.  Contact the radio station's community/public affairs director;

3.  Inquire about opportunities to recruit volunteers on air;

4.  Find out about how they list community events and activities (ask if
    they will feature STARS volunteer recruitment); and

5.  Determine if they accept scripts for the deejay/announcer to read on
    air. (See Appendix for samples of 30-second and 10-second PSAs).

**[Word of Mouth]{.underline}**

Word of mouth is one of the most underrated communications mechanisms
but can make all the difference for the initiative in local communities
surrounding Job Corps centers and beyond. Word of mouth is a reference
to the passing of information by verbal means, especially
recommendations, but also general information, in an informal,
person-to-person manner. Creating a word of mouth "buzz" about the
benefits of volunteering for the STARS initiative spreads awareness and
excitement about STARS and encourages members of the local community to
work with the Job Corps center. Key messages about STARS have been
created to help easily communicate the mission and specific goals of
STARS. (See Appendix for samples of Key Messages for STARS).

**[Testimonials]{.underline}**

Testimonials are the real life stories that get to the heart of how
STARS has made a difference in someone's life. Whether the account is
from a student, a volunteer mentor/tutor, or even a parent/guardian of
someone who has benefited from STARS, keeping track of and sharing these
testimonials is one of the most important strategies in promoting STARS.
Centers should seek out compelling testimonials that serve as examples
of how and why STARS works so well. These testimonials should be used
within the local community as a recruitment strategy. The following
steps outline the best approach to developing testimonials:

-   Identify a student or volunteer who has benefited from being part of
    the STARS initiative;

-   Ask the student or volunteer if they would be willing to share their
    experience about STARS so that others may learn more about it;

-   Have the student or volunteer sign a Job Corps release form allowing
    permission to use their testimony and their photo or photographic
    likeness in telling their story; and

-   Follow up with the student or volunteer with a thank you note and
    provide a copy or link to their story after it has been published.

**[Working with the Media]{.underline}**

Before moving ahead with an idea to pitch to the media, the center's
STARS Committee should consult with the appropriate Job Corps center
staff. Many centers have a Business Community Liaison (BCL) who is an
ideal person to consult with about all center-related media matters. The
following are guidelines for the STARS Committee to adhere to when
initiating media contacts:

-   Contact the BCL and/or Center Director about an upcoming media
    opportunity;

-   Determine if the BCL or Center Director is interested in obtaining
    positive media coverage for the center through the STARS initiative;
    and

-   Offer to help draft a press release for the BCL or Center Director
    about the upcoming media opportunity (See Appendices section for a
    Sample Media Release).

Issuing a press release is the most standard way to solicit media
coverage. It is important to remember, however, that a press release
alone will not ensure coverage of a story or event. Issuing a press
release in conjunction with other elements of a media strategy will
increase the chances of obtaining desired media results.

When a STARS National Speaker is scheduled to visit, this is often an
excellent time to consider working with appropriate on-center staff (BCL
and/or Center Director) to suggest reaching out to the media.

As mentioned previously, themed monthly/weekly observances are an ideal
time to consider reaching out to the media. The media is already aware
that the mainstream public will want to hear more about certain themes
during these special periods.

When the center is already planning a noteworthy business or community
event or open house, STARS should be incorporated into the event, if
possible, in order to take advantage of the opportunity to recruit
volunteers. Fliers and materials about STARS should be distributed to
visitors and guests.

**[STARS Literacy Library]{.underline}**

# 

You may want to collect books and house in a central location to create
a lending library for students to encourage literacy. A book collection
also provides additional materials for tutoring sessions. Below are some
ideas to help you as you build your library:

-   Ask businesses or local organizations to conduct book drives for
    STARS

-   Ask volunteers and Job Corps staff to donate used books in good
    condition

-   Contact community agencies and organizations to request book
    donations

-   Obtain books referred to by STARS Speakers to create a STARS
    Speakers Library

-   Ask students to create a wish list of books they would like to read

-   Strive to create a library that reflects the diverse interests and
    backgrounds of your students

-   Make sure all reading materials in the library are appropriate

-   Make sure all reading levels are represented

# 

+-----------------------------------------------------------------------+
| # STARS Students                                                      |
+-----------------------------------------------------------------------+

It is important to recognize that there are varying participation
profiles for STARS students:

-   Students may participate only in tutoring

-   Students may participate only in mentoring

-   Students may participate in both tutoring and mentoring

-   Students may be on a waiting list for a mentor but attend STARS
    Speakers events and other STARS activities

**[Student Participation Requirements]{.underline}**

All students must attend a STARS Student Orientation. This orientation
is designed to inform students of the benefits of participating in STARS
and their responsibilities, which include:

-   Student must participate in initial interview with STARS Coordinator
    and complete required initial paperwork

-   Student must agree to complete student log sheets per program
    requirements

-   Student must show up on time for all scheduled STARS activities
    unless proper notice is provided

-   Student must agree to commit to STARS participation for the minimum
    required time period

-   Student must be respectful and appropriate when interacting with all
    STARS students, staff and volunteers

-   Student must abide by confidentiality policies concerning fellow
    STARS students

-   Student must keep scheduled check-in appointments with STARS
    Coordinator

-   Student must agree to immediately report anything of concern to
    STARS Coordinator that occurs during STARS activities or events

**[STARS Student Orientation & Training]{.underline}**

It is important that all STARS students participate in orientation and
training prior to participation in the initiative. Training should cover
student requirements and expectations, as well as mandatory reporting
and confidentiality policies.

**[Confidentiality and Mandatory Reporting]{.underline}**

Student confidentiality must be maintained and student information
should not be discussed with others outside of Job Corps and STARS. If
the student discloses that he/she may be of harm to themselves or
others, the volunteer MUST report this immediately to the center STARS
Coordinator who will relay the information to the appropriate parties.
All volunteers and students must receive training on the confidentiality
and mandatory reporting policies prior to involvement with STARS.
Violation of either of these policies is ground for dismissal from STARS
participation. Students expect and deserve to have their confidentiality
maintained and respected.

***Mandatory Reporting***

As the STARS Coordinator, if you are made aware of an incident that
falls under mandatory reporting, you must:

-   Follow center reporting procedures immediately

-   Document reporting procedures that were followed and forward
    information to immediate supervisor

-   Follow-up with the volunteer. Acknowledge the volunteer for taking
    appropriate action by sharing concerning information with you.

-   Offer to meet with the student and the volunteer to mitigate any
    potential awkwardness regarding volunteer's disclosure.

-   Thank the volunteer for following proper procedure and for remaining
    focused on the student's safety and well-being.

-   Follow-up with the student. Remind the student that he/she was made
    aware during orientation of the types of information volunteers are
    mandated to disclose and that the volunteer was required to relay
    the information.

-   Inform the student that the policy was established to protect the
    students' safety and well-being.

-   Remind the student of positive aspects and benefits of the mentoring
    relationship and encourage the student to remain in a mentoring
    relationship.

-   Offer to mediate follow-up sessions between student and the
    volunteer.

## [Successful Strategies When Working with Youth]{.underline}

# 

-   Be a good listener

-   Be a positive role model

-   Be non-judgmental in your discussions and actions

-   Be patient and understanding

-   Remember that each student is unique, and there is not a "one size
    fits all" approach when working with youth

-   Be flexible

-   Be empowering

-   Practice active listening

**[Positive Communication Techniques When Working With
Youth]{.underline}**

-   Validate students' feelings by recognizing obstacles they may face,
    the goals they have set, and celebrate their successes (no matter
    how small they may seem)

-   Listen \-- Do not do all the talking and give the student time to
    reflect on what he/she has shared with you

-   Tone \-- be aware of the tone of your voice and avoid sounding
    condescending, terse or annoyed

-   Environment \-- to successfully communicate, you both need to be in
    an environment that allows you to concentrate on what is being
    shared

-   Trust \-- trust must be established before open communication can be
    established

+-----------------------------------------------------------------------+
| # Key Areas of Youth Development                                      |
+-----------------------------------------------------------------------+

+------------------+---------------------------------------------------+
| **Developmental  | **Sample Support Strategies & Activities**        |
| Areas**          |                                                   |
+==================+===================================================+
| **[Learnin       | -   Developing basic math, reading and creative   |
| g]{.underline}** |     expression skills                             |
| is based on      |                                                   |
| positive basic   | -   Practicing and mastering Career Success       |
| and applied      |     Standards (CSS)                               |
| academic         |                                                   |
| attitudes,       | -   Improving knowledge and skills in the         |
| standards and    |     student's career technical area               |
| behaviors.       |                                                   |
|                  | -   Improving critical thinking and               |
|                  |     problem-solving skills                        |
|                  |                                                   |
|                  | -   Improving self-assessment of academic and     |
|                  |     career technical skills and areas of need for |
|                  |     further education and training                |
|                  |                                                   |
|                  | -   Tutoring in academic areas                    |
|                  |                                                   |
|                  | -   Assisting with GED preparation and practice   |
|                  |     tests                                         |
|                  |                                                   |
|                  | -   Reviewing the student's PCDP and areas for    |
|                  |     improvement                                   |
|                  |                                                   |
|                  | -   Talking with the student before his/her ESP   |
|                  |     to discuss areas needing improvement          |
|                  |                                                   |
|                  | -   Supporting student participation in assigned  |
|                  |     CSS projects or activities                    |
|                  |                                                   |
|                  | -   Working with the student to design activities |
|                  |     to practice CSS                               |
|                  |                                                   |
|                  | -   Helping the student to conduct periodic       |
|                  |     self-assessments of his/her academic and CTT  |
|                  |     work                                          |
|                  |                                                   |
|                  | -   Working with the student to develop a         |
|                  |     portfolio of experiences and achievements     |
|                  |     (test scores, achievements, awards, writing   |
|                  |     samples, resume, etc.)                        |
|                  |                                                   |
|                  | -   Working with the student to explore advanced  |
|                  |     training or postsecondary education and       |
|                  |     career options upon graduation from Job Corps |
+------------------+---------------------------------------------------+
| **[Workin        | -   Developing an understanding of the world of   |
| g]{.underline}** |     work                                          |
| focuses on the   |                                                   |
| positive         | -   Identifying work readiness skills             |
| attitudes,       |                                                   |
| standards and    | -   Identifying the CSS areas that need           |
| behaviors        |     improvement and working with the student to   |
| necessary to     |     obtain an "Excels" level                      |
| meet             |                                                   |
| expectations in  | -   Identifying strategies to complete academic   |
| the workplace    |     and career technical training                 |
| and throughout   |                                                   |
| one's career.    | -   Identifying individual strengths and          |
|                  |     potential opportunities for a meaningful      |
|                  |     career                                        |
|                  |                                                   |
|                  | -   Exploring work-based learning (WBL)           |
|                  |     opportunities with the student                |
|                  |                                                   |
|                  | -   Supporting the student throughout his or her  |
|                  |     WBL experience                                |
|                  |                                                   |
|                  | -   Communicating with the center's WBL           |
|                  |     Coordinator about the student's progress and  |
|                  |     achievements                                  |
|                  |                                                   |
|                  | -   Supporting the student to be involved in      |
|                  |     career and placement activities such as       |
|                  |     career fairs, job shadowing, workplace visits |
|                  |     and tours, etc.                               |
|                  |                                                   |
|                  | -   Working with the student to set and update    |
|                  |     career goals (PCDP)                           |
|                  |                                                   |
|                  | -   Practicing mock interviews                    |
|                  |                                                   |
|                  | -   Providing assistance with job searches,       |
|                  |     resume writing, cover letter writing          |
|                  |                                                   |
|                  | -   Assisting the student with Information        |
|                  |     Management, including the use of computers    |
|                  |     and other workplace technology                |
+------------------+---------------------------------------------------+
| **[Thrivin       | -   Assisting the student to articulate personal  |
| g]{.underline}** |     values                                        |
| focuses on       |                                                   |
| attitudes,       | -   Helping the student to establish a sense of   |
| standards and    |     responsibility to self and others             |
| behaviors that   |                                                   |
| are demonstrated | -   Helping the student to assess situations and  |
| by maintaining   |     avoid risky conditions and activities         |
| optimal physical |                                                   |
| and emotional    | -   Sharing with the student the importance of    |
| well-being.      |     good nutrition, physical exercise and hygiene |
|                  |                                                   |
|                  | -   Working with the student to not only know the |
|                  |     CSS but to be able to demonstrate them on a   |
|                  |     daily basis                                   |
|                  |                                                   |
|                  | -   Encouraging the student to eat well and to    |
|                  |     understand proper nutrition by assisting him  |
|                  |     or her with meal planning and preparation     |
|                  |     activities                                    |
|                  |                                                   |
|                  | -   Engaging the student in physical exercise     |
|                  |                                                   |
|                  | -   Promoting proper hygiene with the student     |
|                  |                                                   |
|                  | -   Assisting the student with life skills, such  |
|                  |     as how to manage money, find transportation,  |
|                  |     shop on a budget, buy a car, and obtain       |
|                  |     insurance                                     |
|                  |                                                   |
|                  | -   Assisting the student in creating a community |
|                  |     resources "map" related to physical and       |
|                  |     mental health, personal physicians, insurance |
|                  |     companies, parks, grocery stores, drug        |
|                  |     stores, etc.                                  |
+------------------+---------------------------------------------------+
| **[Leadin        | -   Working with the student in developing        |
| g]{.underline}** |     short-term and long-term goals                |
| centers on       |                                                   |
| positive         | -   Supporting the student with the exploration   |
| standards,       |     of leadership opportunities on center or in   |
| attitudes and    |     the community                                 |
| behaviors        |                                                   |
| regarding civic  | -   Promoting community volunteer opportunities   |
| involvement and  |     with the student                              |
| personal goal    |                                                   |
| setting.         | -   Promoting activities with the student and his |
|                  |     or her peers that encourage group             |
|                  |     participation and collaboration with other    |
|                  |     individuals and groups                        |
|                  |                                                   |
|                  | -   Engaging with the student in problem solving, |
|                  |     conflict resolution and self-advocacy         |
|                  |                                                   |
|                  | -   Providing the student opportunities to        |
|                  |     practice communication, negotiation and       |
|                  |     personal presentation skills                  |
+------------------+---------------------------------------------------+
| **[Connectin     | -   Discussing and practicing conflict resolution |
| g]{.underline}** |     skills with the student                       |
| refers to the    |                                                   |
| development of   | -   Assisting the student with understanding key  |
| positive social  |     community resources he or she will need in    |
| behaviors,       |     his or her personal and professional life.    |
| skills and       |                                                   |
| attitudes.       |                                                   |
+------------------+---------------------------------------------------+

+-----------------------------------------------------------------------+
| # Working With Students with Disabilities                             |
+-----------------------------------------------------------------------+

The following information is excerpted from: *Paving the Way to Work: a
Guide to Career-Focused Mentoring for Youth with Disabilities. Chapter 3
The Disabilities Context*[^1]

## [Purpose]{.underline}

The purpose of this chapter is to help those who work in mentoring
programs and who serve youth with disabilities to understand the
following disability-related concepts and information:

1.  Labels, language, and portrayal

2.  Disability definitions

3.  Accommodations and assistive technology

People with disabilities face many barriers and, like many minority
groups, have fought for equal access "to education, to employment, to
public facilities and services, to transportation, to housing, and to
other resources needed to more fully realize their rights as citizens"
(Tan, 1995, n.p.).

The major barriers to achievement by people with disabilities in our
society, however, continue to be attitudinal barriers, stereotypical
thinking, and assumptions about what people can and cannot do.
Stereotypes flagrantly and incorrectly limit the range of an
individual's ability. The truth is that the range of abilities of
persons within any disability group is enormous.

Attitudinal barriers are ideas, fears, and assumptions that impede
meaningful communication between people with and without disabilities
and prevent people with disabilities from participating fully in
society. Most attitudinal barriers are passively learned; unlearning
them takes effort and interaction. (Miller, n.d., ch. 3)

## [Labels, Language, and Portrayal]{.underline}

Labels and language have long reflected society's views of disabilities
as abnormal. Although this is changing, some people and institutions
continue to focus on individuals' disabilities rather than their
abilities and by doing so foster segregation. In the media, people with
disabilities have been portrayed as "broken" and treated with pity,
scorn, sorrow, or anger. Or, on the other hand, they have been treated
as though they had superpowers. Labels have often been used to define a
person's potential and value.. When we hear a person's label, we
(mistakenly) think we know something important about him, and we give
great weight to the label, using it to determine how/where a person will
be educated, what type of job he will/won't have, where/how he'll live,
and more. In effect, a person's future is often cast by others, based on
the label. (Snow, 2004)

The notion of People First Language came about as a result of people
with intellectual disabilities being offended by being referred to as
"the retarded," as if their condition was the ultimate indicator of who
they were as individuals. People First Language emphasizes that people
with disabilities are "people first," rather than being defined
primarily by their disability. So, instead of "the blind kid" or "Billy,
the 'retarded' boy," someone might speak of "the boy who is blind," or
"Billy, the student with an intellectual disability."

Utilizing the principle of People First Language and engaging in the use
of positive language allows individuals with disabilities to be seen for
their own potential and for what they have to contribute to society. At
the same time, positive language usage challenges stereotypical thinking
associated with negative language, labels, and stigmas of disability.
Familiarity and interaction between people with and without disabilities
promotes this idea. Using People First Language is part of the larger
effort of changing perceptions of people with disabilities; while it
takes effort initially, it quickly becomes habit.

### [Things You Should Know When Working with Youth With Disabilities]{.underline}

-   Youth with disabilities are, first and foremost, youth. Like all
    youth, they face the complexities of adolescence and are deeply
    affected by people and events around them. Issues related to
    friendships, sexuality, family, and other relationships are
    profoundly important.

-   Youth with disabilities know their needs and can usually express
    them to others.

-   Some youth with disabilities take more time to perform certain
    activities. Whether an activity involves traveling somewhere,
    communicating through speaking or writing, performing specific work
    tasks, reading, or solving a problem, adults who work with youth
    with disabilities must understand that a youth's time in responding
    does not mean that the individual is incompetent or unintelligent,
    lacks understanding, or is ignoring you. Although you may be able to
    perform a task for a youth with a disability more efficiently than
    the young person can complete it, resist the urge to help. If the
    young person would like your assistance, he or she will ask you for
    it.

-   Some youth with disabilities take medication. Some medication may
    affect how they interact with others, and the effects may vary from
    day to day or hour to hour. Youth that are supposed to be taking
    medication may sometimes choose not to take it for a variety of
    reasons. Self-medicating (using illicit drugs or alcohol) is also
    common.

-   Some youth with disabilities have more than one disability.
    Sometimes, a disability may contribute to mental health impairment.

-   Some youth with disabilities have difficulties with testing and
    assessment. Youth are commonly given tests that are normed for
    "average" students who do not have disabilities. Students with
    learning disabilities, attention problems, visual impairments, or
    other disabilities often cannot access these materials as readily as
    their peers without disabilities; hence, their scores may not be
    valid or reliable. Doing poorly on tests is not necessarily a
    reflection of intelligence.

### [Models of Disability]{.underline}

Throughout history, different models of disability have been used to
explain and sometimes justify the treatment (or mistreatment) of people
with disabilities. These models are frameworks or lenses for how society
views and treats people with disabilities.  People with disabilities
have been viewed as deserving of pity, helpless, and in need of care.
 Or, sometimes they are seen as "supercrips" -- people who are
inspirational and super human, achieving the incredible in spite of
their disability. These portrayals are perpetuated in the media and pop
culture of the time. As times and attitudes have changed, so has the
model of disability depicted in the media and accepted in society. With
the rise of the Disability Rights movement and the passage of the
Americans with Disabilities Act, the perception of disability has
shifted from one in which a disability is equated with sinfulness, or
where an individual with a disability needs to be "fixed," to one that
includes disability as a part of diversity. As a result, there has been
an additional push for society, mainstream culture, and government to
ensure the full participation of people with disabilities in everyday
life.

As young people with disabilities are developing and struggling with
issues of self-esteem, disability disclosure, body image, and other
personal issues, it is important for them to understand the perceptions
society may have of them.

Table 3, following, illustrates the various models of disability,
defines them, and gives examples cited from the media, society, and pop
culture. Be aware that although society is moving toward an inclusive
view of disability, old views are slow to disappear. On any given day, a
youth with a disability may encounter people who perceive him or her
through any of the various models below.

For additional information on the shift in disability policy, please
refer to [Emerging disability policy framework: A guidepost for
analyzing public policy]{.underline} by Robert Silverstein and the
Center for the Study and Advancement of Disability Policy, 85 Iowa L.
Rev. 1691 (2000). For a more in-depth history of the Disability Rights
Movement and Disability Culture, mentors may want to read [No Pity:
People with disabilities forging a new civil rights
movement]{.underline} by Joseph Shapiro (Three Rivers Press).

### Table III -- Models of Disability in Our Culture

+---------+------------------------------------+----------------------+
| **      | **Definition**                     | **Example(s)**       |
| Model** |                                    |                      |
+=========+====================================+======================+
| Moral   | People with disabilities are       | -   Captain Hook     |
| Model   | afflicted by the devil, or their   |     ([Peter          |
|         | disability is the result of a sin  |                      |
|         | or punishment for wrongdoing by    |    Pan)]{.underline} |
|         | them or their family. In other     |                      |
|         | words, the "external" disability   | -   Quasimodo ([The  |
|         | represents a spiritual or internal |     Hunchback of     |
|         | "defect."                          |     Notre            |
|         |                                    |                      |
|         |                                    |   Dame]{.underline}) |
|         |                                    |                      |
|         |                                    | -   Dr. Claw         |
|         |                                    |     ([Inspector      |
|         |                                    |                      |
|         |                                    | Gadget]{.underline}) |
|         |                                    |                      |
|         |                                    | -   King Richard III |
|         |                                    |     (Shakespeare's   |
|         |                                    |     [Richard         |
|         |                                    |                      |
|         |                                    |    III]{.underline}) |
+---------+------------------------------------+----------------------+
| Medical | People with disabilities are       | -   One Flew Over    |
| Model   | broken and need to be fixed. For   |     the Cuckoo's     |
|         | example, people who were unable to |     Nest             |
|         | walk were often forced to wear     |                      |
|         | heavy braces or undergo            |                      |
|         | experiments and radical treatments |                      |
|         | to make them "whole" or "normal"   |                      |
|         | again.                             |                      |
+---------+------------------------------------+----------------------+
| Charity | People with disabilities are       | -   Laura in The     |
| Model   | tragic and deserve pity and        |     Glass Menagerie  |
|         | protection from the demands of     |                      |
|         | society. The term "handicap" came  | -   Pollyanna        |
|         | from the image of a person with a  |                      |
|         | disability during the Industrial   | -   Tiny Tim from [A |
|         | Revolution, who had a "cap in      |     Christmas        |
|         | hand" to beg in the streets.       |                      |
|         |                                    |   Carol]{.underline} |
|         |                                    |                      |
|         |                                    | -   Oompa Loompas    |
|         |                                    |     from [Charlie    |
|         |                                    |     and the          |
|         |                                    |     Chocolate        |
|         |                                    |                      |
|         |                                    | Factory]{.underline} |
+---------+------------------------------------+----------------------+
| Socia   | Under this model, systems, laws,   | -   David Rappaport  |
| l/Civil | policies, environments, and        |     in [The          |
| Rights  | relationships that continue to     |                      |
| Model   | keep people with disabilities      |  Wizard]{.underline} |
|         | isolated from society all need to  |     (1980s           |
| (1980   | change. This model promotes        |     television show) |
| -1990s) | "inclusion," "full participation," |                      |
|         | "self-sufficiency," and            | -   Daniel Day Lewis |
|         | "independent living."              |     in [My Left      |
|         |                                    |                      |
|         |                                    |    Foot]{.underline} |
|         |                                    |                      |
|         |                                    | -   Paul Wellstone   |
|         |                                    |                      |
|         |                                    | -   Ed Roberts       |
+---------+------------------------------------+----------------------+
| C       | People with disabilities join      | -   Linda from       |
| ultural | together and form a separate       |     [Sesame          |
| M       | cultural group similar to those    |                      |
| inority | that arise from ethnicity, race,   |  Street]{.underline} |
| Model   | or religion. The cultural minority |                      |
|         | model emphasizes the need to       | -   Actor Mitch      |
| (       | appreciate the differences that    |     Longley from     |
| 1990s-p | come out of being a person with a  |     [Las             |
| resent) | disability, as one would           |                      |
|         | appreciate differences in          |   Vegas]{.underline} |
|         | ethnicity, race, or religion. Out  |                      |
|         | of this model came the assertion   | -   Actor Robert     |
|         | that people should embrace the     |     David Hall from  |
|         | idea of a "disability culture" and |                      |
|         | be "Disabled and Proud!"           |    [CSI]{.underline} |
|         |                                    |                      |
|         |                                    | -   Christopher      |
|         |                                    |     Snow, a          |
|         |                                    |     character in     |
|         |                                    |     Dean Koontz's    |
|         |                                    |     novels           |
+---------+------------------------------------+----------------------+

Film references used in the above table come from
\<[http://www.disabilityfilms.co.uk](http://www.disabilityfilms.co.uk/)\>.

**[Disability Definitions]{.underline}**

This section of the Guide is intended to familiarize the reader with
descriptions and characteristics of common disabilities that older youth
may have. It is divided into two sections. The first lists those
disabilities that determine eligibility for services in public schools.
The second describes hidden or non-apparent disabilities: conditions
that may or may not be identified, yet can profoundly affect the life of
an individual. Neither of the two lists nor any other resource can serve
as an adequate substitute for talking to young people with disabilities
about their disabilities. As mentioned earlier, many youth with
disabilities know their needs and in many cases have had to communicate
them for most of their lives. Because of this experience, many young
people with disabilities have as much expertise in the area (if not even
more knowledge) than the professionals who work with them.

### [Disability Categories]{.underline}

1.  **Autism:** A developmental disability significantly affecting
    verbal and nonverbal communication and social interaction, generally
    evident before age three, which adversely affects \[an
    individual's\] educational performance. Other characteristics often
    associated with autism are engagement in repetitive activities and
    stereotyped movements, resistance to environmental change or change
    in daily routines, and unusual responses to sensory experiences. The
    term does not apply if \[an individual's\] educational performance
    is adversely affected primarily because the \[individual\] has a
    serious emotional disturbance as defined below.

2.  **Deafness:** A hearing impairment so severe that the \[individual\]
    cannot understand what is being said even with a hearing aid.

3.  **Deaf-blindness:** A combination of hearing and visual impairments
    causing such severe communication, developmental, and educational
    problems that the \[individual\] cannot be accommodated in either a
    program specifically for the deaf or a program specifically for the
    blind.

4.  **Hearing impairment:** An impairment in hearing, whether permanent
    or fluctuating, that adversely affects \[an individual's\]
    educational performance but that is not included under the
    definition of deafness as listed above.

5.  **Mental retardation:** Significantly sub-average general
    intellectual functioning existing concurrently with deficits in
    adaptive behavior, manifested during the developmental period, which
    adversely affects \[an individual's\] educational performance.

6.  **Multiple disabilities**: A combination of impairments that causes
    such severe educational problems that the \[individual\] cannot be
    accommodated in a special education program solely for one of the
    impairments. The term does not include deaf-blindness.

7.  **Orthopedic impairment**: A severe orthopedic impairment that
    adversely affects educational performance. The term includes
    impairments such as amputation, absence of a limb, cerebral palsy,
    poliomyelitis, and bone tuberculosis.

8.  **Other health impairment:** A condition of limited strength,
    vitality, or alertness due to chronic or acute health problems such
    as a heart condition, rheumatic fever, asthma, hemophilia, and
    leukemia, which adversely affect educational performance.

9.  **Emotional Disturbance** (also known as Serious Emotional
    Disturbance \[SED\]): A condition characterized by one or more of
    the following, displayed over a long period of time and to a marked
    degree, that adversely affects \[an individual's\] educational
    performance:

    a.  An inability to learn that cannot be explained by intellectual,
        sensory, or health factors.

    b.  An inability to build or maintain satisfactory interpersonal
        relationships with peers or teachers.

    c.  Inappropriate types of behavior or feelings under normal
        circumstances.

    d.  A general pervasive mood of unhappiness or depression.

    e.  A tendency to develop physical symptoms or fears associated with
        personal or school problems.

10. **SED** includes schizophrenia, but does not include students who
    are socially maladjusted, unless they have a serious emotional
    disturbance. (See below for more information.)

11. **Specific Learning Disability (SLD):** A disorder in one or more of
    the basic psychological processes involved in understanding or using
    language, spoken or written, that may manifest itself in an
    imperfect ability to listen, think, speak, read, write, spell, or do
    mathematical calculations. This term includes such conditions as
    perceptual disabilities, brain injury, minimal brain dysfunction,
    dyslexia, and developmental aphasia. This term does not include
    individuals who have learning problems that are primarily the result
    of visual, hearing, or motor disabilities; mental retardation; or
    environmental, cultural, or economic disadvantage. (See below for
    more information.)

12. **Speech or language impairment:** A communication disorder such as
    stuttering, impaired articulation, language impairment, or a voice
    impairment that adversely affects \[an individual's\] educational
    performance.

13. **Traumatic Brain Injury (TBI):** An acquired injury to the brain
    caused by an external physical force, resulting in total or partial
    functional disability or psychosocial impairment, or both, that
    adversely affects \[an individual's\] educational performance. The
    term applies to open or closed head injuries resulting in
    impairments in one or more areas such as cognition; language;
    memory; attention; reasoning; abstract thinking; judgment;
    problem-solving; sensory, perceptual, and motor abilities;
    psychosocial behavior; physical functions; information processing;
    and speech. The term does not apply to brain injuries that are
    congenital or degenerative, or brain injuries induced by birth
    trauma. (See below for more information.)

14. **Visual impairment, including blindness:** An impairment in vision
    that, even with correction, adversely affects an
    individual's\]educational performance. The term includes both
    partial sight and blindness.

### [Hidden or Non-Apparent Disabilities]{.underline}

Up to 75% of youth with disabilities have what are called hidden or
non-apparent disabilities. These include mental health or emotional
disorders, specific learning disabilities, attention deficit
hyperactivity and attention deficit disorders, acquired and traumatic
brain injuries, and other chronic health conditions. Hidden disabilities
are not readily apparent when observing a young person. In fact, many of
these conditions have not been diagnosed or have not been recognized or
acknowledged by the individual or his or her parents.

Unfortunately, the frustrations and functional limitations caused by
hidden disabilities can lead to harmful, unsafe, or illegal behavior.
Unemployment or underemployment, teen pregnancy, drug or alcohol abuse,
and involvement with the juvenile or adult justice system are common
outcomes for youth with hidden disabilities. Diagnosing or treating the
disability is usually necessary to optimize educational and vocational
outcomes.

Because so many youth with disabilities have learning disabilities,
mental health disorders, or other hidden disabilities, it is important
for workforce development programs, including mentoring programs, to
learn how to serve these individuals effectively. Teachers, WIA staff,
and vocational rehabilitation counselors can provide assistance and
specific resources to help this population. The following are general
descriptions of hidden disabilities that can guide the work of youth
service practitioners, such as Job Corps staff.

### [Mental Health or Emotional Disorders]{.underline}

The most common mental health problems faced by youth involve
depression, anxiety, and maladaptive behaviors. Other more serious
mental health problems, such as schizophrenia, psychosis, and bi-polar
disorder, are less common but may be present in youth who would clearly
benefit from mentoring services and exposure to career preparation
activities.

#### 

#### [Depressive Disorders]{.underline}

Young people with clinical depression (defined as depression lasting
more than a few weeks) often have multiple symptoms, including a
depressed mood or irritability, difficulty enjoying normally pleasurable
activities, overeating or lack of appetite, difficulty sleeping at night
or wanting to sleep during the daytime, low energy, physical slowness or
agitation, low self-esteem, difficulty concentrating, and recurrent
thoughts of death or suicide. Like many mental health problems,
untreated depression can make education or career planning difficult.
Fortunately, depression is one of the most treatable of all medical
illnesses.

#### 

#### [Anxiety Disorders]{.underline} 

There are a number of anxiety disorders that interfere with school
performance or attendance and with job training or work. Generalized
Anxiety Disorder (GAD) is characterized by six months or more of
chronic, exaggerated worry and tension that is unfounded or much more
severe than the normal anxiety most people experience. People with GAD
are often pessimistic and worry excessively even though there may be no
specific signs of trouble. These anxieties may translate into physical
symptoms including insomnia, eating problems, and headaches. Young
people with GAD may have social anxieties about speaking in public or
working in public areas.

#### 

#### [Conduct Disorders]{.underline}

Conduct disorders are a complicated group of behavioral and emotional
problems in youth manifested by a difficulty following rules and
behaving in a socially acceptable way. Youth or adolescents with conduct
disorders may exhibit some of the following behaviors: aggression to
people and animals, destruction of property, deceitfulness, lying,
stealing, or other serious violations of rules. They are often viewed by
other youth, adults, and social agencies as bad or delinquent, rather
than mentally ill.

Many youth with conduct disorders have other conditions affecting mental
health, and self-medication (through illicit drugs and alcohol) is
common. Early and comprehensive treatment is usually necessary to avoid
ongoing problems that impede academic growth or vocational planning.
Without treatment, many youngsters with conduct disorder are unable to
adapt to the demands of adulthood and continue to have problems with
relationships and holding a job. They often break laws or behave in an
antisocial manner.

#### 

#### [Chemical Dependency]{.underline}

Although not always considered a disability, chemical dependency is
relatively common among youth with hidden disabilities and can cause
serious problems. Chemical dependency is defined as "the continued use
of alcohol or drugs which causes disturbance in important areas of
functioning where use continues despite adverse consequences" (Mental
Health Association of Central Virginia, n.d.). This term includes
alcoholism, drug dependency, or both. Youth who use alcohol or drugs
while undergoing assessment often end up with poor or invalid results.

### [Specific Learning Disabilities]{.underline} 

Specific Learning Disabilities (SLD) affect an individual's ability to
interpret what he or she sees and hears or to link information from
different parts of the brain. These differences can show up as specific
difficulties with spoken and written language, coordination,
self-control, or attention. SLDs may include developmental speech and
language disorders, academic skills disorders, motor skill disorders,
and other specific developmental disorders. It is important to note that
not all learning problems are necessarily SLDs. Some youth simply take
longer in developing certain skills.

Such difficulties may impact a youth's ability to learn to read, write,
or do math. In some individuals, many overlapping learning disabilities
may be present. Others may have a single, isolated learning problem that
has little impact on other areas of their lives. It is important to note
that having an SLD does not indicate deficits in intelligence. Many
people with SLDs have very high IQs.

SLD is a broad term that covers a pool of possible causes, symptoms,
treatments, and outcomes. Partly because learning disabilities can show
up in so many forms, it is difficult to diagnose or to pinpoint the
causes.

**[Helping Young People with Specific Learning
Disabilities]{.underline}**

Because SLDs are often hidden, screening, testing, and identifying youth
with SLDs takes insight and persistence. Collaborating with
professionals who specialize in SLDs is valuable. The collaboration
should include a process for youth service practitioners to screen for
possible SLDs that may lead to referral for further services.
Specialists may include psychologists and others who are licensed to
make disability determinations. Keep in mind that all persons with SLDs
can learn; efforts must be made to find methods of teaching that work
for each individual.

### 

### [Other Hidden Disabilities]{.underline} 

#### [Attention Deficit/Hyperactivity and Attention Deficit Disorder]{.underline}

Attention Deficit/Hyperactivity Disorder (AD/HD) refers to a family of
related chronic neurobiological disorders that interfere with an
individual's capacity to regulate activity level (hyperactivity),
inhibit behavior (impulsivity), and attend to tasks (inattention) in
developmentally appropriate ways. The core symptoms of AD/HD include an
inability to sustain attention and concentration, and developmentally
inappropriate levels of activity, distractibility, and impulsivity.

Attention Deficit Disorder (ADD) is another type of attention deficit,
minus the hyperactivity component. Generally, individuals with ADD may
experience problems paying attention to details, staying focused, and
organizing and finishing tasks.

#### 

#### [Acquired and Traumatic Brain Injuries (TBI)]{.underline}

The Brain Injury Association distinguishes between acquired and
traumatic brain injuries. A traumatic brain injury is an insult to the
brain, not of a degenerative or congenital nature but caused by an
external physical force. Long-term effects of brain injuries, depending
upon severity, can include mild, moderate, or severe impairments in one
or more areas, including cognition; speech-language communication;
memory; attention and concentration; reasoning; abstract thinking;
physical function; psychosocial behavior; and information processing.

#### [Chronic Health Conditions]{.underline}

Many youth have chronic health problems that may not be considered
disabilities per se but can still have an immense impact on an
individual's life. Professionals and volunteers who work with youth
should be aware of diseases like diabetes, asthma, epilepsy, or AIDS and
how they can affect an individual's day to day life.

### [Common Accommodations in Classrooms,]{.underline}

### [Assessment Settings, and Workplaces]{.underline}

+----------------+-----------------------------------------------------+
| **Presentation | -   Information read aloud                          |
| Ac             |                                                     |
| commodations** | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Sign language                                   |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Braille                                         |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Large print                                     |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Directions clarified                            |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Assistance from another person                  |
+----------------+-----------------------------------------------------+
| **Presentation | -   Magnification                                   |
| Equipment      |                                                     |
| Ac             | ```{=html}                                          |
| commodations** | <!-- -->                                            |
|                | ```                                                 |
|                | -   Amplification                                   |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Noise buffer                                    |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Templates                                       |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Audio/video cassettes                           |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Lighting/acoustics                              |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Computer or other machinery                     |
+----------------+-----------------------------------------------------+
| **Response     | -   Communication device (symbol boards, talking    |
| Ac             |     boards)                                         |
| commodations** |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Computer or other machinery                     |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Spell checker                                   |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Brailler                                        |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Tape recorder                                   |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Calculator                                      |
+----------------+-----------------------------------------------------+
| **Scheduling   | -   Extended time                                   |
| Ac             |                                                     |
| commodations** | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Extra breaks                                    |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Multiple sessions                               |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Time beneficial to individual (such as around   |
|                |     medication schedule)                            |
+----------------+-----------------------------------------------------+
| **Setting      | -   Number (individual may work better alone or in  |
| Ac             |     small groups)                                   |
| commodations** |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Place (individual may work better at home or at |
|                |     an off-site setting)                            |
|                |                                                     |
|                | ```{=html}                                          |
|                | <!-- -->                                            |
|                | ```                                                 |
|                | -   Proximity (individual may need to be closer to  |
|                |     instructor, blackboard, restrooms, etc.)        |
+----------------+-----------------------------------------------------+

***Adapted from Thurlow, House, Boys, Scott, and Ysseldyke (2000)***

### [Table -- Support that Mentors Provide to Youth]{.underline}

+---+-------------+-----------------+---------------------------------+
|   | **De        | **Mentors can   | **Mentors can help youth with   |
|   | velopmental | help all youth  | disabilities with specific      |
|   | Area**      | reach these     | needs such as the following:**  |
|   |             | developmental   |                                 |
|   |             | objectives:**   |                                 |
+===+=============+=================+=================================+
| > | *           | -   Develop     | -   Learning how to use their   |
|   | *Learning** |     improved    |     individual learning plans   |
| * |             |     basic math, |     (IEP, PCDCP, etc) to drive  |
| * | is based on |     reading,    |     their personal instruction, |
| S | positive    |     and         |     including obtaining extra   |
| c | basic and   |     creative    |     supports such as tutoring,  |
| h | applied     |     expression  |     as necessary; identifying   |
| o | academic    |     skills      |     strategies and supports to  |
| o | attitudes,  |                 |     continue the transition     |
| l | skills, and | -   Improve     |     process post-schooling.     |
| - | behaviors.  |     critical    |                                 |
| B |             |     thinking    | -   Accessing specific and      |
| a |             |     and         |     individual learning         |
| s |             |                 |     accommodations while they   |
| e |             | problem-solving |     are in Job Corps            |
| d |             |     skills      |                                 |
| > |             |                 | -   Developing knowledge of     |
|   |             | -   Improve     |     reasonable accommodations   |
| P |             |                 |     that they can request and   |
| r |             | self-assessment |     control in educational      |
| e |             |     of academic |     settings, including         |
| p |             |     skills and  |     assessment accommodations.  |
| a |             |     areas of    |                                 |
| r |             |     need for    | -   Identifying highly          |
| a |             |     further     |     qualified transitional      |
| t |             |     education   |     support staff, who may or   |
| o |             |     and         |     may not be Job Corps staff. |
| r |             |     training    |                                 |
| y |             |                 |                                 |
| > |             |                 |                                 |
|   |             |                 |                                 |
| E |             |                 |                                 |
| x |             |                 |                                 |
| p |             |                 |                                 |
| e |             |                 |                                 |
| r |             |                 |                                 |
| i |             |                 |                                 |
| e |             |                 |                                 |
| n |             |                 |                                 |
| c |             |                 |                                 |
| e |             |                 |                                 |
| s |             |                 |                                 |
| * |             |                 |                                 |
| * |             |                 |                                 |
+---+-------------+-----------------+---------------------------------+
| > | **Working** | -   Develop an  | -   Understanding the           |
|   |             |                 |     relationships between       |
| * | focuses on  |   understanding |     appropriate financial and   |
| * | the         |     of the      |     benefits planning and       |
| C | positive    |     world of    |     career choices.             |
| a | attitudes,  |     work        |                                 |
| r | skills, and |                 | -   Accessing supports and      |
| e | behaviors   | -   Identify    |     accommodations for work and |
| e | necessary   |     work        |     community living, and       |
| r | to meet     |     readiness   |     learning to request, find,  |
| > | e           |     skills      |     and secure appropriate      |
|   | xpectations |                 |     supports and reasonable     |
| P | in jobs,    | -   Identify    |     accommodations at work, at  |
| r | careers,    |     strategies  |     home, and in the community. |
| e | and         |     to complete |                                 |
| p | vocational  |     educational | -   Learning to communicate     |
| a | d           |                 |     their support and           |
| r | evelopment. |    requirements |     accommodation needs to      |
| a |             |     or training |     prospective employers and   |
| t |             |                 |     service providers.          |
| i |             | -   Identify    |                                 |
| o |             |     individual  | -   Accessing multiple          |
| n |             |     strengths   |     opportunities to engage in  |
| > |             |     and         |     work-based exploration      |
|   |             |     potential   |     activities such as site     |
| a |             |                 |     visits, job shadowing,      |
| n |             |   opportunities |     internships, and community  |
| d |             |     for         |     service.                    |
| > |             |     meaningful  |                                 |
|   |             |     work        |                                 |
| W |             |                 |                                 |
| o |             |                 |                                 |
| r |             |                 |                                 |
| k |             |                 |                                 |
| - |             |                 |                                 |
| B |             |                 |                                 |
| a |             |                 |                                 |
| s |             |                 |                                 |
| e |             |                 |                                 |
| d |             |                 |                                 |
| > |             |                 |                                 |
|   |             |                 |                                 |
| L |             |                 |                                 |
| e |             |                 |                                 |
| a |             |                 |                                 |
| r |             |                 |                                 |
| n |             |                 |                                 |
| i |             |                 |                                 |
| n |             |                 |                                 |
| g |             |                 |                                 |
| > |             |                 |                                 |
|   |             |                 |                                 |
| E |             |                 |                                 |
| x |             |                 |                                 |
| p |             |                 |                                 |
| e |             |                 |                                 |
| r |             |                 |                                 |
| i |             |                 |                                 |
| e |             |                 |                                 |
| n |             |                 |                                 |
| c |             |                 |                                 |
| e |             |                 |                                 |
| s |             |                 |                                 |
| * |             |                 |                                 |
| * |             |                 |                                 |
+---+-------------+-----------------+---------------------------------+
| > | *           | -   Demonstrate | -   Participating in voter      |
|   | *Thriving** |     an ability  |     registration and voting in  |
| * |             |     to          |     local, state, and federal   |
| * | focuses on  |     articulate  |     elections.                  |
| Y | attitudes,  |     personal    |                                 |
| o | skills, and |     values      | -   Participating in town hall  |
| u | behaviors   |                 |     meetings.                   |
| t | that are    | -   Demonstrate |                                 |
| h | d           |     a sense of  | -   Engaging in community       |
| > | emonstrated |                 |     volunteerism, such as       |
|   | by          |  responsibility |     organizing a park clean-up  |
| D | maintaining |     to self and |     or building a playground.   |
| e | optimal     |     others      |                                 |
| v | physical    |                 | -   Participating in a debate   |
| e | and         | -   Demonstrate |     on a local social issue.    |
| l | emotional   |     an ability  |                                 |
| o | well-being. |     to assess   | -   Training to become a peer   |
| p |             |     situations  |     mediator.                   |
| m |             |     and avoid   |                                 |
| e |             |     unduly      | -   Participating in a          |
| n |             |     risky       |     letter-writing campaign.    |
| t |             |     conditions  |                                 |
| > |             |     and         | -   Arranging to meet with      |
|   |             |     activities  |     local and state officials   |
| a |             |                 |     and legislators.            |
| n |             | -   Demonstrate |                                 |
| d |             |     knowledge   | -   Participating in a youth    |
| > |             |     and         |     advisory committee of the   |
|   |             |     practice of |     city, school board, Job     |
| L |             |     good        |     Corps center, or other      |
| e |             |     nutrition,  |     relevant organization.      |
| a |             |     physical    |                                 |
| d |             |     exercise,   | -   Participating in learning   |
| e |             |     and hygiene |     activities or courses about |
| r |             |                 |     leadership principles and   |
| s |             | -   Demonstrate |     styles.                     |
| h |             |     daily       |                                 |
| i |             |     living      | -   Engaging in activities to   |
| p |             |     skills      |     serve in leadership roles   |
| * |             |                 |     such as club officer, board |
| * |             | -   Promote     |     member, team captain, or    |
|   |             |     youth       |     coach.                      |
|   |             |     leadership  |                                 |
|   |             |     development | -   Identifying mentors and     |
|   |             |     experiences |     role models, including      |
|   |             |                 |     persons with and without    |
|   |             | -   Promote     |     disabilities.               |
|   |             |     community   |                                 |
|   |             |                 | -   Developing an understanding |
|   |             |    volunteerism |     of disability history,      |
|   |             |                 |     culture, and disability     |
|   |             | -               |     public policy issues as     |
|   |             |   Promote youth |     well as their rights and    |
|   |             |     activities  |     responsibilities.           |
|   |             |     that        |                                 |
|   |             |     encourage   |                                 |
|   |             |     group       |                                 |
|   |             |                 |                                 |
|   |             |   participation |                                 |
|   |             |     as well as  |                                 |
|   |             |     collabora   |                                 |
|   |             | tion with other |                                 |
|   |             |     individuals |                                 |
|   |             |     and groups  |                                 |
+---+-------------+-----------------+---------------------------------+
|   | **Leading** |                 |                                 |
|   |             |                 |                                 |
|   | is the area |                 |                                 |
|   | of          |                 |                                 |
|   | development |                 |                                 |
|   | that        |                 |                                 |
|   | centers on  |                 |                                 |
|   | positive    |                 |                                 |
|   | skills,     |                 |                                 |
|   | attitudes,  |                 |                                 |
|   | and         |                 |                                 |
|   | behaviors   |                 |                                 |
|   | around      |                 |                                 |
|   | civic       |                 |                                 |
|   | involvement |                 |                                 |
|   | and         |                 |                                 |
|   | personal    |                 |                                 |
|   | go          |                 |                                 |
|   | al-setting. |                 |                                 |
+---+-------------+-----------------+---------------------------------+

### [Etiquette for Working with People with Disabilities]{.underline}

-   When introduced to a person with a disability, it is appropriate to
    offer to shake hands. People who have limited hand use or who wear
    an artificial limb can usually shake hands. (Shaking hands with the
    left hand is an acceptable greeting.)

-   Remember that people with disabilities, like all people, are experts
    on themselves. They know what they like, what they do not like, and
    what they can and cannot do.

-   If you offer assistance, wait until the offer is accepted. Then
    listen to or ask for instructions. Do not insist or be offended if
    your offer is not accepted.

-   Do not be afraid to ask questions when you are unsure of what to do.

-   Usually people with disabilities do not want to make the origin or
    details of their disability the first topic of conversation.

-   Avoid asking personal questions about someone's disability. If you
    must ask, be sensitive and show respect.

-   People with disabilities may be accompanied by a personal assistant
    or a sign language interpreter. Always direct your communication to
    the individual with a disability and not to the companion.

-   Use a normal speaking tone and style. If someone needs you to speak
    in a louder voice, he or she will ask you to do so.

-   Do not be embarrassed to use common expressions such as "I've got to
    run now," "See you later," or "Have you heard about" even if the
    person does nott run, see, or hear well. People with disabilities
    use these phrases all the time.

-   Be aware that many people can have disabilities that are not
    apparent. Just because you cannot see a disability does not mean it
    doesn't exist.

-   Be considerate of the extra time it might take a person with a
    disability to accomplish a task.

-   Give unhurried attention to a person who has difficulty speaking. Do
    not pretend to understand when you do not. Ask the person to repeat
    what he or she said.

-   Speak calmly, slowly, and directly to a person who has a hearing
    impairment. Do not shout or speak in the person's ear. Your facial
    expressions, gestures, and body movements help in understanding. If
    you are not certain that you have been understood, write your
    message.

-   Greet a person who is visually impaired by telling the person your
    name and where you are. When you offer walking assistance, let the
    person take your arm and then tell him or her when you are
    approaching inclines or turning right or left.

-   Avoid excessive praise when people with disabilities accomplish
    normal tasks. Living with a disability is an adjustment, one most
    people have to make at some point in their lives, and does not
    require exaggerated compliments.

-   Avoid terms that imply that people with disabilities are overly
    courageous, brave, special, or superhuman.

-   Respect all assistive devices (e.g., canes, wheelchairs, crutches,
    communication boards, service dogs, etc.) as personal property.
    Unless given specific and explicit permission, do not move, play
    with, or use them.

-   Do not pet a guide or companion dog while it is working.

-   Make community events available to everyone. Hold them in wheelchair
    accessible locations.

-   When planning a meeting or other event, try to anticipate specific
    accommodations a person with a disability might need.

-   Relax. Anyone can make mistakes. Offer an apology if you forget some
    courtesy. Keep a sense of humor and a willingness to communicate.

+-----------------------------------------------------------------------+
| # Tutors                                                              |
+-----------------------------------------------------------------------+

The goal of the Tutors component is to provide students with volunteers
to assist students in meeting academic, career technical, and career
success standards. Tutoring assistance is based on the individual needs
of students.

Tutors should provide reinforcement, assistance, and support to students
based on their individual needs. Tutors should work closely with the
student as well as the student's instructors, counselor, and residential
advisor to determine the content areas that need to be targeted.

It is recommended that the center's STARS Committee establish a Tutors
Sub-Committee to ensure the effective implementation of tutoring
instruction to support the rigor of a student's training on center. In
addition, a formalized process should be set in place to regularly
connect the activities in the classroom with the tutoring activities.

**[Tutor Selection Process]{.underline}**

The process for recruiting and selecting tutors should be guided by the
objective to bring in individuals who will provide quality services to
Job Corps students and who will embrace the mission of the STARS
initiative. The process includes five phases: (1) Recruitment, (2)
Selection / Screening, (3) Potential Tutor Interview, (4) Orientation,
and (5) Matching. The charts on the following pages explain the
components of these phases in detail.

+-----------------------------------------------------------------------+
| **Recruitment**                                                       |
+-----------------------------------------------------------------------+
| **Recruitment Strategies**                                            |
+-----------------------------------------------------------------------+
| -   Create Public Service Announcements (PSAs) for radio stations,    |
|     newspapers and Web sites;                                         |
|                                                                       |
| -   Contact representatives and post fliers at local colleges and     |
|     universities, local churches, senior centers, community groups,   |
|     associations, local business groups, libraries and grocery        |
|     stores, etc.;                                                     |
|                                                                       |
| -   Participate in volunteer fairs;                                   |
|                                                                       |
| -   Work with the center's Business Community Liaison to tap into     |
|     external organizations' current relationships with the center;    |
|                                                                       |
| -   Organize an "Open House" for the public to visit the center to    |
|     learn more about Job Corps;                                       |
|                                                                       |
| -   Contact local businesses and ask for the staff member responsible |
|     for community outreach. Ask if they will distribute information   |
|     about STARS volunteer opportunities to their employees (i.e.      |
|     distribute fliers via email, post fliers, discuss at staff        |
|     meetings, etc.);                                                  |
|                                                                       |
| -   Utilize online volunteer banks such as                            |
|     [volunteermatch.org](http://www.volunteermatch.org/);             |
|     [bethecause.org](http://www.bethecause.org/);                     |
|     [seniorcorps.org](http://www.seniorcorps.org/);                   |
|     [idealist.org](http://www.idealist.org/);                         |
|     [craigslist.org](http://www.craigslist.org/about/cities.html);    |
|     [unitedway.org](http://www.unitedway.org/), etc.;                 |
|                                                                       |
| -   Contact local Chamber of Commerce to request posting of STARS     |
|     volunteer opportunities on its Web site;                          |
|                                                                       |
| -   Encourage current volunteers to spread the need for volunteers by |
|     word of mouth;                                                    |
|                                                                       |
| -   Promote face to face meetings with potential volunteers which are |
|     usually more effective and personable than by telephone and/or    |
|     email;                                                            |
|                                                                       |
| -   Allow time for a tour of the center after a volunteer interview   |
|     to allow the volunteer to become acquainted with the Job Corps    |
|     center;                                                           |
|                                                                       |
| -   Introduce potential volunteers to staff members and students on   |
|     the tours. This provides the volunteers with a sense of           |
|     importance. If the interview is scheduled on a weeknight or       |
|     weekend, ask a student to join the tour so the volunteer can meet |
|     someone from the program;                                         |
|                                                                       |
| -   Establish partnerships with other non-profit organizations; and   |
|                                                                       |
| -   Establish private industry partnerships                           |
+-----------------------------------------------------------------------+
| **Potential Tutor Resources**                                         |
+-----------------------------------------------------------------------+
| -   Former Job Corps students                                         |
|                                                                       |
| -   College and university students                                   |
|                                                                       |
| -   Industry representatives from career technical training (CTT)     |
|     areas offered on the Job Corps center                             |
|                                                                       |
| -   Part-time school staff, such as teacher\'s aides, substitute      |
|     teachers                                                          |
|                                                                       |
| -   PTA members                                                       |
|                                                                       |
| -   Retired Job Corps employees                                       |
|                                                                       |
| -   Retired educators                                                 |
|                                                                       |
| -   Retired military personnel                                        |
|                                                                       |
| -   Employees of local businesses/organization                        |
|                                                                       |
| -   Members of local service organizations                            |
|                                                                       |
| -   Members of local ecumenical organizations                         |
|                                                                       |
| -   Returning Peace Corps volunteers                                  |
|                                                                       |
| -   Retired government employees                                      |
|                                                                       |
| -   Americorps volunteers                                             |
|                                                                       |
| -   Seniorcorps volunteers                                            |
|                                                                       |
| -   National Training Contractor (NTC) staff                          |
|                                                                       |
| -   Members of sororities & fraternities                              |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tutor Eligibility Criteria**                                        |
+-----------------------------------------------------------------------+
| Potential volunteers must:                                            |
|                                                                       |
| -   Be at least 18 years of age                                       |
|                                                                       |
| -   Be flexible and able to adapt their tutoring to accommodate       |
|     various learning styles                                           |
|                                                                       |
| -   Be proficient in English, ESL, Reading or Mathematics             |
|                                                                       |
| -   Be able to work with students with learning disabilities/IEP's    |
|                                                                       |
| -   Able to provide academic and career technical assistance to youth |
|     ages 16-24                                                        |
|                                                                       |
| -   Familiar with issues that may impact learning for students with   |
|     educational, workplace and personal challenges                    |
|                                                                       |
| -   Comfortable as role models                                        |
|                                                                       |
| -   Committed and flexible                                            |
|                                                                       |
| -   Committed to a minimum of one (1) hour per week                   |
|                                                                       |
| -   Able to use several teaching methodologies to work with the       |
|     student                                                           |
|                                                                       |
| -   Open to working with youth of all cultures, races, ethnicities    |
|                                                                       |
| -   Able adapt to each student's individual needs                     |
|                                                                       |
| -   Good listener and patient                                         |
|                                                                       |
| -   Believes sincerely that all Job Corps students are capable of     |
|     academic excellence                                               |
+-----------------------------------------------------------------------+

Carefully explain to potential tutors what the specific skill
requirements are for the position. This will alleviate future
frustration for both the volunteer and the students they assist. If
tutoring is not a good match, encourage individual to consider other
volunteer opportunities within the STARS program.

+-----------------------------------------------------------------------+
| **Selection and Screening**                                           |
+=======================================================================+
| **The Importance of Screening**                                       |
+-----------------------------------------------------------------------+
| -   Identify volunteers who have the sensitivity, commitment, and     |
|     sense of responsibility to be the best tutors possible;           |
|                                                                       |
| -   Place screened individuals in appropriate roles;                  |
|                                                                       |
| -   Identify volunteers who potentially will have a positive impact   |
|     on students, STARS and Job Corps; and                             |
|                                                                       |
| -   Ensure tutors have appropriate knowledge and skills to            |
|     effectively meet student needs in identified subject areas.       |
+-----------------------------------------------------------------------+
| **Screening Factors to Consider**                                     |
+-----------------------------------------------------------------------+
| -   Previous tutoring and/or teaching experience                      |
|                                                                       |
| -   Educational and professional experience                           |
|                                                                       |
| -   Knowledge in the subject areas taught on the Job Corps center     |
|                                                                       |
| -   Maturity : Volunteers should possess the maturity to provide      |
|     effective tutoring to students                                    |
|                                                                       |
| -   Time Commitment : Recruited tutors should have the time to        |
|     volunteer and the commitment to maintain a tutoring relationship  |
|     with a student for an extended period of time or until the        |
|     student's specific goals are obtained                             |
|                                                                       |
| -   Status of criminal background: Volunteers should be willing to    |
|     submit to a background check and provide personal and             |
|     professional references                                           |
|                                                                       |
| -   Previous history of volunteering                                  |
|                                                                       |
| -   Experience and/or desire to work with at-promise youth            |
|                                                                       |
| -   Initial interaction with students and Job Corps staff             |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Tutor Candidate Interview**
  -----------------------------------------------------------------------
  Once potential tutors have been identified and their applications have
  been screened, the next step is to conduct the interview. The Tutor
  Interview Form (see Exhibits) provides a list of suggested interview
  questions.

  -----------------------------------------------------------------------

+-----------------------------------------------------------------------+
| **Orientation**                                                       |
+=======================================================================+
| **Pre-Orientation Materials**                                         |
+-----------------------------------------------------------------------+
| Selected tutors should receive the following information in advance   |
| of the orientation session. A letter of invitation to attend the      |
| orientation which should include:                                     |
|                                                                       |
| 1.  Address of the Job Corps center;                                  |
|                                                                       |
| 2.  Meeting location on the center;                                   |
|                                                                       |
| 3.  Time of the session;                                              |
|                                                                       |
| 4.  Telephone number of the STARS Coordinator;                        |
|                                                                       |
| 5.  General directions to the center; and                             |
|                                                                       |
| 6.  Procedure for arriving on center;                                 |
+-----------------------------------------------------------------------+
| **Orientation Information**                                           |
+-----------------------------------------------------------------------+
| The tutor should receive the following during the Orientation         |
| session:                                                              |
|                                                                       |
| -   An introduction to the center staff with whom he/she will be      |
|     working;                                                          |
|                                                                       |
| -   Information about the Job Corps program and the center;           |
|                                                                       |
| -   Information about the STARS tutoring initiative;                  |
|                                                                       |
| -   A tour of the facility or the area where tutoring sessions will   |
|     be held; and                                                      |
|                                                                       |
| -   A Safety Orientation and contact numbers of Security staff.       |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Matching Tutors and Students**                                      |
+=======================================================================+
| **Matching Criteria**                                                 |
+-----------------------------------------------------------------------+
| **Personal Preferences**: Tutors and students may request to be       |
| matched with someone of the same gender, of a specific age range, or  |
| other specific characteristic. These preferences should be honored    |
| when possible.                                                        |
|                                                                       |
| **Teaching Style:** Tutors should be willing to understand and adapt  |
| to the Job Corps' instructional style and to work with the student's  |
| instructors to understand their approach to teaching and how the      |
| student learns best.                                                  |
|                                                                       |
| **Temperament:** Matching tutors and students with similar            |
| personalities and behavioral styles can greatly enhance the quality   |
| of the relationship. Is the tutor\'s approach very formal or is it    |
| more nurturing? Assessing these characteristics accurately will help  |
| to match the tutor with a student who responds well to the tutor's    |
| particular style.                                                     |
|                                                                       |
| **Life Experiences and Interests:** Similarities in interests, life   |
| experiences, family background and lifestyles go a long way to ensure |
| successful and strong relationships between tutors and students.      |
| Keeping these attributes in mind will facilitate a better             |
| relationship when matching tutors with students.                      |
|                                                                       |
| **Ethnicity:** Matching tutors with students from similar ethnic      |
| backgrounds can be an important factor in building this relationship. |
| This kind of pairing often creates an interaction that is more open   |
| and honest, while serving as a bridge to forging a trusting,          |
| longer-term relationship.                                             |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tutor Match Meeting**                                               |
+-----------------------------------------------------------------------+
| The first meeting of the tutor and the student should introduce the   |
| tutor to:                                                             |
|                                                                       |
| -   The student(s) who he or she will be tutoring, including the      |
|     specific needs and goals of the student;                          |
|                                                                       |
| -   The student's instructors to receive an overview of the Job Corps |
|     academic or Career Technical curriculum structure, tutoring       |
|     materials, specific homework assignments, etc.;                   |
|                                                                       |
| -   A strategy for communicating with center staff who work with the  |
|     student (residential advisors, counselors, etc.);                 |
|                                                                       |
| -   The process for evaluating the student's performance, behavior,   |
|     and needs; and                                                    |
|                                                                       |
| -   Procedures for documenting tutoring sessions and the student's    |
|     achievements.                                                     |
|                                                                       |
| Once a match has been made, the tutor and the student should be       |
| instructed to sign the STARS Volunteer Partnership Agreement (see     |
| Appendices). This document stresses the importance and seriousness of |
| the future relationship between the student and the volunteer.        |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tutoring Do's for Volunteers**[^2]                                  |
+-----------------------------------------------------------------------+
| **DO:**                                                               |
|                                                                       |
| -   Encourage volunteer to be honest about their own limitations,     |
|     both in regard to patience and content of information             |
|                                                                       |
| -   When their limit of either is reached, they should feel           |
|     comfortable discussing this with their STARS Coordinator so that  |
|     student can be referred to another tutor                          |
|                                                                       |
| -   If this occurs, remind the tutor that there are many other        |
|     students in STARS who can benefit from their knowledge and        |
|     expertise                                                         |
|                                                                       |
| -   Be prepared                                                       |
|                                                                       |
| -   Be on time                                                        |
|                                                                       |
| -   Notice body language                                              |
|                                                                       |
| -   Listen carefully to what the student is saying                    |
|                                                                       |
| -   Be adaptable                                                      |
|                                                                       |
| -   Be able to recommend available resources                          |
|                                                                       |
| -   Be ready to present information in various ways                   |
|                                                                       |
| -   Exhibit patience                                                  |
|                                                                       |
| -   Be relaxed − it helps set people at ease                          |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Tutoring Don\'ts for Volunteers**[^3]                               |
+-----------------------------------------------------------------------+
| **DON'T:**                                                            |
|                                                                       |
| -   Do homework for the students                                      |
|                                                                       |
| -   Be afraid to say you do not know the answer or cannot think of    |
|     another way to explain it                                         |
|                                                                       |
| -   Rush students                                                     |
|                                                                       |
| -   Talk down to students                                             |
|                                                                       |
| -   Take the student's frustration personally                         |
+-----------------------------------------------------------------------+

**[Additional Resources]{.underline}**

Additional resources and materials for implementing your STARS tutoring
program are available on the STARS Web site at
<http://jccdrc.jobcorps.gov/STARS>.

+-----------------------------------------------------------------------+
| # Speakers                                                            |
+-----------------------------------------------------------------------+

The **National Speakers** component is designed to provide students with
the opportunity to hear and interact with individuals who provide
motivating and inspiring messages to encourage students about their
participation in Job Corps and their future careers. The Local Speakers
component is designed to bring local members of the community to Job
Corps centers to speak to students about topics deemed appropriate or
necessary for the student population. Both national and local speakers
are selected based upon their ability to relate to and address the
concerns of Job Corps students. Speakers are identified and selected
based on the life challenges they have overcome and/or their ability to
relate their experiences and share their strategies for success with Job
Corps students.  Speakers should be:

-   Able to engage youth 16 -- 24;

-   Familiar with issues related to at-promise youth;

-   Familiar with the Job Corps program and reiterate it within the
    presentation;

-   Willing to share personal stories about their experiences without
    losing sight of the Job Corps/STARS mission while focusing on the
    message;

-   Role models and demonstrate life experiences similar to Job Corps
    youth;

-   Experienced in public speaking;

-   Able to use empowering and professional language; and

```{=html}
<!-- -->
```
-   Able to communicate their belief that all young people have the
    capacity to thrive.

**[Speaker Requirements]{.underline}**

Prior to a speaking engagement by a National Speaker, the National STARS
Coordinator will work with the center staff to ensure the speaker
receives basic background information on the STARS initiative, the Job
Corps program, and the center profile, including the student population,
students' ethnicities and backgrounds, career technical training (CTT)
offerings, etc. In other words, the speaker shall know his or her
audience prior to the speaking event. The speaker will be given the
following guidelines. The speaker shall:

-   Incorporate the purpose and goals of STARS and background
    information on the center in his or her speech;

-   Use inclusive, non-discriminatory language as well as empowering
    language in his or her speech;

-   Speak about his or her personal experiences and story, about the
    barriers he or she faced and how his or her experiences are relevant
    to the Job Corps students; and,

-   Understand the positive and negative experiences Job Corps youth
    have faced and the importance of empowering them to take advantage
    of their Job Corps experience to succeed in both their personal and
    professional lives.

**[Suggested Topics for STARS Speaking Events]{.underline}**

[]{.mark}

Speaking engagements should address topics and issues of importance to
students and to the center. Centers are encouraged to utilize the STARS
Center Analysis (see the Evaluation section of this Guide) to gain a
better understanding of its student population and to recruit speakers
who best suit this population.

Centers should also utilize speakers to assist students in meeting the
Career Success Standards. Centers are able to assess and understand the
specific individual needs of its students by utilizing the Career
Success Standards Expectation Tool (CSSET) and the Evaluation of Student
Progress (ESP). Speakers should speak to groups of students with similar
needs. For example, if a center's CSSET Center Summary Report indicates
that a large percentage of the student population is at a "needs
improvement" level in the Independent Living Standard and the center
knows that its students need work on money management, the center may
wish to recruit a local financial planner to speak on the topic of money
management. For more speaking topics related to the Career Success
Standards, please visit <http://jccdrc.jobcorps.gov/STARS>. Additional
topics are highlighted in the box below.

+-----------------------------------------------------------------------+
| **[Topics for STARS Speaking Events]{.underline}**                    |
|                                                                       |
| -   Overcoming Barriers                                               |
|                                                                       |
| -   Financial/Life Management Skills                                  |
|                                                                       |
| -   HIV/AIDS Awareness                                                |
|                                                                       |
| -   Drugs/Alcohol Awareness                                           |
|                                                                       |
| -   Time Management                                                   |
|                                                                       |
| -   Communication Skills                                              |
|                                                                       |
| -   Anger Management                                                  |
|                                                                       |
| -   Problem Solving                                                   |
|                                                                       |
| -   Peer Pressure                                                     |
|                                                                       |
| -   Developing and Setting Goals in Life                              |
|                                                                       |
| -   Developing Healthy Relationships                                  |
|                                                                       |
| -   Parenting and Single Parenting                                    |
|                                                                       |
| -   College Recruitment/Application Process/Financing Your Education  |
|                                                                       |
| -   How to Buy a Home                                                 |
|                                                                       |
| -   Discussing Popular Culture: Damaging messages in Hip Hop music    |
|     and the impact of negative language                               |
|                                                                       |
| -   Nutrition/Living a Healthy Life                                   |
+-----------------------------------------------------------------------+

**[Recruitment of Local Speakers]{.underline}**

It is the responsibility of the Job Corps center to recruit local
speakers. It is recommended that a sub-committee be formed as part of
the center's STARS Committee to undertake the recruitment of local
speakers. The following are recommended strategies for the Speakers
Sub-Committee:

Identify a pool of speakers to speak periodically throughout the year.
These individuals may include:

-   Motivational speakers;

-   College and university students;

-   Retired educators;

-   Retired military personnel;

-   Ecumenical organizations;

-   Staff from community based organizations;

-   Local Toastmaster Club;

-   CEO/Business Owners;

-   Sports affiliates (coaches, athletes, etc.); and

-   Fraternities/Sororities.

Seek input and work collaboratively with other Job Corps center staff to
recruit speakers based on the needs of the students and the center.
Develop activities for students to participate in before and after a
speaking event to engage them in the topic and to ensure learning has
occurred. An up-to-date list of sample activities is provided on the
STARS Web site at <http://jccdrc.jobcorps.gov/STARS>. The boxes below
highlight sample activities that may be conducted before and after a
speaking engagement.

+-----------------------------------------------------------------------+
| **[Sample Activities Prior to Speaking Engagements]{.underline}**     |
|                                                                       |
| Discuss the topic with students prior to the speaking engagement and  |
| ask students to explain their views and opinions of the topic.  For   |
| example, if the speaker's topic is "Success", ask the students to     |
| share with each other their personal definition of success.  During   |
| the speaker's presentation, provide students the opportunity to       |
| discuss their personal reasons why success is important to them.      |
|                                                                       |
| Provide students with an outline of the topic to be covered in the    |
| speech. Distribute worksheets with predefined questions before the    |
| speaking event and ask students to write down their answers for the   |
| items that are included in the speaker's presentation. Use the        |
| worksheet for a question and answer period after the speaking event.  |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **[Sample Activities Following Speaking Engagements]{.underline}**    |
|                                                                       |
| Allot a period of time for the students to ask in-depth questions     |
| about the speaker's life and presentation and discuss how the topic   |
| impacts them. Distribute paper to students to write down questions    |
| about the presentation. At the conclusion of the presentation,        |
| collect papers and have the speaker respond to the questions. Set     |
| aside a separate follow-up session with students and staff to ensure  |
| the speaker was well received. Have break out sessions for small      |
| group discussions.                                                    |
|                                                                       |
| Encourage instructors on center to conduct a similar activity that    |
| the speaker focused on. For example, a speaker during the pilot       |
| presented a talk entitled "Write Your Own Story." Following the       |
| event, the CPP instructor asked students to "write their own story"   |
| and specifically write their envisioned ending to the story.          |
|                                                                       |
| Following a presentation on budgeting, credit and personal finances,  |
| speakers could provide the students with \$1000 in "play" money and   |
| ask each student to decide on three things they would do with the     |
| \$1000. They could then have the students share their choices with    |
| the rest of the participants.                                         |
|                                                                       |
| More activities can be found at <http://jccdrc.jobcorps.gov/STARS>    |
+-----------------------------------------------------------------------+

**[Speaker Selection Process]{.underline}**

The Speaker Selection Process is an opportunity to learn more about a
potential speaker's abilities, beliefs and background. It is a time to
discover something about the potential speaker's experiences, interests
and reasons for wanting to participate in the STARS initiative.

It is important to let potential speakers know about the selection
process as soon as they express interest in being a speaker. It should
be made very clear that the selection process is designed for the
position, not the person. The selection process is a way to ensure that
the speaker is a good match for the center and that the speaking
engagement is coordinated and held effectively.

Once a speaker has been identified, the center should send a package of
information to the speaker, including:

-   Speaker requirements and responsibilities;

-   Speaker Sign-up Form;

-   Information on Job Corps and the Job Corps center; and

-   Contact information for the STARS Coordinator at the center.

The Speaker Sign-Up Form is designed to obtain basic information about
each potential speaker. Speaker Sign-Up Forms should be a part of the
recruitment process. The Speaker Sign-Up Form is included in the
Appendices section of this Guide and is available for downloading from
the STARS Web site at <http://jccdrc.jobcorps.org/STARS>.

The STARS Coordinator should review forms received from potential
speakers and select the individuals to be interviewed.

**[Interviewing Potential Speakers]{.underline}**

Once the interview has been scheduled, it is recommended that centers
use the Sample Speaker Interview Guide to assess potential speakers.
This form is included in the Appendices section of this Guide and is
also available on the STARS Web site.

This section outlines some key points to consider when deciding how to
organize and conduct potential speaker interviews. Ideally, interviews
should be conducted in person, but, if necessary, the interview may be
held over the phone. To prepare for the interview, the following should
be conducted:

-   Ensure the candidate has been made aware of the interview time, date
    and location;

-   Ensure the candidate has been provided with information about STARS,
    Job Corps, the center, and the student population; and

-   Review the Speaker Sign-Up form.

***To begin the interview:***

1.  State the purpose of the interview;

2.  Thank the candidate for his or her willingness to participate;

3.  Ensure the candidate understands the process for selection; and

4.  Make sure the candidate understands they may discontinue the
    interview at any time.

The following suggestions may help to ensure a successful interview:

-   Be prepared with a set of questions but be flexible enough to follow
    the natural course of a conversation;

-   Use open-ended questions rather than those with yes or no answers;

-   Provide supportive feedback throughout the interview;

-   Look for a candidate's ability to handle diversity, a tendency to
    use inappropriate language in conversation, or avoidance of
    questions, etc; and

-   As you progress through the interview, ask yourself if you can
    picture this person speaking to students at your center. If you are
    unsure, try to identify the cause of your uncertainty, and see if
    you can resolve these concerns by gathering further information.

Consider the following suggestions for concluding the interview:

-   Ask if the candidate has any questions they would like to ask. This
    is a good time to address any concerns the candidate may have;

-   Take the opportunity to clarify misunderstandings about the speaking
    engagement; and

-   Conclude by thanking the candidate and explaining the next steps in
    the process.

Once a speaker has been selected, a Confirmation Letter should be sent
to the speaker along with a Speaker Event Day Information Sheet,
directions to the center, information about parking, and any additional
information deemed appropriate. These forms are included in the
Appendices section of this Guide and are also available on the STARS Web
site at <http://jccdrc.jobcorps.gov/STARS>.

**[Additional Speakers Tasks]{.underline}**

The Speakers sub-committee may wish to conduct the following tasks to
establish an effective STARS speaker component on center:

-   Make a calendar of speaking engagements for six months;

-   Keep a record of speakers, times, directions and other important
    information for quick reference;

-   Make arrangements and accommodations for any special needs the
    speaker may have;

-   Involve key center staff in setting the calendar for speaking
    engagements, logistics, audience, location on center, etc.; and

-   After each event, obtain feedback from the speaker, students and
    staff.

+-----------------------------------------------------------------------+
| # Mentoring                                                           |
+-----------------------------------------------------------------------+

**[The Value of Mentoring]{.underline}**[^4]

Mentoring is a trusting relationship, formalized into a program of
structured activities, which brings young people together with caring
individuals who offer guidance, support, and encouragement aimed at
developing the competence and character of the mentee. Across the
country, youth mentoring continues to garner praise and expand as a way
to assist youth in navigating the sometimes difficult transition to
adulthood.

Job Corps is implementing the mentoring component of the STARS
initiative because it recognizes that well-structured mentoring
relationships on Job Corps centers can be instrumental in assisting our
students who are moving from one stage of personal development to
another. For generations, family and neighborhood networks served as the
primary source of mentors for young people. Today, these networks have
expanded to include caring adults and volunteers from schools,
community-based organizations, and businesses.

The goal of establishing a STARS mentoring program on each Job Corps
center is to provide students with well-structured mentoring
relationships to assist them in two principal ways:

-   Assist students in navigating the complexities of adolescence and
    young adulthood; and

-   Engage students and connect them to productive educational,
    professional, community, and social life choices.

While all Job Corps staff serve as mentors and role models to our
students, the establishment of a supportive adult or peer relationship
through mentoring is critical to the ability of students to link to the
world of work or to education and training, and to engage in other
productive activities to help them grow. Research shows that mentoring
can increase an individual's chance of having a productive and
satisfying life. The ability of youth to have these positive
experiences, however, depends a great deal on having access to caring
adults that are ready, willing, and able to be involved. Unfortunately,
while vulnerable youth, older adolescents, and young adults are in the
greatest need of caring adults, they are the least likely to have access
to them.

**[Research in Support of Mentoring]{.underline}**

There is a body of solid research regarding the value of mentoring
programs. Sipe (1996), in her study of mentoring research conducted by
Public/Private Ventures (PPV)[^5], found that mentoring has the
following advantages:

-   Mentoring approaches show promise in the prevention of substance
    abuse;

-   Mentoring relationships appear to reduce some negative youth
    behaviors; and

-   Participating in mentoring promotes positive social attitudes and
    relationships.

Overall, PPV found that youth participating in mentoring relationships
experience positive academic returns. Youth participating in mentoring
programs experienced fewer unexcused absences from school, demonstrated
more positive attitudes toward school, and were more likely to pursue
higher education than their peers who did not have mentors. Jekielek,
Moore, and Hair (2002)[^6] found through a synthesis of research that
youth who participate in programs that include stand-alone mentoring or
mentoring as one component of a comprehensive intervention have the
following positive outcomes, compared with similar youth:

-   Significant reductions in school absence;

-   Higher college participation;

-   Better school attitudes and behavior;

-   Less drug and alcohol use;

-   Lower likelihood of aggressive behaviors;

-   Lower likelihood of committing misdemeanors or felonies and major
    offenses;

-   More positive attitudes toward their elders and toward helping; and

-   Improved parental relationships and support from peers.

As Job Corps institutes more rigorous and relevant academic and career
technical curricula, mentors will support students to ensure high levels
of achievement and to guide them to a solid and sustainable career
pathway.

**[The Role of the Mentor]{.underline}**

Mentors play a wide variety of roles. First and foremost, a mentor's
role is to be caring and supportive. Listening, engaging in
conversation, or participating in recreational activities may comprise
the whole extent of the relationship (especially at first). Many youth
desire a relationship with a caring adult or an older or more
experienced peer that does not include confrontation, authority,
control, or moralizing. At an appropriate time later on, the
relationship may evolve into a more substantial one that helps a student
to develop in the areas of learning, working, leading, thriving, and
connecting.

A mentor's primary role is to serve as a trusted, caring adult. Although
some relationships do not extend beyond this, these relationships can
still be beneficial to the youth. This is especially true in situations
where the mentor spends limited time in contact with an individual
mentee (such as in e-mentoring or in some school-based or group
mentoring setting). When a mentor has extended contact with an
individual mentee (more than a few hours per month) and the bond of
trust is strong, the relationship can move beyond the companionship
phase and lead into activities that can help the youth in reaching
developmental objectives. These activities can be formal and structured,
or more informal with less structure.

**[The Benefits of Mentoring to Others]{.underline}**

Mentoring programs have been shown to improve the performance of
students, support instructors in the classroom, improve staff morale,
make connections to the community at large and to the business
community, increase volunteer involvement in other areas, and serve as a
selling point to parents who have a choice in schools.

One of the goals of the National Director of Job Corps is to increase
industry and employer involvement in the Job Corps program. STARS is a
key avenue for centers to reach out to their local communities and to
develop partnerships. The benefit of such partnerships is not one-sided,
however. Research indicates that when mentors are recruited from local
companies, the companies enjoy the following benefits:

-   Mentoring builds employee morale, thereby improving company morale;

-   Mentoring develops the same skills needed for successful and
    effective company managers;

-   Mentoring enhances the image of the company;

-   Mentoring allows for participation by the company in the total
    educational process;

-   Mentoring recognizes the competence of employees;

-   Mentoring prepares employees to take on greater responsibilities in
    the corporation;

-   Mentoring helps the company revitalize the community; and

-   Mentoring assists in the development of a competent future
    workforce.

The aforementioned benefits should be highlighted to potential STARS
volunteer organizations during the recruitment process.

**[The Benefit of Mentoring to Students]{.underline}**

Although no mentoring program can resolve all challenges youth face,
well-designed mentoring programs can help youth in the following ways:

-   Communicating with parents or other family members who may not
    recognize a youth's emerging independence or who lack high
    expectations for the youth's transition into adulthood;

-   Aiding in the improvement of academic skills;

-   Promoting opportunities for youth to explore career interests;

-   Improving and increasing socialization opportunities with their
    peers; and

-   Providing information and guidance about how to navigate the adult
    service system.

Social competencies comprise one set of skills and knowledge that youth
need in order to navigate the transition into adulthood effectively.
Making career choices and preparing for work have been identified as key
areas in which youth need to develop knowledge during this period.
Obviously, the youth's interests and the types of activities the youth
will enjoy and benefit from will vary as the youth matures and gains
experience. To foster achievement of the competencies identified above,
mentoring programs that serve this age range should include
opportunities for youth to engage in constructive peer relationships as
well as one-on-one interchanges.

**[Establishing a Mentoring Program]{.underline}**

Mentoring a student is not terribly difficult. Job Corps staff mentor
our Job Corps students every day. By and large, students appreciate
mentors who are supportive, caring, and willing to assist them with
activities that support academic, career, social, and personal goals.
Trust is crucial to all mentoring relationships. Youth in mentoring
relationships are not as likely to connect with or trust someone who
seeks to cure or solve perceived problems, who assumes a parental role,
or who is judgmental or overly critical. While mentoring takes many
forms, there are four common characteristics centers should keep in mind
when establishing the mentoring component of STARS:

-   Mentors and mentees should make a long-term commitment (generally,
    at least a year);

-   Mentors should focus on building trust and respect with their
    mentees;

-   Mentees and mentors should set high, clear, and fair expectations
    for themselves and their mentoring partner; and

-   Mentors and mentees should meet or communicate with enough
    regularity to develop a strong relationship.

At a minimum, mentors and mentees should meet at regular intervals for
at least four hours per month for at least a year, according to the
National Mentoring Partnership[^7].

For e-mentoring, 30 to 45 minutes of online time each week for at least
one school year is recommended[^8].

**[Mentoring Approaches]{.underline}**

There are four (4) principle approaches to mentoring. Centers may wish
to utilize some or all of these approaches when establishing their
mentoring program. The approaches selected should best serve the
individual academic, career technical, and social development needs of
the students enrolled at the Job Corps center.

***Traditional One-to-One Mentoring***

One-to-One Mentoring is a model of mentoring in which one adult is
paired with one young person. Typically, there is an extensive matching
process to ensure a strong relationship, and it is expected that the
commitment will be for one year or longer.

[]{.mark}

Recruitment, screening, and training of one-to-one mentors can be
difficult and more costly than other models. Because the relationship is
more autonomous and often more intense under this model, extreme care
must be taken to ensure the safety of participants (both mentees and
mentors). Therefore, screening and supervision are essential.

One-to-one mentoring on a Job Corps center would ideally match students
with volunteers to spend time during or after the training day. Mentors
may spend time in classrooms or career technical areas, in the library
or learning resource lab, or in residential dormitories. Although the
mentor may spend time tutoring or helping the youth with academic or
career technical work, there is generally an expectation for more
significant relationship-building and friendship than in a typical STARS
tutoring situation.

Designated center staff should supervise the relationship and direct the
mentor in working toward goals identified by the mentee. The mentor may
wish to attend center functions or programs, participate with the mentee
in recreation activities, or work with the mentee on projects and
activities that promote career success skills development. As mentioned
above, the relationship should have a fun component to it, and the
mentee should not view the mentor as another authority figure intended
to control him or her.

A center's mentoring program should not minimize the need for training.
Even if a mentor is not also serving as a STARS tutor, it would be
useful for him or her to have some understanding of the learning needs
of youth in general and of his or her mentee in particular. Center staff
must ensure that the time the student spends with his or her mentor does
not interfere with classroom time or other academic and career technical
training activities, and that mentors have well-defined roles when
working on center.

[]{.mark}

***Peer Mentoring***

Peer Mentoring is a mentoring model in which peers from a shared or
similar developmental stage provide support and advice to mentees. Peers
can be close in age or farther apart, depending on the circumstances.
Many centers have established peer mentoring programs. A list of best
practices from the STARS pilot centers may prove helpful in establishing
a peer mentoring component on center. These best practices are housed on
the STARS Web site.

In some situations, mentoring can be most effective when peers work
together. By definition, peers are people from a like group where
members have "equal standing." Peer mentoring is designed to match
participants who share a great deal in common. Closeness in age can be
an important part of peer mentoring, but a successful match can be made
even if there is an age difference. The goal of peer mentoring is to use
the mentor's experience and knowledge to influence the mentee in a
positive way. Academic, personal, career technical, or social issues are
usually the basis for initiating a peer mentoring relationship.

Longer-term mentoring with a tutoring component is also commonly used.
Students are matched based on a mentee's academic needs. Typically, such
tutoring sessions are combined with other activities (recreational or
social) that allow the peers to interact personally. Students who serve
as peer mentors in this setting may receive some form of recognition
from the center. These activities may be incorporated into the training
day or into after-hours activities.

Job Corps students stand to benefit from time spent with youth who can
relate to the mentee while also serving as a role model. It is useful
for everyone involved to have clear, written goals and expectations that
set boundaries and responsibilities for all activities related to the
relationship. From the outset, it is important that all parties know
when the mentoring relationship is to begin and end since ending such a
relationship can be very hard on the mentee and the mentor.

Connecting with a peer may be helpful when students first enter the Job
Corps program and arrive on center. A peer mentor may become involved
during the Career Preparation Period (CPP) and assist the new student
with orientation to the center, introducing the Career Success Standards
and other behavioral expectations, and assisting with other needs of the
new student.

***Group Mentoring***

This form of mentoring matches one or more adults with a group of youth
in a structured setting. On a Job Corps center, this approach would
likely include an individual or group of adult volunteers working with
several students, or a group of employees from one company working with
students in a work-based mentoring program.

Group mentoring has become more common, especially in settings in which
recruiting a sufficient number of volunteers for one-to-one mentoring is
difficult. At Job Corps centers located in rural or remote locations,
this form of mentoring may be particularly effective. In this model, one
adult is matched with two or more youth, and activities are conducted in
small groups. Unlike one-to-one mentoring, many group mentoring
relationships focus more on peer interaction, with the mentor acting as
a facilitator.

The ratios of mentors to mentees in group mentoring may range from 1:2
to 1:15[^9]. Evidence suggests that smaller groups, those with
mentor-mentee ratios of 1:4 or less, are more successful than larger
groups, especially in community settings, because of scheduling and
logistical problems. Some dynamics of group mentoring that should be
considered include diversity (for example, in terms of gender, race,
religion, and disability), geography, the students' interests and
personalities, peer influence, and the cost of activities. Higher ratios
-- one mentor to five or more mentees -- work best in situations in
which socialization and peer engagement are the primary goals.

***E-mentoring***

E-mentoring is a contemporary model commonly used in schools in which
one (or more) youth is matched with a mentor. The youth and mentor
regularly exchange e-mail messages for a designated period of time. In
ideal circumstances, e-mentoring includes occasional face-to-face
meetings to provide a more personal connection. If e-mentoring is
utilized on center, a Job Corps staff person must monitor all
correspondence and meetings between the student and his or her mentor.

Electronic mentoring or e-mentoring uses e-mail as the primary
communication vehicle between mentors and mentees. While e-mentoring can
limit the depth of the relationship shared between the mentor and
mentee, it also offers advantages in terms of time commitments and
flexibility. Most often, a classroom or a portion of a class is matched
with a group of adults from an organization (such as a business, a
corporation, or a civic group), and regular correspondence is maintained
between the pair. E-mail exchanges are made with some monitoring by the
supervising staff person. Academic lessons may be incorporated into the
correspondence depending on the student's needs and the subject being
taught. For example, a Health Care class may partner with employees at a
local hospital to develop specific subject areas for discussion,
exchange emails and discuss the defined topics regarding the health care
field. The topic areas should reflect the students' Training Achievement
Records (TARs) and support students in completing them.

Face-to-face meetings with mentors are valuable elements in e-mentoring
and should be scheduled (at a bare minimum) in the beginning and at the
end of the program. Many face-to-face meetings may be scheduled in
conjunction with other events on center or at the mentors' place of
business. If at a business, mentees can job shadow, take tours, or have
a meal with their mentors. These activities should be coordinated with
the center's Work-based Learning (WBL) Coordinator. On center, the
mentor may attend class, take part in recreational or dorm activities,
or have lunch, for example.

According to the Institute on Community Integration, youth involved in
e-mentoring can improve reading and writing skills and gain more comfort
using technology[^10]. In this way, e-mentoring may assist students meet
the career success standard on Information Management. Some youth who
participate in school-based e-mentoring may also have opportunities for
work experiences and internships, which may lead them to develop a more
realistic understanding of the business world. Because a company may
have many employees involved with e-mentoring, it is likely to develop
stronger connections with the Job Corps center.

**[Mentoring Support to Students]{.underline}**

The Forum for Youth Investment identifies five key areas of youth
development: learning, working, thriving, connecting and leading[^11].
While mentoring relates most directly to the "connecting" development
area, it can also play a major role in supporting each of the youth
development competencies. The table on the following pages provides
types of activities and strategies mentors may utilize to foster
students' development in these areas.

Additional materials, resources and Web links useful for developing
mentoring activities and support strategies are located on the STARS web
site at <http://jccdrc.jobcorps.org/STARS>.

**[Recruiting Mentors]{.underline}**

Recruiting skilled volunteer mentors is usually the most difficult and
time consuming part of starting and sustaining a mentoring program.
However, the activity of recruiting mentors can lead to increased
visibility in the community and may help centers to form partnerships
and alliances with public and private organizations that did not exist
before. Networking with other area programs that have had success in
recruiting mentors may be helpful.

Centers may find that it is sometimes appropriate to utilize students in
the recruitment process. Testimonials from students who have previously
participated in STARS can illustrate the value of mentoring to others.
Testimonials from students who participated in the STARS pilot are
located on the STARS Web site.

When recruiting, it is important for centers to be clear about how the
skills and experiences of the mentor will be used to engage the student
and the desired outcomes to be achieved. Centers should seek to recruit
mentors with special skills or experiences that connect best with Job
Corps students. Same race or cross race matches each have benefits, but
should not be made arbitrarily. Language and other cultural issues are
valid considerations when making matches. When a group of students is to
be matched individually with a group of volunteers, it is worthwhile to
have the matches made by someone who knows each student well and who has
spent some time with the volunteers. While application information, such
as participants' interests and backgrounds, can be used to make some
preliminary decisions, personal contact by the center's STARS committee
or coordinator is often worthwhile.

***Recruitment Criteria for Mentors***

Potential volunteers must:

-   Be at least 21 years of age

-   Possess practical problem-solving skills

-   Have the ability to suggest options and alternative solutions

-   Be able to communicate effectively with teens and adults in an open
    and non-judgmental manner

-   Be positive role models

**[Screening Mentors]{.underline}**

Mentors should be screened to determine if the volunteer has the
personal characteristics needed to be a mentor and if the volunteer can
safely work with students. Screening is done by looking at the
volunteer's thoroughly completed application; conducting interviews;
doing reference checks; and conducting background checks. Centers should
be as diligent in screening volunteers as they are in screening paid
staff, particularly if the mentors will be spending time alone with the
students.

Despite the overwhelming need for mentors, it is reasonable to turn down
a volunteer if the applicant does not have the attributes, skills, and
personality to be effective. Mentors are more effective if they:

-   have experience or interest in working with youth;

-   are patient and tolerant of youthful behavior;

-   are good listeners;

-   are not judgmental or moralistic;

-   are tolerant of diversity; and,

-   have a history of staying committed.

**[Training Mentors]{.underline}**

An important, but often overlooked, part of mentoring programs is the
training of mentors. Because of time and access, many program
administrators hurry past training in an attempt to connect the mentor
with the mentee quickly so that they can begin spending time together.
This rush can be detrimental in the long run because the mentor may be
unprepared to handle some of the unpredictable situations that may
arise, or the mentor may be unable to engage the student in a long-term
relationship. According to Fulop[^12], mentoring programs should have a
structured training program for mentors, mentees and \[if appropriate\]
parents/caregivers that includes:

-   an overview of the program;

-   clarification of roles, responsibilities and expectations;

-   discussion of how to handle a variety of situations;

-   concepts and strategies to help build the relationship between the
    mentor and student

The amount of training needed is dependent on several factors:

-   The amount of time the mentor will be spending with the student;

-   The amount of time the mentor and mentee are not supervised;

-   The range of activities;

-   The experience of the mentor; and,

-   The extent of the student's needs.

This last factor demands particular attention. Because of privacy and
confidentiality, mentors should have only limited access to background
information concerning the student. However, mentors should, if
appropriate, have a thorough understanding of the impact of poverty,
culture, disability, or other factors that affect the student's life.

Sample training curricula and links to national training programs are
housed on the STARS Web site at <http://jccdrc.jobcorps.org/STARS>.

**[Confidentiality Between Mentors and Students]{.underline}**

The information a student shares with a mentor should be kept
confidential. This works to build trust and helps the volunteers and the
students attain a true partnership. However, if a volunteer determines a
need for intervention because the student has indicated he/she may harm
himself or herself or others, the mentor will need to share this
information with the appropriate center staff as designated in the
center's STARS Plan. The mentor will need to let the student know that
he/she will be sharing this information with the STARS representative so
that they can maintain trust with the student. The student will be
informed that such information will not be kept confidential, so the
mentor will not be breaching trust nor negating the written agreement.
The STARS Volunteer Confidentiality Agreement (see Appendices) should be
signed by all volunteers.

**[Creating Mentoring Matches]{.underline}**

-   Have volunteer complete volunteer match tool

-   Have student complete student questionnaire

-   Compare information obtained from match tool, questionnaire and
    interviews

-   Try to identify areas of compatibility

-   Pay attention to personality types

```{=html}
<!-- -->
```
-   Pay attention to differences that may create barriers in the
    mentoring relationship

> ***Example***: A student who is very introverted and dislikes sports
> and outdoor activities matched with a mentor who prefers outdoor
> activities and sports and is extremely energetic and outgoing

-   Before matching, discuss the potential match with both the student
    and mentor

-   Arrange a meeting for the match to meet, and take time to introduce
    the student and mentor to each other

```{=html}
<!-- -->
```
-   Ask if they would like to spend time talking to get to know each
    other, or if they would like to play the STARS match game (or
    another game) as an icebreaker

-   Be sure to check in with both the student and volunteer after the
    initial meeting to make sure they are comfortable with the match

+-----------------------------------------------------------------------+
| # Overcoming Specific Challenges                                      |
+-----------------------------------------------------------------------+

It is important to remember that each center has its own unique
strengths as well as challenges. Each center is different and will need
different things from its STARS Coordinator. Some differences between
centers include:

-   Daytime vs. Evening STARS tutoring/mentoring activities

-   Size of student population and percentage participating in STARS

-   How students are selected to participate in STARS

-   Student accountability options

-   Number of STARS Speakers Events per month

-   Mentoring program structure (individual, group)

-   Mentoring program activities (on-center vs. off-center)

-   Number of volunteers participating in STARS (as well as volunteer
    recruitment issues/challenges)

-   Duration and frequency of mentoring/tutoring sessions

-   Tutoring program structure and additional workshops offered

-   Resources available

-   Space available for program implementation on center

The following are best practices demonstrated by the STARS pilot centers
in response to specific challenges.

+-----------------------------------------------------------------------+
| **CHALLENGE: STUDENT ATTENDANCE**                                     |
+-----------------------------------------------------------------------+
| -   Negative student attendance affects volunteer retention.          |
|                                                                       |
| -   Students need to learn personal responsibility and accountability |
|     as will be required in the workplace                              |
|                                                                       |
| -   It is time consuming for the STARS Coordinator to attempt to      |
|     locate students when they do not show up (especially when         |
|     mentoring/tutoring session with other participants has already    |
|     started)                                                          |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **BEST PRACTICES TO ENCOURAGE STUDENT ATTENDANCE**                    |
+=======================================================================+
| -   Send out student reminder slips the day of the STARS activity     |
|                                                                       |
| -   Provide the student with an individualized schedule of STARS      |
|     activities for that month and provide a copy to the student's     |
|     Residential Advisor                                               |
|                                                                       |
| -   Send reminder emails to staff about upcoming student              |
|     participation                                                     |
|                                                                       |
| -   Request that STARS information be included on the center's        |
|     calendar of events                                                |
|                                                                       |
| -   Provide rewards and incentives for positive student attendance    |
|                                                                       |
| -   Post calendars of STARS activities/events in areas on center that |
|     students regularly access (e.g., dorms, cafeteria, student store, |
|     recreation, etc.)                                                 |
|                                                                       |
| -   Clearly outline consequences for negative attendance and adhere   |
|     to these consequences consistently                                |
|                                                                       |
| -   Ask students to sign a contract when beginning their              |
|     participation in STARS                                            |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **CHALLENGE: CREATING & MAINTAINING**                                 |
|                                                                       |
| **A STARS IDENTITY ON CENTER**                                        |
+-----------------------------------------------------------------------+
| With every new initiative, it is important to demonstrate the         |
| effectiveness of the initiative and the impact it will have on both   |
| students and staff. Highlighting the positive impact of STARS will    |
| increase:                                                             |
|                                                                       |
| -   Student participation                                             |
|                                                                       |
| -   Staff support and "buy-in"                                        |
|                                                                       |
| -   Volunteer recruitment (by making volunteers feel more welcome on  |
|     center)                                                           |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **BEST PRACTICES FOR MAINTAINING**                                    |
|                                                                       |
| **A STARS IDENTITY ON YOUR CENTER**                                   |
+=======================================================================+
| -   Create newsletter articles about STARS activities and scheduled   |
|     events                                                            |
|                                                                       |
| -   Involve STARS students in developing, promoting and leading STARS |
|     events                                                            |
|                                                                       |
| -   Invite all students and staff to STARS Speakers Events            |
|                                                                       |
| -   Promote STARS at student assemblies, staff meetings, and to CPP   |
|     input groups.                                                     |
|                                                                       |
| -   Create a volunteer appreciation wall in a public area on center   |
|                                                                       |
| -   Post photos of STARS activities in a public area on center        |
|                                                                       |
| -   Host a STARS open house and invite students and staff to learn    |
|     more about the benefits of STARS                                  |
|                                                                       |
| -   Recognize STARS student accomplishments at center assemblies      |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| # Exhibits                                                            |
+-----------------------------------------------------------------------+

This section includes all forms and reference sheets you will need when
implementing STARS on your center. It includes:

-   Center STARS Plan Template

-   Sample Tutor Interview Template

-   Sample Mentor Interview Template

-   Sample Volunteer Orientation Letter

-   Speaker Sign-Up Form

-   Sample Speaker Interview Template

-   Speaker Event Day Information Sheet

-   Volunteer Reference Sheet

-   Tutoring Partnership Agreement

-   Mentoring Partnership Agreement

-   Volunteer Confidentiality Agreement

-   STARS Key Messages

-   Sample Press Release

-   STARS Public Service Announcements

-   STARS Overview

  ---------------------------------------------------- -----------------------------------
  ![](media/image3.png){width="0.7166666666666667in"   **This Center Implementation Plan
  height="0.8020833333333334in"} **STARS Center Plan   Template should outline how your
  Template**                                           current center operations support
                                                       STARS. It should also indicate the
                                                       steps you will take to develop and
                                                       implement new methods to fully
                                                       integrate the STARS components on
                                                       your center. [Submit this Plan to
                                                       your Job Corps Regional Office per
                                                       the established
                                                       guidelines.]{.underline}**

  ---------------------------------------------------- -----------------------------------

  ----------- ------------------------------------------------------------
  **Center    
  Name**      

  **Point of  
  Contact**   

  **Email/    
  Phone**     
  ----------- ------------------------------------------------------------

+------+---------------+----------------------------+--------+-------+
| *    | **Questions** | **Response**               | **Indi | **    |
| *Com |               |                            | vidual | Timel |
| pone |               |                            | R      | ine** |
| nt** |               |                            | espons |       |
|      |               |                            | ible** |       |
+======+===============+============================+========+=======+
| **S  | How will      |                            |        |       |
| TARS | STARS be      |                            |        |       |
| In   | incorporated  |                            |        |       |
| itia | into all CDSS |                            |        |       |
| tive | Phases?       |                            |        |       |
| (All |               |                            |        |       |
| com  |               |                            |        |       |
| pone |               |                            |        |       |
| nts: |               |                            |        |       |
| S    |               |                            |        |       |
| peak |               |                            |        |       |
| ers, |               |                            |        |       |
| Tut  |               |                            |        |       |
| ors, |               |                            |        |       |
| Me   |               |                            |        |       |
| ntor |               |                            |        |       |
| s)** |               |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Outreach  |                            |        |       |
|      |     and       |                            |        |       |
|      |               |                            |        |       |
|      |    Admissions |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Career    |                            |        |       |
|      |               |                            |        |       |
|      |   Preparation |                            |        |       |
|      |     Period    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Career    |                            |        |       |
|      |               |                            |        |       |
|      |   Development |                            |        |       |
|      |     Period    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Career    |                            |        |       |
|      |               |                            |        |       |
|      |    Transition |                            |        |       |
|      |     Period    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | STARS be      |                            |        |       |
|      | incorporated  |                            |        |       |
|      | into all      |                            |        |       |
|      | departments   |                            |        |       |
|      | on center?    |                            |        |       |
|      | What          |                            |        |       |
|      | res           |                            |        |       |
|      | ponsibilities |                            |        |       |
|      | will the      |                            |        |       |
|      | staff in      |                            |        |       |
|      | these areas   |                            |        |       |
|      | have for      |                            |        |       |
|      | implementing  |                            |        |       |
|      | the STARS     |                            |        |       |
|      | components?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -             |                            |        |       |
|      |   Residential |                            |        |       |
|      |     Living    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -             |                            |        |       |
|      |    Recreation |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Academics |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Career    |                            |        |       |
|      |     Technical |                            |        |       |
|      |     Training  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -             |                            |        |       |
|      |    Counseling |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Health    |                            |        |       |
|      |     and       |                            |        |       |
|      |     Wellness  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Safety    |                            |        |       |
|      |     and       |                            |        |       |
|      |     Security  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Human     |                            |        |       |
|      |     Resources |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   Business  |                            |        |       |
|      |     Community |                            |        |       |
|      |     Liaison   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -             |                            |        |       |
|      |    Work-Based |                            |        |       |
|      |     Learning  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | involved in   |                            |        |       |
|      | implementing  |                            |        |       |
|      | STARS?        |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | involved in   |                            |        |       |
|      | determining   |                            |        |       |
|      | the types of  |                            |        |       |
|      | STARS         |                            |        |       |
|      | activities to |                            |        |       |
|      | be held on    |                            |        |       |
|      | center?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
| **Sp | What do we    |                            |        |       |
| eake | currently do  |                            |        |       |
| rs** | on center to  |                            |        |       |
|      | bring local   |                            |        |       |
|      | community     |                            |        |       |
|      | members to    |                            |        |       |
|      | speak to our  |                            |        |       |
|      | students?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Who on center |                            |        |       |
|      | is            |                            |        |       |
|      | responsible   |                            |        |       |
|      | for           |                            |        |       |
|      | interfacing   |                            |        |       |
|      | with the      |                            |        |       |
|      | local         |                            |        |       |
|      | community for |                            |        |       |
|      | speaking      |                            |        |       |
|      | engagements?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Which center  |                            |        |       |
|      | staff will be |                            |        |       |
|      | responsible   |                            |        |       |
|      | for bringing  |                            |        |       |
|      | in local      |                            |        |       |
|      | speakers to   |                            |        |       |
|      | support the   |                            |        |       |
|      | STARS         |                            |        |       |
|      | initiative?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | recruit       |                            |        |       |
|      | additional    |                            |        |       |
|      | local         |                            |        |       |
|      | speakers to   |                            |        |       |
|      | support the   |                            |        |       |
|      | STARS         |                            |        |       |
|      | initiative?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | selected to   |                            |        |       |
|      | attend STARS  |                            |        |       |
|      | speaking      |                            |        |       |
|      | engagements?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | speakers with |                            |        |       |
|      | knowledge in  |                            |        |       |
|      | a specific    |                            |        |       |
|      | content area  |                            |        |       |
|      | be matched    |                            |        |       |
|      | with students |                            |        |       |
|      | needing       |                            |        |       |
|      | assistance in |                            |        |       |
|      | those areas?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | What kind of  |                            |        |       |
|      | activities    |                            |        |       |
|      | will students |                            |        |       |
|      | participate   |                            |        |       |
|      | in following  |                            |        |       |
|      | the speaking  |                            |        |       |
|      | engagement to |                            |        |       |
|      | discuss what  |                            |        |       |
|      | was learned?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | evaluated on  |                            |        |       |
|      | their         |                            |        |       |
|      | participation |                            |        |       |
|      | in STARS      |                            |        |       |
|      | speaking      |                            |        |       |
|      | engagements?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students'     |                            |        |       |
|      | participation |                            |        |       |
|      | in STARS      |                            |        |       |
|      | speaking      |                            |        |       |
|      | events be     |                            |        |       |
|      | documented?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | ensure the    |                            |        |       |
|      | needs of      |                            |        |       |
|      | students with |                            |        |       |
|      | disabilities  |                            |        |       |
|      | are met       |                            |        |       |
|      | before,       |                            |        |       |
|      | during and    |                            |        |       |
|      | after         |                            |        |       |
|      | speaking      |                            |        |       |
|      | engagements?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | What          |                            |        |       |
|      | location(s)   |                            |        |       |
|      | on center     |                            |        |       |
|      | will be used  |                            |        |       |
|      | for STARS     |                            |        |       |
|      | speaking      |                            |        |       |
|      | events?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
| **M  | What do we    |                            |        |       |
| ento | currently do  |                            |        |       |
| rs** | on center to  |                            |        |       |
|      | match         |                            |        |       |
|      | students with |                            |        |       |
|      | mentors?      |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Who currently |                            |        |       |
|      | serves as     |                            |        |       |
|      | mentors to    |                            |        |       |
|      | our students? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | If we have a  |                            |        |       |
|      | formal        |                            |        |       |
|      | mentoring     |                            |        |       |
|      | program,      |                            |        |       |
|      | which staff   |                            |        |       |
|      | on center are |                            |        |       |
|      | responsible   |                            |        |       |
|      | for this      |                            |        |       |
|      | program?      |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | If we do not  |                            |        |       |
|      | have a formal |                            |        |       |
|      | mentoring     |                            |        |       |
|      | program, how  |                            |        |       |
|      | will we       |                            |        |       |
|      | establish one |                            |        |       |
|      | to support    |                            |        |       |
|      | the STARS     |                            |        |       |
|      | initiative?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Which staff   |                            |        |       |
|      | on center     |                            |        |       |
|      | will be       |                            |        |       |
|      | responsible   |                            |        |       |
|      | for the new   |                            |        |       |
|      | mentoring     |                            |        |       |
|      | program?      |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | recruit       |                            |        |       |
|      | mentors from  |                            |        |       |
|      | the local     |                            |        |       |
|      | community?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | mentors be    |                            |        |       |
|      | screened? Who |                            |        |       |
|      | on center     |                            |        |       |
|      | will be       |                            |        |       |
|      | responsible   |                            |        |       |
|      | for           |                            |        |       |
|      | background    |                            |        |       |
|      | checks?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | utilize       |                            |        |       |
|      | online        |                            |        |       |
|      | mentoring     |                            |        |       |
|      | programs?     |                            |        |       |
|      | (e-mentoring, |                            |        |       |
|      | etc.)?        |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | matched with  |                            |        |       |
|      | mentors for   |                            |        |       |
|      | **[academic]{ |                            |        |       |
|      | .underline}** |                            |        |       |
|      | mentoring?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |   instructors |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     the needs |                            |        |       |
|      |     of each   |                            |        |       |
|      |     student   |                            |        |       |
|      |     to        |                            |        |       |
|      |     his/her   |                            |        |       |
|      |     mentor?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     mentors   |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     student   |                            |        |       |
|      |     progress, |                            |        |       |
|      |     behavior, |                            |        |       |
|      |     etc. to   |                            |        |       |
|      |     the       |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |   instructor? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   What      |                            |        |       |
|      |     academic  |                            |        |       |
|      |     materials |                            |        |       |
|      |     will the  |                            |        |       |
|      |     mentor    |                            |        |       |
|      |     use with  |                            |        |       |
|      |     the       |                            |        |       |
|      |     student?  |                            |        |       |
|      |     Will the  |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |    instructor |                            |        |       |
|      |     provide   |                            |        |       |
|      |     these     |                            |        |       |
|      |     materials |                            |        |       |
|      |     to the    |                            |        |       |
|      |     mentor?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     mentoring |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |    evaluated? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     mentoring |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |   documented? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | matched with  |                            |        |       |
|      | mentors for   |                            |        |       |
|      | **[career     |                            |        |       |
|      | technical]{   |                            |        |       |
|      | .underline}** |                            |        |       |
|      | mentoring?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     career    |                            |        |       |
|      |     technical |                            |        |       |
|      |               |                            |        |       |
|      |   instructors |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     the needs |                            |        |       |
|      |     of each   |                            |        |       |
|      |     student   |                            |        |       |
|      |     to        |                            |        |       |
|      |     his/her   |                            |        |       |
|      |     mentor?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     mentors   |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     student   |                            |        |       |
|      |     progress, |                            |        |       |
|      |     behavior, |                            |        |       |
|      |     etc. to   |                            |        |       |
|      |     the CTT   |                            |        |       |
|      |               |                            |        |       |
|      |   instructor? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   What CTT  |                            |        |       |
|      |     materials |                            |        |       |
|      |     will the  |                            |        |       |
|      |     mentor    |                            |        |       |
|      |     use with  |                            |        |       |
|      |     the       |                            |        |       |
|      |     student?  |                            |        |       |
|      |     Will the  |                            |        |       |
|      |     CTT       |                            |        |       |
|      |               |                            |        |       |
|      |    instructor |                            |        |       |
|      |     provide   |                            |        |       |
|      |     these     |                            |        |       |
|      |     materials |                            |        |       |
|      |     to the    |                            |        |       |
|      |     mentor?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     mentoring |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |    evaluated? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     mentoring |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |   documented? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | utilize       |                            |        |       |
|      | mentors to    |                            |        |       |
|      | assist        |                            |        |       |
|      | students with |                            |        |       |
|      | meeting the   |                            |        |       |
|      | Career        |                            |        |       |
|      | Success       |                            |        |       |
|      | Standards?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Where will    |                            |        |       |
|      | mentoring     |                            |        |       |
|      | sessions be   |                            |        |       |
|      | held on       |                            |        |       |
|      | center?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | When will     |                            |        |       |
|      | mentoring     |                            |        |       |
|      | sessions be   |                            |        |       |
|      | held on       |                            |        |       |
|      | center?       |                            |        |       |
|      | During or     |                            |        |       |
|      | after the     |                            |        |       |
|      | training day? |                            |        |       |
|      | On weekends?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we allow |                            |        |       |
|      | students to   |                            |        |       |
|      | meet with     |                            |        |       |
|      | mentors off   |                            |        |       |
|      | center? If    |                            |        |       |
|      | yes, how will |                            |        |       |
|      | t             |                            |        |       |
|      | ransportation |                            |        |       |
|      | be arranged?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | provide       |                            |        |       |
|      | mentors with  |                            |        |       |
|      | stipends,     |                            |        |       |
|      | travel        |                            |        |       |
|      | r             |                            |        |       |
|      | eimbursement, |                            |        |       |
|      | etc.? If yes, |                            |        |       |
|      | how will      |                            |        |       |
|      | these funds   |                            |        |       |
|      | be obtained?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | conduct group |                            |        |       |
|      | mentoring     |                            |        |       |
|      | sessions?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | ensure staff  |                            |        |       |
|      | understand    |                            |        |       |
|      | that STARS    |                            |        |       |
|      | mentoring     |                            |        |       |
|      | does not      |                            |        |       |
|      | replace their |                            |        |       |
|      | roles as      |                            |        |       |
|      | models,       |                            |        |       |
|      | mentors and   |                            |        |       |
|      | monitors?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
| **   | What do we    |                            |        |       |
| Tuto | currently do  |                            |        |       |
| rs** | on center to  |                            |        |       |
|      | match         |                            |        |       |
|      | students with |                            |        |       |
|      | tutors?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Who currently |                            |        |       |
|      | serves as     |                            |        |       |
|      | tutors to our |                            |        |       |
|      | students?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | If we have a  |                            |        |       |
|      | formal        |                            |        |       |
|      | tutoring      |                            |        |       |
|      | program,      |                            |        |       |
|      | which staff   |                            |        |       |
|      | on center are |                            |        |       |
|      | responsible   |                            |        |       |
|      | for this      |                            |        |       |
|      | program?      |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | If we do not  |                            |        |       |
|      | have a formal |                            |        |       |
|      | tutoring      |                            |        |       |
|      | program, how  |                            |        |       |
|      | will we       |                            |        |       |
|      | establish one |                            |        |       |
|      | to support    |                            |        |       |
|      | the STARS     |                            |        |       |
|      | initiative?   |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Which staff   |                            |        |       |
|      | on center     |                            |        |       |
|      | will be       |                            |        |       |
|      | responsible   |                            |        |       |
|      | for the new   |                            |        |       |
|      | tutoring      |                            |        |       |
|      | program?      |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | recruit       |                            |        |       |
|      | tutors from   |                            |        |       |
|      | the local     |                            |        |       |
|      | community?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | tutors be     |                            |        |       |
|      | screened? Who |                            |        |       |
|      | on center     |                            |        |       |
|      | will be       |                            |        |       |
|      | responsible   |                            |        |       |
|      | for           |                            |        |       |
|      | background    |                            |        |       |
|      | checks?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | utilize       |                            |        |       |
|      | online        |                            |        |       |
|      | tutoring      |                            |        |       |
|      | programs?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | matched with  |                            |        |       |
|      | tutors for    |                            |        |       |
|      | **[academic]{ |                            |        |       |
|      | .underline}** |                            |        |       |
|      | tutoring?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |   instructors |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     the needs |                            |        |       |
|      |     of each   |                            |        |       |
|      |     student   |                            |        |       |
|      |     to        |                            |        |       |
|      |     his/her   |                            |        |       |
|      |     tutor?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     tutors    |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     student   |                            |        |       |
|      |     progress, |                            |        |       |
|      |     behavior, |                            |        |       |
|      |     etc. to   |                            |        |       |
|      |     the       |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |   instructor? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   What      |                            |        |       |
|      |     academic  |                            |        |       |
|      |     materials |                            |        |       |
|      |     will the  |                            |        |       |
|      |     tutor use |                            |        |       |
|      |     with the  |                            |        |       |
|      |     student?  |                            |        |       |
|      |     Will the  |                            |        |       |
|      |     academic  |                            |        |       |
|      |               |                            |        |       |
|      |    instructor |                            |        |       |
|      |     provide   |                            |        |       |
|      |     these     |                            |        |       |
|      |     materials |                            |        |       |
|      |     to the    |                            |        |       |
|      |     tutor?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in        |                            |        |       |
|      |     tutoring  |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |    evaluated? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in        |                            |        |       |
|      |     tutoring  |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |   documented? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will      |                            |        |       |
|      | students be   |                            |        |       |
|      | matched with  |                            |        |       |
|      | tutors for    |                            |        |       |
|      | **[career     |                            |        |       |
|      | technical]{   |                            |        |       |
|      | .underline}** |                            |        |       |
|      | tutoring?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     career    |                            |        |       |
|      |     technical |                            |        |       |
|      |               |                            |        |       |
|      |   instructors |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     the needs |                            |        |       |
|      |     of each   |                            |        |       |
|      |     student   |                            |        |       |
|      |     to        |                            |        |       |
|      |     his/her   |                            |        |       |
|      |     tutor?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     tutors    |                            |        |       |
|      |               |                            |        |       |
|      |   communicate |                            |        |       |
|      |     student   |                            |        |       |
|      |     progress, |                            |        |       |
|      |     behavior, |                            |        |       |
|      |     etc. to   |                            |        |       |
|      |     the CTT   |                            |        |       |
|      |               |                            |        |       |
|      |   instructor? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   What CTT  |                            |        |       |
|      |     materials |                            |        |       |
|      |     will the  |                            |        |       |
|      |     tutor use |                            |        |       |
|      |     with the  |                            |        |       |
|      |     student?  |                            |        |       |
|      |     Will the  |                            |        |       |
|      |     CTT       |                            |        |       |
|      |               |                            |        |       |
|      |    instructor |                            |        |       |
|      |     provide   |                            |        |       |
|      |     these     |                            |        |       |
|      |     materials |                            |        |       |
|      |     to the    |                            |        |       |
|      |     tutor?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     tutoring  |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |    evaluated? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | -   How will  |                            |        |       |
|      |     student   |                            |        |       |
|      |               |                            |        |       |
|      | participation |                            |        |       |
|      |     in the    |                            |        |       |
|      |     tutoring  |                            |        |       |
|      |               |                            |        |       |
|      |  relationship |                            |        |       |
|      |     be        |                            |        |       |
|      |               |                            |        |       |
|      |   documented? |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | How will we   |                            |        |       |
|      | utilize       |                            |        |       |
|      | tutors to     |                            |        |       |
|      | assist        |                            |        |       |
|      | students with |                            |        |       |
|      | meeting the   |                            |        |       |
|      | Career        |                            |        |       |
|      | Success       |                            |        |       |
|      | Standards?    |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Where will    |                            |        |       |
|      | tutoring      |                            |        |       |
|      | sessions be   |                            |        |       |
|      | held on       |                            |        |       |
|      | center?       |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | When will     |                            |        |       |
|      | tutoring      |                            |        |       |
|      | sessions be   |                            |        |       |
|      | held on       |                            |        |       |
|      | center?       |                            |        |       |
|      | During or     |                            |        |       |
|      | after the     |                            |        |       |
|      | training day? |                            |        |       |
|      | On weekends?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we allow |                            |        |       |
|      | students to   |                            |        |       |
|      | meet with     |                            |        |       |
|      | tutors off    |                            |        |       |
|      | center? If    |                            |        |       |
|      | yes, how will |                            |        |       |
|      | t             |                            |        |       |
|      | ransportation |                            |        |       |
|      | be arranged?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | provide       |                            |        |       |
|      | tutors with   |                            |        |       |
|      | stipends,     |                            |        |       |
|      | travel        |                            |        |       |
|      | r             |                            |        |       |
|      | eimbursement, |                            |        |       |
|      | etc.? If yes, |                            |        |       |
|      | how will      |                            |        |       |
|      | these funds   |                            |        |       |
|      | be obtained?  |                            |        |       |
+------+---------------+----------------------------+--------+-------+
|      | Will we       |                            |        |       |
|      | conduct group |                            |        |       |
|      | tutoring      |                            |        |       |
|      | sessions?     |                            |        |       |
+------+---------------+----------------------------+--------+-------+

**Tutor Interview Template**

+-----------------------------------------------------------------------+
| **Introduction**                                                      |
+-----------------------------------------------------------------------+
| Interviewer thanks candidate for applying his/her interest in STARS   |
| and in Job Corps.                                                     |
|                                                                       |
| Interviewer outlines the role of the tutor and gives the candidate a  |
| written description.                                                  |
|                                                                       |
| Interviewer asks if there are any questions before proceeding.        |
|                                                                       |
| 1.  How did you hear about Job Corps' STARS initiative?               |
|                                                                       |
| 2.  Can you start by telling my why you are interested in tutoring    |
|     our Job Corps students?                                           |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Core Interview Questions**                                          |
+-----------------------------------------------------------------------+
| 1.  Please describe your specific area of expertise and your specific |
|     skill set.                                                        |
|                                                                       |
| 2.  Why do you want to work with Job Corps students? What do you hope |
|     to gain from being a tutor?                                       |
|                                                                       |
| 3.  What do you hope students gain by establishing a tutoring         |
|     relationship with them?                                           |
|                                                                       |
| 4.  What professional experiences have you had that will assist you   |
|     in being a student's tutor?                                       |
|                                                                       |
| 5.  Are you willing to work with a student on his/her social skills   |
|     (called Career Success Standards in Job Corps) during your        |
|     tutoring sessions? How will you go about doing this?              |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Closure**

  Thank the candidate for the interview and comment on positive and
  interesting aspects of the candidate's responses. Ask if there are any
  other questions. Explain that you will review the interview and contact
  the person by a specific date.
  -----------------------------------------------------------------------

**Mentor Interview Template**

+-----------------------------------------------------------------------+
| **Introduction**                                                      |
+-----------------------------------------------------------------------+
| > Interviewer thanks candidate for his/her interest in STARS and in   |
| > Job Corps.                                                          |
| >                                                                     |
| > Interviewer outlines the role of the speaker and gives the          |
| > candidate a written description.                                    |
| >                                                                     |
| > Interviewer asks if there are any questions before proceeding.      |
|                                                                       |
| 1.  How did you hear about Job Corps' STARS initiative?               |
|                                                                       |
| 2.  Can you start by telling my why you are interested in mentoring   |
|     Job Corps students?                                               |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Core Interview Questions**                                          |
+-----------------------------------------------------------------------+
| 1.  Why do you want to work with Job Corps students? What do you hope |
|     to gain from being a mentor?                                      |
|                                                                       |
| 2.  What do you hope students gain by establishing a mentoring        |
|     relationship with them?                                           |
|                                                                       |
| 3.  What professional experiences have you had that will assist you   |
|     in being a student's mentor?                                      |
|                                                                       |
| 4.  Are you willing to work with a student on his/her social skills   |
|     (called Career Success Standards in Job Corps) during your        |
|     mentoring sessions? How will you go about doing this?             |
|                                                                       |
| 5.  What is your availability over a 9-month period?                  |
|                                                                       |
| 6.  Would you be comfortable sharing your life experiences if they    |
|     are similar to Job Corps youth? Would you be comfortable sharing  |
|     the challenges you faced as a youth, professionally or personally |
|     and lessons learned?                                              |
|                                                                       |
| 7.  How familiar are you with issues related to at-promise youth?     |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Closure**

  Thank the candidate for the interview and comment on positive and
  interesting aspects of the candidate's responses. Ask if there are any
  other questions. Explain that you will review your notes and contact
  the person by a specific date.
  -----------------------------------------------------------------------

**Sample Orientation Letter**

Dear Volunteer:

This letter is to advise you of your acceptance as a volunteer in the
Job Corps STARS Program at \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (name of
the center) Job Corps Center located at \_\_\_\_\_\_\_\_\_\_\_\_
(address), \_\_\_\_\_\_\_ (city,) \_\_\_\_\_\_\_\_\_\_\_\_\_
(State).\_\_\_ (zip). We are pleased to inform you that you have
successfully completed the interview and the selection/screening
components resulting in your selection as a volunteer.

Of the final two phases remaining, orientation and matching, this letter
serves as an invitation to attend the scheduled orientation which will
be held on \_\_\_\_\_\_ (date). This will give you an opportunity to
tour the center, meet other volunteers and Job Corps center staff, and
learn more about your role in the program as either a tutor or mentor.
After the orientation, documents will be provided for you to complete
that will allow us to create an effective match between you and a Job
Corps student.

Attached you will find an agenda for the orientation session. When you
arrive on center on\_\_\_\_\_\_\_\_\_\_ (date), you should proceed to
(Procedures for getting on center and checking in at the main office).

If you have any questions, or need additional information, please do not
hesitate to contact me at \_\_\_\_\_\_\_\_\_\_\_\_\_\_ (telephone) or
\_\_\_\_\_\_\_ (email address). Thank you for agreeing to volunteer as a
STARS tutor. Your participation will contribute to ensuring the long
term success of our Job Corps students.

Sincerely,

Name

\_\_\_\_\_\_ (Center name) Job Corps Center

Enclosure: Orientation Agenda

+-----------------+---------------------+-----------------------------+
| **Name:**       |                     | **Date:**                   |
+-----------------+---------------------+-----------------------------+
| **Address:**    |                     |                             |
+-----------------+---------------------+-----------------------------+
| **Phone:**      | **Fax:**            | **Email:**                  |
+-----------------+---------------------+-----------------------------+
| **What is the   |                     |                             |
| best way to     |                     |                             |
| contact you?**  |                     |                             |
|                 |                     |                             |
| **□ Phone □     |                     |                             |
| Mail □ E-mail □ |                     |                             |
| Other:**        |                     |                             |
+-----------------+---------------------+-----------------------------+
| **Why do you    |                     |                             |
| want to         |                     |                             |
| participate as  |                     |                             |
| a STARS         |                     |                             |
| speaker?**      |                     |                             |
+-----------------+---------------------+-----------------------------+
| **Do you have   |                     |                             |
| previous public |                     |                             |
| speaking        |                     |                             |
| experience? □   |                     |                             |
| No □ Yes**      |                     |                             |
|                 |                     |                             |
| **If yes,       |                     |                             |
| please provide  |                     |                             |
| details:**      |                     |                             |
+-----------------+---------------------+-----------------------------+
| **What do you   |                     |                             |
| know about Job  |                     |                             |
| Corps?**        |                     |                             |
+-----------------+---------------------+-----------------------------+
| **If selected,  |                     |                             |
| what will be    |                     |                             |
| the content of  |                     |                             |
| your speech?    |                     |                             |
| What do you     |                     |                             |
| wish to share   |                     |                             |
| with our        |                     |                             |
| students?**     |                     |                             |
+-----------------+---------------------+-----------------------------+
| **Are there any |                     |                             |
| times that you  |                     |                             |
| are not         |                     |                             |
| available? □ No |                     |                             |
| □ Yes**         |                     |                             |
|                 |                     |                             |
| **If yes,       |                     |                             |
| please provide  |                     |                             |
| details:**      |                     |                             |
+-----------------+---------------------+-----------------------------+
| **Would you be  |                     |                             |
| interested in   |                     |                             |
| working with    |                     |                             |
| Job Corps in    |                     |                             |
| other           |                     |                             |
| capacities,     |                     |                             |
| such as         |                     |                             |
| becoming a      |                     |                             |
| mentor or       |                     |                             |
| tutor? □ No □   |                     |                             |
| Yes**           |                     |                             |
+-----------------+---------------------+-----------------------------+
| **What          |                     |                             |
| logistical      |                     |                             |
| needs do you    |                     |                             |
| have (AV        |                     |                             |
| equipment,      |                     |                             |
| handouts,       |                     |                             |
| etc.)?**        |                     |                             |
+-----------------+---------------------+-----------------------------+

**Speaker Sign Up Form**

**Speaker Interview Template**

+-----------------------------------------------------------------------+
| **Introduction**                                                      |
+-----------------------------------------------------------------------+
| Interviewer thanks candidate for his/her interest in STARS and in Job |
| Corps.                                                                |
|                                                                       |
| Interviewer outlines the role of the speaker and gives the candidate  |
| a written description.                                                |
|                                                                       |
| Interviewer asks if there are any questions before proceeding.        |
|                                                                       |
| 1.  How did you hear about Job Corps' STARS initiative?               |
|                                                                       |
| 2.  Can you start by telling my why you are interested in speaking to |
|     our Job Corps students?                                           |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Core Interview Questions**                                          |
+-----------------------------------------------------------------------+
| 1.  Tell me about your previous public speaking experience(s).        |
|                                                                       |
| 2.  What things do you love doing? What are your special interests?   |
|                                                                       |
| 3.  What is your experience with youth, particularly at-promise youth |
|     ages 16-24?                                                       |
|                                                                       |
| 4.  What experiences have you had that you feel relate to the         |
|     experiences of our students?                                      |
|                                                                       |
| 5.  Would you be comfortable sharing these life experiences if they   |
|     are similar to those of our students? Would you be comfortable    |
|     sharing the challenges you faced as a youth, as well as during    |
|     your career?                                                      |
|                                                                       |
| 6.  When are you available?                                           |
|                                                                       |
| 7.  What kind of logistical support do you need for a speaking event? |
+-----------------------------------------------------------------------+

  -----------------------------------------------------------------------
  **Closure**

  Thank the candidate for the interview and comment on positive and
  interesting aspects of the candidate's responses. Ask if there are any
  other questions. Explain that you will review your notes and contact
  the person by a certain date.
  -----------------------------------------------------------------------

**Speaker Event Day Information Sheet**

+--------------------+-------------------------------------------------+
| **Speaker Name**   |                                                 |
+--------------------+-------------------------------------------------+
| **Title of         |                                                 |
| Speech**           |                                                 |
+--------------------+-------------------------------------------------+
| **Date**           |                                                 |
+--------------------+-------------------------------------------------+
| **Time**           |                                                 |
+--------------------+-------------------------------------------------+
| **Location**       |                                                 |
|                    |                                                 |
| **(Center address  |                                                 |
| & location on      |                                                 |
| center)**          |                                                 |
+--------------------+-------------------------------------------------+
| **Audience         |                                                 |
| Description**      |                                                 |
+--------------------+-------------------------------------------------+
| **Number of        |                                                 |
| Students**         |                                                 |
+--------------------+-------------------------------------------------+
| **Number of        |                                                 |
| Staff**            |                                                 |
+--------------------+-------------------------------------------------+

**Also included in this package are:**

-   **Directions to the center**

-   **Information about parking**

-   **Information about the Job Corps program**

**STARS Volunteer Reference Sheet**

+-----------------------------------------------------------------------+
| Applicant's Name:                                                     |
|                                                                       |
| Name of Reference: Company:                                           |
|                                                                       |
| Relationship w/applicant: Date:                                       |
+-----------------------------------------------------------------------+

-   Verify: The dates of employment: from to

> Job title

-   Can you describe the applicant's job responsibilities with you:

```{=html}
<!-- -->
```
-   On an average, how many times a month was the applicant absent from
    work? Any problems with tardiness, excessive time off, schedule
    changes, etc?

+---------------+----------+------------------------------------------+
| Factors Rated | Scale    | Remarks                                  |
|               | 1-5      |                                          |
|               |          |                                          |
|               | (5 being |                                          |
|               | the      |                                          |
|               | best)    |                                          |
+---------------+----------+------------------------------------------+
| Work Ethic    |          |                                          |
+---------------+----------+------------------------------------------+
| Quality of    |          |                                          |
| Work          |          |                                          |
+---------------+----------+------------------------------------------+
| Motivation    |          |                                          |
+---------------+----------+------------------------------------------+
| Attitud       |          |                                          |
| e/Personality |          |                                          |
+---------------+----------+------------------------------------------+
| Overall       |          |                                          |
| Competency    |          |                                          |
+---------------+----------+------------------------------------------+
| Supervisory   |          |                                          |
| Skills        |          |                                          |
+---------------+----------+------------------------------------------+
| Other:        |          |                                          |
+---------------+----------+------------------------------------------+

-   Would you recommend the applicant to work with Job Corps students?
    \_\_\_Yes \_\_\_No

  -----------------------------------------------------------------------
  Reference conducted by: Date:

  -----------------------------------------------------------------------

**STARS Tutoring Partnership Agreement**

As a participant in a STARS tutoring partnership, we will work together
to build a relationship and to assist \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(student's name) in meeting his/her academic, career technical, social,
and career goals.

As we develop our tutoring relationship, we will respect each other,
listen to each other, and be considerate of each other.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (adult's name) will work with
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (student's name) to attain
his/her educational and career goals.

We agree to meet at a minimum of once weekly for a period of no less
than one hour at a time. If more time and frequency is needed and
mutually agreed, we will work with the appropriate Job Corps staff
person to establish meeting dates and times.

As our tutoring relationship develops, our discussions will be kept
private and confidential. Either party reserves the right to contact the
STARS Coordinator if he/she feels uncomfortable in the relationship or
feels that his/her health or safety is in jeopardy.

Student signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Tutor signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**STARS Mentoring Partnership Agreement**

[Student]{.underline}

As a Job Corps student and a participant in a STARS mentoring
partnership, I will work with my mentor to:

-   Develop goals and work toward achieving these through the mentoring
    partnership

-   Make decisions about my personal and professional future

-   Share my thoughts, feelings, beliefs and experiences

-   Learn skills for balancing my responsibilities at home and in the
    workplace

I understand that I am responsible for keeping my contact information
current so that my STARS Mentor can be a support to me. I grant
permission for my STARS Mentor to share information, concerns, or issues
I raise with appropriate center staff in order to assist me in meeting
my goals. Further, I understand that if my life and/or safety, or the
life and/or safety of others are at risk, such information, concerns, or
issues may be shared without my permission.

[Volunteer Mentor]{.underline}

As a STARS Volunteer Mentor, I will do the following:

-   Provide caring support and encouragement to my mentee for a period
    of up to nine (9) months

-   Assist my mentee in developing and achieving his/her personal and
    professional goals

-   Coach and guide my mentee through any issue or concern he/she may
    have

-   Keep my contact information current so that I can be easily
    contacted by my mentee

-   Use the staff on center as a resource and source of additional
    support to best serve my mentee

I understand that in the event that my mentee's life and/or safety, or
the life and/or safety of others are at risk, I am able to share
information, issues, and concerns with appropriate staff without the
written consent of my mentee. I will use professional judgment and do my
best not to harm the relationship with my mentee.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Student Signature Date

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

STARS Mentor Signature Date

**STARS Volunteer Confidentiality Agreement**

I pledge to hold in confidence all information regarding youth involved
in STARS.

I will not remove from the center any records, or copies of records,
about any student. Any records I may be responsible for producing will
become, and remain, part of the student's Job Corps file.

I accept full responsibility for maintaining the confidential and
private nature of all records and information about Job Corps students.
I further understand that I may discuss the case of the student assigned
to me only with program staff.

I understand that I am personally responsible and fully liable for any
violation of this agreement.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Volunteer Signature)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Date)

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Please print full name)

![](media/image4.jpeg){width="1.75625in" height="1.1305555555555555in"}

**MEDIA RELEASE**

**For Immediate Release: For more information contact:**

**March 19, 2007 (BCL's Name &Contact Info)**

**Olympic Gold Medalist Dominique Dawes To Address Local Students**

**Olympic Gold Medalist Dominique Dawes** will speak at Whitney M. Young
Job Corps Center in Simpsonville, KY as part of the **STARS** (Speakers,
Tutors, Achievement, Retention, and Success) initiative on **Monday,
April 2, 2007 at 8:00 p.m**. Dawes is the first African-American to win
an individual gymnastics Olympic medal and to date she has won more
National Championship medals than any other athlete, male or female. In
addition to her professional athletic career, she is a renowned public
speaker on health issues, sports participation, equality for women and
African-Americans, and self-esteem.

The **STARS** initiative was launched by Job Corps in October 2006 to
increase student achievement and Job Corps completion. **STARS**
provides a way to improve Job Corps students' academic achievement and
social and personal development with three components: speakers, tutors,
and mentors. The speaker's component gives students the opportunity to
hear and interact with real-life achievers who will provide motivating
and inspiring messages that will help students remain encouraged about
their participation in Job Corps. The tutoring component provides
students with tutors who volunteer to assist students with academics,
based on their individual needs. The mentoring component provides
students with mentors who give support and guidance to students to
improve academic achievement and strategies for personal and social
development.

Job Corps is the nation's largest residential educational and career
technical training program for economically disadvantaged youth ages
16-24.

**For more information about volunteering for Whitney M. Young's Job
Corps STARS initiative, contact Farrah Ferriell, STARS Coordinator, at
(502)722-3510 or <Ferriell.Farrah@jobcorps.org>.**

**For more information about Dominique Dawes' visit to the Whitney M.
Young Job Corps Center, please contact (BCL NAME AND CONTACT INFO GOES
HERE).**

![](media/image4.jpeg){width="1.875in" height="1.5770833333333334in"}

These PSAs should be submitted to a radio station for broadcasting
on-air.

+-----------------------------------------------------------------------+
| **10-second PSA**                                                     |
|                                                                       |
| Just a few hours of your time each month can help a young person      |
|                                                                       |
| reach for the STARS.                                                  |
|                                                                       |
| Volunteer with Job Corps.                                             |
|                                                                       |
| Call (800) 555-5555 (*center's direct number*)                        |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **30-second PSA**                                                     |
|                                                                       |
| You can make a big difference in a student's life. Become a mentor,   |
| tutor, or motivational speaker, to help our youth realize their       |
| dreams and achieve their goals. Join the Job Corps' STARS Initiative  |
| to prepare tomorrow's leaders today. Connect with Job Corps at (800)  |
| xxx-xxxx and help a student reach for the STARS. That's (800)         |
| xxx-xxxx.                                                             |
+-----------------------------------------------------------------------+

![](media/image5.jpeg){width="0.9361111111111111in"
height="1.0638888888888889in"}![](media/image4.jpeg){width="1.5083333333333333in"
height="1.2652777777777777in"}![](media/image6.jpeg){width="1.023611111111111in"
height="1.0125in"}

**STARS (Speakers, Tutors, Achievement, Retention, and Success)** is an
initiative launched by the National Director of Job Corps to increase
student retention, improve student achievement, and support students'
completion of the Job Corps program. STARS advances the National
Director's 21^st^ century goals for Job Corps by providing enhanced
on-center services and community support for students.

The three primary components of STARS are ***Speakers***, ***Tutors,***
and ***Mentors***.

The national ***Speakers*** component is designed to provide students
with the opportunity to hear and interact with individuals who provide
motivating and inspiring messages to encourage students about their
participation in Job Corps and their future careers. Similarly, the
local ***Speakers*** component is designed to bring local members of the
community to Job Corps centers to speak to students about topics deemed
appropriate or necessary for the student population. Both national and
local speakers are selected based upon their ability to relate to and
address the concerns of Job Corps students. Speakers are identified and
selected because they have overcome life challenges and are able to
relate their experiences and share their strategies for success with Job
Corps students. 

The goal of the ***Tutors*** component is to provide students with
volunteer tutors who can assist them in meeting academic, career
technical, and career success standards. Tutoring assistance is based on
the individual needs of students.

The ***Mentors*** component provides students with mentors who give
encouragement and guidance to students in their personal, educational
and professional endeavors. The goal of the ***Mentors*** component is
also to assist students meet academic, career technical, and career
success standards.

[^1]: Timmons, J., Mack M., Sims, A., Hare, R. and Wills, J. (2006).
    Washington D.C.: National Collaborative on Workforce and Disability
    for Youth, Institute for Educational Leadership.
    http://www.ncwd-youth.info/resources\_&\_Publications/mentoring.html

[^2]: This information is courtesy of the Center for Learning and
    Teaching

    Cornell University

[^3]: This information is courtesy of The Center for Learning and
    Teaching

    Cornell University

[^4]: The Mentoring section of this guide is excerpted directly, with
    permission, from Paving the way to work: A guide to career-focused
    mentoring for youth with disabilities. Timmons, J., Mack, M., Sims,
    A., Hare, R. and Wills, J. (2006). Washington, DC: National
    Collaborative on Workforce and Disability for Youth, Institute for
    Educational Leadership.

[^5]: Sipe, C. L. (1996). *Mentoring: A synthesis of P/PV\'s research:
    1988-1995*. Philadelphia: Public/Private

    Ventures. Retrieved October 4, 2005, from
    (http://www.ppv.org/ppv/publications/assets/40_publication.pdf).

[^6]: Jekielek, S., Moore, K. A., & Hair, E. C. (2002). *Mentoring
    programs and youth development: A synthesis*. Washington, DC: Edna
    McConnell Clark Foundation. Retrieved August 19, 2004, from
    (http://www.childtrends.org/what_works/clarkwww/mentor/mentorrpt.pdf).

[^7]: MENTOR/National Mentoring Partnership. (2005). Elements of
    effective practice. Retrieved from
    (http://www.mentoring.org/program_staff/design/elements_of_effective_practice.php?pid=all).

[^8]: Institute on Community Integration. (2003). Connecting to Success
    Manual. Retrieved from

    (http://ici.umn.edu/ementoring/CTS_Training_Manual.pdf).

[^9]: MENTOR/National Mentoring Partnership. (2005). Elements of
    effective practice. Retrieved from
    (http://www.mentoring.org/program_staff/design/elements_of_effective_practice.php?pid=all).

[^10]: Institute on Community Integration. (2003). Connecting to Success
    Manual. Retrieved from

    (http://ici.umn.edu/ementoring/CTS_Training_Manual.pdf).

[^11]: Ferber, T., Pittman, K., & Marshall, T. (2002). *Helping all
    youth to grow up fully prepared and fully engaged*. Takoma Park, MD:
    The Forum for Youth Investment.

[^12]: Fulop, M. (2003). *Mentoring program development: A start-up
    toolkit*. Northwest Regional Educational

    Laboratory: Portland, OR. Retrieved from
    (http://www.nwrel.org/mentoring/pdf/startup_toolkit.pdf).