How does RISE work?

It is clear to me that this was the path I wanted to go and was absolutely the right thing to do. This is when I started rising from a 65 to a 95 (even 100s at times) in all my quizzes, exams, and classwork, gaining more positive attitudes from all my teachers and my parents. That’s when I knew that not only did I see the change, but others around me saw it too. – RISE Alumnus

, marked by a decay in school attachment, attendance, and academics.

The RISE mentor-mentee relationship is structured around four phases:

In the first state of the program, mentors focus on building relationships with their mentees. They assess their progress using the Relationship Building Checklist, a fifteen item checklist that mentors use to guide their relationship development with each mentee. A sample task is “identify at least three of this mentee’s outside interest.” Does the student like the Mets? Ask about the Mets. The connection they form helps the mentee feel good about coming to school again.

Mentors begin to provide opportunities for their mentees to be successful through personal goal setting. Whether the mentee wants to get an Xbox or make the basketball team, action steps are laid out, charted, and achieved. These successes are intentionally and consistently celebrated, transforming school into a platform associated with success rather than failure. In the second phase of the program, RISE mentors also work with their mentees to identify and resolve three to five personal impediments to academic success.

In the third phase of the program, RISE mentors work with their mentees to identify the strengths and problem-solving methods that had been used when accomplishing goals in the previous phase. Mentors assist mentees in setting academic-specific goals. The mentors steer conversations to emphasize awareness on focusing on the correlation between behaviors and outcomes. Using this construct, a shift starts, turning the conversation toward academics.

In the final phase of the program, RISE mentors work with their mentees to identify the strengths and successful strategies they can use to create and follow a road map to their future.

Now that you know how it works, find out what it looks like and why it works.

Research shows that if a student falls behind one grade level, there dropout probability is 40%. If the student falls two grade levels behind, this probability increases to 90%.
Primary task is to build trust within the relationship.
  • Learning to communicate
  • Set a schedule for mentor meetings
  • Define and set initial goals
  • Identify motivators

Primary task is to demonstrate correlation between actions and results (behaviors and outcomes). Success in this phase of the program in the attainment of three or more personalized goals.
  • Setting goals and creating Action Plans
  • Identify faculty allies for mentees
  • Address role in community
  • Identify positive reinforcement versus negative reinforcement
  • Be consistent
  • Hold mentees accountable to stated goals and parameters

Primary task is to identify mentee’s role in their academic success. Success in this phase of the program is the attainment of three or more academic goals.
  • Build upon strengths identified in first two phases
  • Set goals specific to school and academic success
  • Utilize faculty allies for students

Primary task is to identify each mentee’s Road Map to Success. Continuing beyond the program.
  • Celebrate mentee’s accomplishments
  • Identifying strategies for success
  • Close out with mentee
  • Begin again