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
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.