High Five Mentoring Program Description


There is, perhaps, no more important intervention available to young people which makes as much intuitive sense as the concept of mentoring by caring and competent adults. Research supports the fact that students who participate in carefully planned, long-term mentoring programs demonstrate improved academic achievement, are more likely to attend college, and demonstrate improved social skills. However, effective mentoring programs take effort, resources and commitment from all stakeholders.

The focus of this request is to secure the resources needed to ensure that students are provided occasional opportunities for group activities involving themselves and their mentors.

Target Group:

All PSAE Test eligible 11th grade students

 Currently Hillcrest High School has 139 eligible students who have been identified for this program. 
 78 female and 60 male
Mentors: The title of the program serves as the basis for the division of students placed with mentors. In order for the program to be effective, the administrative team has determined that a ratio of 5:1 would yield the best results.

Grouping students in sets of five would allow efficient academic and behavioral mentoring to occur in small groups and on an individual basis with all students enrolled in the program. While the focus is primarily academic, mentors will also work with students to develop better self-esteem, behavioral skills, and attitudes that are essential to academic success.

The administrative team has determined that twenty-eight (28) mentors will be needed for the program. There will be a total of 16 female and 12 male mentors selected for the program. The team has also identified the need for sixteen (16) tutors. Eight tutors in the area of Language Arts and eight in the area of mathematics.


1 year

Time/ Schedule

  • Weekly group meeting with mentor. (common time may be used occasionally to schedule weekly meetings with students or for mentor¡¦s meetings to evaluate program goals and objectives.)
  • Individual student meetings scheduled on alternate weeks.
  • Individual parent meetings once each quarter scheduled by individual mentors.
  • Group activities (outside of school). Parents may attend and should be encouraged to participate.
  • End of the year celebration with all groups and mentors

Program Overview:

The "High Five" Mentoring Program has been designed to include specific models for mentoring students. These models include academic mentoring, school adjustment mentoring, and group specific mentoring. Academic Mentoring provides students the opportunity to engage in a supportive relationship with their mentor based on academic tutoring and enrichment, and will provide successful outcomes with underachieving students. Academic mentors will serve as tutors who can "differentiate" the curriculum for students with different needs and interests.

School Adjustment Mentoring will assist student¡¦s development and attitudes that are essential to academic success. Mentors will focus on self-esteem, social and behavioral skills and motivational strategies that encourage academic achievement. Mentors will monitor attendance and serve as advocates when students have problems or concerns.

Finally, Group Specific Mentoring will be implemented to partner students with mentors from specific demographic groups. Female students will be assigned female mentors and male students will be assigned male mentors. The goal here is to provide role models who understand the specific characteristics of the school¡¦s culture and share commonalities with their mentees.

The program is designed to:

  • Provide high levels of interaction between students and their mentors
  • Assess the needs and interests of students involved in the program
  • Focus on clear goals and objectives derived from assessment of needs and resources 
  • Include structured activities, as well as, significant opportunities for formal interaction
  • provide support and training for mentors 
  • Provide occasional opportunities for group activities involving students and their mentors
  • Provide an evaluation component designed to engage all involved in a process of continuous improvement

During the developmental stages of this program, the Administrative Team has made a careful assessment of the needs and resources for this program. We have identified key personnel to serve as mentors, set clear and specific goals, identified methods to promote the program within the school community, and established criteria for selecting student participants. We have also developed a "High Five Handbook", that will provide written rules and procedures for the program.