STARBASE_2_Program_Guide.pdf

P r o g r a m G u i d e

S TA R B A S E 2 . 0

A c k n o w l e d g e m e n t s

Thank you to the STARBASE 2.0 team who contributed their thoughts, suggestions, and resources for this Program Guide. The team members willingly shared their wealth of knowledge and experience—all for the students they serve!

Ta b l e o f C o n t e n t s 1 . O v e r v i e w o f S TA R B A S E 2 . 0

» Vi s i o n , M i s s i o n , G o a l s , a n d D e f i n i t i o n o f S TA R B A S E 2 . 0 » P r o g r a m M o d e l » B e n e f i t s

2 . P r o g r a m R o l e s , R e s p o n s i b i l i t i e s , a n d R e q u i r e m e n t s » P r o g r a m R e q u i r e m e n t s » Pa r t n e r i n g S c h o o l R e q u i r e m e n t s » Pa r t i c i p a n t E l i g i b i l i t y R e q u i r e m e n t s » C h o o s i n g a S T E M M e n t o r C o o r d i n a t o r » P r o g r a m C o o r d i n a t o r Po s i t i o n D e s c r i p t i o n

A c t i v i t y 1 : W h o d u z z i t ?

3 . O v e r v i e w o f I m p l e m e n t a t i o n » T i m e l i n e / C h e c k l i s t

4 . P h a s e O n e : P r e - P l a n n i n g » P r o g r a m Pa r a m e t e r s » Po l i c i e s a n d P r o c e d u r e s » A s s e s s i n g a n d M a n a g i n g R i s k

A c t i v i t y 2 : R i s k A s s e s s m e n t

5 . P h a s e Tw o : I n i t i a l C o n t a c t w i t h a S c h o o l » R o l e s a n d R e s p o n s i b i l i t i e s o f Po i n t s o f C o n t a c t » S c h o o l L i a i s o n R e s p o n s i b i l i t i e s » M e m o r a n d u m o f U n d e r s t a n d i n g o r A g r e e m e n t » B u i l d i n g t h e C a p a c i t y o f S TA R B A S E 2 . 0 » G u i d i n g Q u e s t i o n s i n S W OT A n a l y s e s » S e l e c t i n g a n I n c o m e S t r a t e g y

A c t i v i t y 3 : S a m p l e S W O T Wo r k s h e e t

E x a m p l e D o c u m e n t s : S a m p l e M O U s a n d M O A s

6 . P h a s e T h r e e : S t u d e n t R e c r u i t m e n t » U n d e r s t a n d i n g Yo u n g A d o l e s c e n t D e v e l o p m e n t » R e c r u i t i n g S t u d e n t Pa r t i c i p a n t s » R e c r u i t m e n t Pa c k a g e f o r M e n t e e s

A c t i v i t y 4 : G e t t i n g T h e m T h e r e

A c t i v i t y 5 : K e e p i n g T h e m T h e r e

E x a m p l e D o c u m e n t s : R e c r u i t m e n t P a c k a g e

7 . P h a s e Fo u r : S T E M M e n t o r R e c r u i t m e n t a n d Tr a i n i n g » I n t r o d u c t i o n t o M e n t o r i n g B e s t P r a c t i c e s » B e s t P r a c t i c e s i n P r o g r a m O p e r a t i o n s » S T E M M e n t o r R e c r u i t m e n t a n d S c r e e n i n g » W h o M e n t o r s ?

» B e s t P r a c t i c e s i n R e c r u i t m e n t a n d S c r e e n i n g » S T E M M e n t o r Tr a i n i n g » E n g a g i n g a n d I n c e n t i n g C o m m u n i t y Pa r t n e r s » A s s e s s i n g N e e d s , E v a l u a t i n g A s s e t s » W h a t ’s i n i t f o r b u s i n e s s e s ?

E x a m p l e D o c u m e n t : M e n t o r A p p l i c a t i o n

E x a m p l e D o c u m e n t : S a m p l e M e n t o r Tr a i n i n g A g e n d a

8 . P h a s e F i v e : S TA R B A S E 2 . 0 K i c k - O f f i n t h e S c h o o l » P l a n n i n g » Tr a i n i n g C o n t e n t » Tr a i n i n g I m p l e m e n t a t i o n » S T E M M e n t o r A c t i v i t y L o g » D e b r i e f i n g S e s s i o n s » P r o g r a m E v a l u a t i o n a n d I m p l e m e n t i n g D a t a C o l l e c t i o n

E x a m p l e D o c u m e n t : S T E M M e n t o r A c t i v i t y L o g

E x a m p l e D o c u m e n t : S T E M M e n t o r E x p e r i e n c e A s s e s s m e n t S u r v e y

E x a m p l e D o c u m e n t : S T E M M e n t o r Q u e s t i o n n a i r e

E x a m p l e D o c u m e n t : P l a n o f A c t i o n a n d M i l e s t o n e s R e p o r t Fo r m a n d S a m p l e s

9 . P h a s e S i x : P r o g r a m D u r a t i o n » K e e p i n g Pa r t i c i p a n t s E n g a g e d » Vo l u n t e e r M a n a g e m e n t a n d R e t e n t i o n » B a s i c s o f C a s e M a n a g e m e n t » A c k n o w l e d g i n g S T E M M e n t o r s » 1 0 0 Wa y s t o R e c o g n i z e Vo l u n t e e r s

A c t i v i t y 6 : Vo l u n t e e r M a n a g e m e n t S c e n a r i o s

1 0 . P h a s e S e v e n : P r o g r a m W r a p - U p F i n a l R e p o r t E x a m p l e

P r o g r a m A s s e s s m e n t E x a m p l e s

STARBASE 2.0 Program Guide 5

O v e r v i e w o f S TA R B A S E 2 . 0

The Mission of DoD STARBASE and STARBASE 2.0 are increasingly important in today’s fast-paced, technological world.

The Department of Defense recognizes this growing need and has developed a dynamic program that combines STEM activities with a relationship-rich, school–based environment to provide the missing link for at-risk youth making the transition from elementary to middle school.

Mission STARBASE 2.0 combines STEM activities with a relationship-rich, school-based afterschool environment to provide the missing link for at-risk youth making the transition from elementary to middle and on to high school. It extends the positive impact of STARBASE through an afterschool STEM mentoring approach which solidifies students’ attachment to and engagement with school.

Vision By 2015, STARBASE 2.0:

• Will be embedded in 100% of existing STARBASE programs.

• Will serve 5,000 youth per year.

• Will engage 1,667 STEM mentors per year.

• Will have 120 participating schools.

• Will validate results through a longitudinal study.

• Will provide STEM mentoring for grades six through eight.

Program Model STARBASE 2.0 maintains a unique school-based afterschool program that targets at-risk sixth to eighth graders. The program takes place in partnering schools selected by the individual STARBASE program. As with other school-based afterschool mentoring programs, STARBASE 2.0 is highly structured and intends to help support school goals, provide safe environments for students, and improve student-teacher relationships while empowering schools through student referrals.

“Only 1% of the 1.2 million bachelors degrees earned in 2000 were in math, 5.8% in engineering, and 2.9% in computer and information sciences, and 1.5% in physical science.”

-U.S. Department of Education, National Center for Education Statistics

STARBASE 2.0 Program Guide 6

The Benefits All parties involved in STARBASE 2.0 stand to benefit from the program. Scholarly research and longitudinal studies have revealed the benefits outlined in the table below.

Benefits

Students

• Fewer absences, reduced tardiness, higher grades, higher rates of homework completion, increased parent involvement in school.1

• Gains in standardized test scores, better attitudes toward school, high educational aspirations.2

• Decreased involvement in “serious infractions” at school.3

• Improved social skills including empathy, cooperation, and increased connectedness with culturally different peers.4

Schools

• Improved connections with students’ families and increased visibility in the community.1

• Decreased costs as students avoid being held back a grade or entering special education.5

STEM

Mentors

STARBASE 2.0 Program Guide 7

Research in Action: School-Based Mentoring This report from MENTOR/NAtional Mentoring Partnership reviews academic studies in the outcomes, impact, and effective practices of school-based mentoring programs.

URL: http://www.mentoring.org/downloads/mentoring_387.pdf

Putting It All Together This report from Public/Private Ventures and the Lucille Packard Foundation for Children’s Health highlights the tenets of quality afterschool programming, to include strategy, family engagement, cultural competence, and continuous program improvement.

URL: http://www.lpfch.org/afterschool/ppvreport.pdf

The ABCs of School-Based Mentoring This technical assistance packet, written by Public/Private Ventures in conjunction with the Office of Juvenile Justice and Delinquency Prevention and Big Brothers/Big Sisters of America, includes an overview of the basics of conceptualizing and implementing a school-based mentoring program.

URL: http://ppv.org/ppv/publications/assets/32_publication.pdf

4 Tools & Resources

Citations 1 Afterschool: The Bridge Connecting Schools and Communities ( No. 30). (2007). Afterschool Alert Issue Brief. MetLife Foundation. Retrieved from http://www.afterschoolalliance.org/issue_briefs/ issue_bridge_30.pdf 2 Afterschool Fosters Success in School ( No. 31). (2008). Afterschool Alert Issue Brief. MetLife Foundation. Retrieved from http://afterschoolalliance.org/issue_briefs/issue_sch_success_31.pdf 3 Karcher, M., & Herrera, C. (2007). School-Based Mentoring ( No. 6). Research in Action. MENTOR.

Retrieved from http://www.mentoring.org/downloads/mentoring_387.pdf 4 Metz, R. A., Goldsmith, Julie, & Arbreton, A. J. A. (2008, April). Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens. Public/Private Ventures. Retrieved from http://www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=234 5 Afterschool Programs: A Wise Public Investment ( No. 22). (2005). Afterschool Alert Issue Brief.

MetLife Foundation. Retrieved from www.afterschoolalliance.org/issue_briefs/issue_costs_22.pdf

STARBASE 2.0 Program Guide 8

P r o g r a m R o l e s , R e s p o n s i b i l i t i e s , a n d R e q u i r e m e n t s

Successful implementation of STARBASE 2.0 requires a thorough understanding of the roles and responsibilities of each party involved. Understanding the chain of command and technicalities of managing these relationships will help STARBASE staff to better communicate expectations and facilitate sustainable relationships with the parties involved in STARBASE 2.0.

Consider the three main ways these different entities are involved in STARBASE 2.0.

Policy and guidance. All policy, official guidance and funding for STARBASE 2.0 will come from the Department of Defense, Office of the Assistant Secretary of Defense for Reserve Affairs.

Implementation. Successful “on-the-ground” implementation of STARBASE 2.0 will require the cooperation of partnering schools, volunteer STEM mentors, and student participants. STEM mentor coordinators from participating STARBASE programs will play an invaluable role in implementation of STARBASE 2.0.

Support. Former 2.0 programs will provide support to STARBASE programs in the implementation of their STARBASE 2.0 program through training, technical assistance, and their lessons learned.

STARBASE 2.0 Program Guide 9

Basic Program Requirements STARBASE 2.0 meetings will often take place after school, and each club will be spearheaded by a teacher from the participating school. Programs must adhere to the following requirements (further explanation about program parameters can be found in Chapter 4):

• Program should be school-based, off-site.

• Meet for no less than four hours each month for a minimum of 20 hours.

• Must have a Memo of Understanding (MOU) or Memo of Agreement (MOA) in place. (These documents are further explained in Chapter 5.)

• Need to have a designated “STEM Mentor Coordinator.”

Partnering School Requirements Programs should keep the following requirements in mind when considering a partnering school:

• School-based with district support (MOU/MOA)

• Middle School students

• Adequate meeting space (classroom, all-purpose room, etc.)

• Teacher or designated school rep (highly recommended)

• Provide background checks on STEM mentor volunteers

• Computers and IT teach support (necessary for SCALECTRIC activity)

• After-school snack

• Parking for STEM mentors

Participant Eligibility Requirements STARBASE 2.0 targets participants from sixth to eighth grade who maintain an interest in STEM and can commit to the STARBASE 2.0 meeting schedule. Prior attendance at a STARBASE academy is not required. In addition, students must receive parental consent to join the program.

The target (ideal) STEM mentor team consists of a lead STEM mentor and representatives from local STEM industries, college students, and members of the military.

To serve as a STEM mentor, individuals must meet the following requirements:

• Be at least 18 years of age.

• Be able to commit to the STARBASE 2.0 schedule in meeting duration/ frequency.

STARBASE 2.0 Program Guide 10

• Successfully pass STEM mentor screening including a criminal background check.

• Participate in STEM mentor training.

Choosing a STEM Mentor Coordinator There are several possibilities to consider when looking for potential candidates for a STEM Mentor Coordinator to support STARBASE 2.0: an in-house candidate, an outside candidate, or a combination of the two.

In-house candidates include. Director, Deputy Director, Program Instructor, or Office Manager.

Outside candidates include.

» School Resources: Academic Dean, Vice Principal, Teacher, Counselor.

» Community Resources: College or University Intern, Volunteer, Partner Organization.

Each of these candidates present different strengths and possible constraints that will have to be factored into the decision. These are outlined in the table below.

Pros Cons

In -H ou se • On-Board Staff

• Easy Access

• Full Plate

Ou ts id e

So ur ce • Community Buy-In

• School staff-familiar with facilities, policies, students, and personnel

• May require stipend

• Less “control” of direction

Program Coordinator Position Description (STARBASE POC) Title: STEM Mentor Coordinator

Employer: STARBASE

Responsibilities: Coordinator’s duties include but are not limited to the following:

• Oversees and manages program on-site;

• Forms a strong collaboration with the partner organizations, which includes signing written agreements that outline the program parameters and expectations among the partners and appropriate officials representing each of them;

STARBASE 2.0 Program Guide 11

• Acts as liaison between organizations supplying the STEM mentors and the mentees;

• Provides guidance to STEM mentors and children to ensure that both have an enriching mentoring experience;

• Organizes orientation sessions that outline goals, procedures and current events for both parents and children;

• Oversees and assists with participant screening, training, matching, support, supervision, recognition, and closure activities for STEM mentors and children;

• Secures all parent consent forms and mentee applications;

• Plans and promotes the kickoff event and ensures that STEM mentors, parents, and children are aware of event particulars;

• Maintains records of attendance and outcomes for STEM mentors and mentees. Notifies STEM mentors when mentees will not be present during sessions or vice versa;

• Organizes initial and ongoing support and training sessions for STEM mentors and mentees;

• Creates and oversees implementation of ongoing marketing and STEM mentor recruitment plans;

• Communicates with supervisor on a weekly basis concerning site or individual issues or new projects;

• Assists supervisor with development strategies and cultivation of philanthropic partnerships (if needed);

• Prepares and provides training materials for STEM mentor training events;

• Distributes all activity packets and fliers for program events to STEM mentors;

• Plans trips and group activities, including a culminating event at the end of the school year; and

• Contributes to program evaluation efforts.

Qualifications:

• Bachelor’s degree with emphasis in social work, school counseling, psychology, or education;

• Two or more years of experience in youth development in community organizations;

• Exceptionally strong organizational, interpersonal and communication skills;

and

• Demonstrated creativity, flexibility and comfort in working with diverse populations.

STARBASE 2.0 Program Guide 12

Job Summary: STARBASE 2.0 is looking for charismatic leaders to fulfill responsibilities as a part-time STEM mentor coordinator. Essential job accountabilities include:

» Program marketing

» Managing relationships with schools

» Recruiting and screening program volunteers

» Managing volunteer STEM mentors

» Coordinating and delivering volunteer training

» Data tracking

» Supporting and motivating program volunteers

Required Skills: The ideal STEM mentor coordinator will be motivated and motivating, engaging, collaborative, enthusiastic, and organized, which remaining action and results-oriented.

Required Experience: The ideal STEM mentor coordinator will have extension experience with the STARBASE program and elementary or middle-school aged students.

HELP WANTED: STEM MENTOR COORDINATOR

Compensation:

• Full-time/Part-time position (Depending on number of clubs and schools )

Chapter 2: Program Roles and Responsibilities 13

A c t i v i t y 1 :

W h o d u z z i t ? A S TA R B A S E 2 . 0 M y s t e r y

1. A curious group of potential volunteer STEM mentors are interested in seeing the school grounds and touring where STARBASE 2.0 meetings will take place.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

2. Andre, a once enthusiastic youth participant, suddenly stops attending STARBASE 2.0 after the fourth meeting with his STEM mentor.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

Consider the following possible scenarios, and determine the best course of action to deal with the each situation.

Chapter 2: Program Roles and Responsibilities 14

3. An unexpected snow storm causes school to close early on an afternoon when STARBASE

2.0 was scheduled to meet.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

4. Your point of contact at one of your collaborating schools suddenly takes ill and will be out for an extended period of time.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

A c t i v i t y 1 :

W h o d u z z i t ? A S TA R B A S E 2 . 0 M y s t e r y

5. Jade, a STARBASE 2.0 participant, is waiting for a ride after her club meeting. Thirty minutes pass, and her ride has still not arrived.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

6. In order to make a case for STARBASE 2.0, the program needs to track participation and show there is maintained interest from the students and STEM mentors.

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

A c t i v i t y 1 :

Chapter 2: Program Roles and Responsibilities 15

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

» What needs to be done?

» Who should do it, and why?

» How will we ensure it gets done?

Now, design your own possible scenarios.

Scenario:

Scenario:

A c t i v i t y 1 :

Chapter 2: Program Roles and Responsibilities 16

STARBASE 2.0 Program Guide 17

3O v e r v i e w o f I m p l e m e n t a t i o n

“First, have a definite, clear practical ideal; a goal, an objective. Second, have the necessary means to achieve your ends; wisdom, money, materials, and methods. Third, adjust all your means to that end.”

-Aristotle

Successful implementation of STARBASE 2.0 will require that STEM mentor coordinators exercise backwards planning to ensure that all elements are in place for the official program start. Programs participating in STARBASE 2.0 will need ample time to conceptualize how the mentoring component will be implemented in their programs.

There are a lot of tasks that must be systematically analyzed, organized, and accomplished. As general guidance, programs should anticipate that it will take approximately ten months to conceptualize a program and prepare all parties for implementation.

Consider the tasks that need to be accomplished prior to the official launch of

STARBASE 2.0:

Marketing. To be successful, STARBASE 2.0 sites will need to maintain both formal and informal marketing efforts that generate a buzz and excite volunteer STEM mentors and youth participants. Effective marketing is an ongoing effort that requires careful consideration and collaboration with cooperating schools and organizations.

Recruitment. The success of any organization relies in its ability to attract its target audience and engage them in ways that are meaningful to the individual and beneficial for the organization. Effective recruitment of volunteer STEM mentors will require STEM mentor coordinators to strategically schedule recruiting events, identify organizations that may serve as recruitment sources, and develop goals and internal deadlines regarding recruiting targets.

Interfacing and managing relationships with schools. Successful implementation of STARBASE 2.0 will require close partnership with area schools. Like any relationship, the partnership between a STARBASE program and an area school will take time to develop. STEM mentor coordinators will need to make goals and identify milestones in developing their relationships and fine-tuning program logistics.

STARBASE 2.0 Program Guide 18

The ABCs of School-Based Mentoring This report by Linda Jucovy of Public/Private Ventures provides insight into the different action areas encountered by new mentoring programs. The report includes thought-provoking questions that may help new programs to avoid some of the common pitfalls of new program start-ups.

URL: http://www.ppv.org/ppv/publications/assets/32_publication.pdf

4 Tools & Resources

Parent communication and permissions. Youth serving organizations must be careful to develop processes that respectfully involve youth’s parents or guardians. STARBASE 2.0 sites will need to plan ahead and develop standard operating procedures that document program processes for contacting or interacting with parents or guardians in both positive and negative contexts

Evaluation and monitoring. Monitoring program success and impact is a vital task in programs that hope to grow and serve increasingly larger populations. Prior to a STARBASE 2.0 kickoff, STEM mentor coordinators must ensure that they have determined how they will capture relevant data and collect it in a way that is meaningful and relevant to the overall program mission and vision.

Volunteer support, recognition, and retention. Proper volunteer management helps to keep volunteers motivated and engaged. Successful volunteer management involves supporting and motivating STEM mentors who may lose steam as the relationship progresses. STEM mentor coordinators can do their part by developing communication plans and standard procedures for managing both STEM mentors who excel and those who are in need of improvement.

This is not one “master timeline” or plan that will work for every STARBASE 2.0 site.

Each program must assess the tools, networks, and resources within reach and develop a comprehensive, goal-driven implementation plan customized to meet their own needs.

STARBASE 2.0 Program Guide 19

S TA R B A S E 2 . 0 P R O G R A M C H E C K L I S T

( G r a d e s 6 - 8 )

PHASE ONE: Pre-planning 4

1.1 List program parameters provided by the US Department of Defense STARBASE 2.0 model.

1.2 List national/local program goals.

1.3 Formulate a plan (based on program goals) to evaluate program progress and success.

1.4 Initial assessment of grade level(s) to be targeted.

1.5 Initial assessment of target groups for the recruitment of STEM mentors (local businesses/industries, colleges, military installations, senior citizens, etc.)

1.6 Initial assessment of physical location.

1.7 Generate ideas of how to promote the programs to schools, potential STEM mentors, students, and parents.

1.8 Assess and manage risk.

1.9 Formulate a general communication plan among staff, school, STEM mentors, and mentees.

1.10 Plan how to address program management (who, when, where, how).

1.11 Establish written policies and procedures.

1.12 Develop an initial financial plan.

PHASE TWO: Initial Contact with a School 4

2.1 Set and confirm a face-to-face meeting with the most senior administrator.

NAME and POC information:

2.2 Identify/Select a school associated Point of Contact (POC).

NAME and POC information:

2.3 Meet with POC and identify grade(s) or core(s) to include in this STARBASE 2.0 program.

Grades:

2.4 Meet with grade/core teacher(s): set, date, time, and location for initial presentations to students.

2.5 Meet with school IT personnel to plan for IT needs.

2.6 Solidify classroom locations and STARBASE 2.0 storage location.

2.7 Secure nutritional snacks (school food programs, for example).

2.8 Solidify participating schools background check requirements and how this will be implemented for all STEM mentors.

2.9 Describe the roles and responsibilities of school POC and STARBASE POC.

2.10 Based on all collected information, develop and complete a signed Memorandum of Understanding between your STARBASE organization and the school (and if there are any other parties involved).

2.11 Determine number of clubs to be established.

STARBASE 2.0 Program Guide 20

PHASE THREE: Student Recruitment 4

3.1 Present STARBASE 2.0 opportunity to students.

3.2

Ensure “Student Interest Slips” are:

3.3 Prepare/mail “Parent/Guardian Information and Commitment Packet” to interested students.

3.4 Organize/enter the students’ name, addresses, and other contact information from the packets.

3.5 Select student participants for the clubs using the system agreed upon with the school (for example, school committee selection, lottery, or other system).

3.6 Send confirmation letters to the students chosen.

3.7 Send non-selection notices to the students not selected for club participation.

3.8 Follow up with a personal phone call to ALL students about their placement.

PHASE FOUR: STEM Mentor Recruiting and Training ( T h i s p h a s e s h o u l d b e c o m p l e t e d s i m u l t a n e o u s l y w i t h P h a s e 3 : S t u d e n t R e c r u i t m e n t ) 4

4.1 Complete a list of potential organizations, businesses, colleges and universities, etc. to recruit STEM mentors.

4.2 Make arrangements to meet with key contacts at each listed in 4.1.

4.3 Create an information packet conducive to the location of recruitment (flyers, brochures, packets, tear-aways, etc).

4.4 Collect and organize STEM mentor applications.

4.5 Conduct background checks on all applicants. (Start early - lengthy process)

4.6 Set-up STEM mentor training dates, times, and locations, and personally contact STEM mentors to reserve their spot.

4.7 Print and compile STEM Mentor Training manuals, prepare PowerPoint presentation for the actual training, create STEM mentor record logs, and compile lesson plans to distribute at training.

4.8 Hold the STEM Mentor Training session(s).

PHASE FIVE: STARBASE 2.0 Kick-Off in Schools 4

5.1 Confirm time and dates for the meeting rooms, teacher, STEM mentor, and session supplies.

5.2 Prepare and distribute the STEM Mentor Log, group rosters, student emergency contact sheets, student behavior sheets, and other required items.

5.3 Prepare and distribute the agenda for the after-session debriefing with the STEM mentors.

5.4 Send post-card or similar reminder to each student.

5.5 Put announcement in school announcements.

5.6 Personally call each STEM mentor and student to remind them of the kick-off date.

5.7 Confirm time and dates for the meeting rooms, teacher, STEM mentor, and session supplies.

5.8 Implement data collection relating to the Evaluation Plan formulated in the pre-planning stage.

S TA R B A S E 2 . 0 P R O G R A M C H E C K L I S T ( c o n t . )

STARBASE 2.0 Program Guide 21

S TA R B A S E 2 . 0 P R O G R A M C H E C K L I S T ( c o n t . ) PHASE SIX: Program Duration 4

6.1 Continue to confirm the areas identified in 5.1.

6.2 Continue to compile a list of possible STEM mentors.

6.3 Gather, compile, and organize each set of statistics and information for program evaluation.

6.4 Create a monthly newsletter to be distributed to the students and parents.

6.5 Encourage and maintain good STEM mentor and STEM mentor coordinator communication and updates.

6.6 Organize for a timely set-up, take-down, and debriefing of each session.

6.7 Trouble shoot any student, parent, STEM mentor, teacher, and school system situations are they arise.

6.8 STEM Mentor Coordinator must be in attendance at each scheduled school’s meeting time.

PHASE SEVEN: Program Wrap-Up 4

7.1 Prepare, schedule, and conduct the program graduation (speaker(s), diplomas, presentation of students, and CD of the semester).

7.2 Collect and compile all STEM mentor logs, student, STEM mentor, and school evaluations and pertinent statistics, and prepare the final report.

7.3 Prepare, clean, and repair STARBASE 2.0 materials and supplies for storage.

7.4 Develop and maintain a log of requested speakers along with their contact information, website, payment required, and other comments.

7.5 Provide a Speaker Feedback Form to STEM mentors and mentees to collect their thoughts and suggestions about speakers who have presented.

STARBASE 2.0 Program Guide 22

4P h a s e O n e : P r e - P l a n n i n g

Objective: Participants will complete pre-planning requirements.

PHASE ONE: Pre-planning 4

1.1 List program parameters provided by the US Department of Defense STARBASE 2.0 model.

1.2 List national/local program goals.

1.3 Formulate a plan (based on program goals) to evaluate program progress and success.

1.4 Initial assessment of grade level(s) to be targeted.

1.5 Initial assessment of target groups for the recruitment of STEM mentors (local businesses/industries, colleges, military installations, senior citizens, etc.)

1.6 Initial assessment of physical location.

1.7 Generate ideas of how to promote the programs to schools, potential STEM mentors, students, and parents.

1.8 Assess and manage risk.

1.9 Formulate a general communication plan among staff, school, STEM mentors, and mentees.

1.10 Plan how to address program management (who, when, where, how).

1.11 Establish written policies and procedures.

1.12 Develop an initial financial plan.

1.13

The preparation for beginning a STARBASE 2.0 program can take some time, but is critical for a successful launch. Many 2.0 sites have found that spending one school semester on pre-planning for implementation is a critical investment for long-term effectiveness and sustainability.

STARBASE 2.0 Program Guide 23

Program Parameters It is important to have some baseline program parameters in mind when beginning a STARBASE 2.0 program. Program elements defining the Department of Defense STARBASE 2.0 model are a good place to start:

• Location is school-based.

• Focus on team mentoring: one STEM mentor for every 3-4 students.

• An afterschool club consists of 12-15 students.

• Programming is held after school.

• Students are in 6th – 8th grades.

• Focus on students who have attended STARBASE in 5th grade.

• Meet four hours per month during the school year.

• Per month, curriculum is structured to include one hour of team building, one hour of goal setting and two hours of STEM projects.

• Program is hands-on and inquiry-based.

Below are some examples of the parameters described by STARBASE 2.0 sites from STARBASE Atlantis, South Dakota STARBASE, and Battle Creek, Michigan.

1. Location?

• In San Diego, SB 2.0 was conducted at Ira Harbison Elementary School, National City, CA

• In South Dakota, SB 2.0 was conducted at three middle schools and one SB 2.0 was conducted at the STARBASE Classroom.

• In Michigan, SB 2.0 was conducted at one middle school.

2. Meeting Time/Schedule Per Month?

• In CA, 3:00 pm - 4:00 pm every Tuesday (with the exception of Spring Break and 6th grade camp).

• In SD, every other week for two hours (one site on Mondays, one site on Tuesdays, and two sites on Thursdays).

• In MI, one weekly from 2:45-4:30.

3. Grade Level(s)?

• In CA, 6th grade

• In SD, 6th – 8th grades

• In MI, 6th grade

STARBASE 2.0 Program Guide 24

4. Do you have a STEM project that students work on throughout the school year?

• In CA, students worked on SCALEXTRICS for 6 months.

• In SD, students worked on a variety of STEM projects and modules. The curriculum guide is in the Appendix.

• In MI, students worked on the SCALEXTRICS slot cars.

5. Does your program add grade levels to continue as a Year 2 program and Year 3 program? Or does your program stay with one grade level and start with a new group of students each year?

• In CA: No. We continue with a new group of students each year.

• In SD: Accepts new and continuing students.

• In MI: Plans to continue with same group of students next year.

Policies and Procedures In the Pre-planning stage, draft a Policies and Procedures document. This document will address STEM mentors, mentees, schools, and STARBASE 2.0. This will be helpful in meeting with the school and preparing the Memorandum of Understanding/ Agreement between STARBASE 2.0 and the school.

Assessing and Managing Risk Mentoring organizations are all subject to possible programmatic risks because they work with adult volunteers and children. In an effort to design and implement a successful mentoring program, organizations must take a proactive stance in addressing the potential risks and liabilities for all parties involved.

In the book, More Than a Matter of Trust: Managing the Risks of Mentoring, the authors Leslie White and John Patterson propose a four-step process to risk management in mentoring organizations. These steps include: acknowledging and identifying risk, evaluating and prioritizing risk, selecting and implementing risk management techniques, and monitoring and updating a risk management plan (as in Figure A).

STARBASE 2.0 Program Guide 25

Step 1: Acknowledge and identify risk. In the first step of the process, programs must recognize that risk is a part of what they do and identify the assets – people, property, income, goodwill, or reputation – that the organization risks to lose.

Step 2: Evaluate and prioritize risks. Organizations should determine the significance of a loss by using two measurements: frequency and severity.

Frequency is the probability of each risk becoming a reality. Severity examines the probability, effect, and costs of a risk event.

Step 3: Select and implement risk management techniques. At this stage in the process, programs will select one of the risk management techniques in order to combat the risks identified in the previous steps. The four risk management techniques include avoidance, modification, retention, and risk transfer (Figure B).

Step 4: Monitor and update the risk management program. After a program has implemented risk management techniques and observed the effects of the technique, the organization can revisit their risk management program, absorbing any lessons learned.

Acknowledge and Identify Risks

Select and Implement Risk Management

Techniques

Evaluate and Prioritize Risks

Monitor and Update Risk Management

Program

Figure A: Risk Management Steps

STARBASE 2.0 Program Guide 26

How to Build a Successful Mentoring Program Using the Elements of Effective Practice: A Step-by-Step Tool Kit for Program Managers.

(See this publication at http://www.mentoring.org/downloads/mentoring_413.pdf)

Pre-planning additional resources:

» Page 25 of the publication is an excellent tool to help gauge progress toward planning for STARBASE 2.0.

» Pages 47-50 (Program Liability and Risk Management)

Policies and Procedures:

» Page 22 provides guidance on topics to be included in policies and procedures.

» Pages 47-48 provide an excellent starting point for developing written policies and procedures.

4 Tools & Resources

Figure B: Four Risk Management Techniques

Avoidance Modification eliminating the possibility of loss by not allowing certain activities organizing an activity that makes the level of risk acceptable

Retention Transfer the acceptance of consequences of events that cause losses transferring part of an activity or the consequences of risk to another party

27 Chapter 4: Phase One: Pre-Planning

R i s k A s s e s s m e n t T o o l

Acknowledge and identify risk.

Evaluation and prioritize risk.

Select and implement risk management techniques.

Monitor and update risk management program.

Students

Example: Have students develop and implement ground rules.

STEM

Mentors

Schools

STARBASE

A c t i v i t y 2 : R i s k A s s e s s m e n t

Chapter 4: Phase One: Pre-Planning 28

F o u r T e c h n i q u e s t o M a n a g e R i s k Avoid Risk Modify Risk Retain Risk Transfer Risk

Students

STEM

Mentors

Schools

STARBASE

A c t i v i t y 2 : R i s k A s s e s s m e n t ( c o n t . )

R i s k M a n a g e m e n t S c e n a r i o s

Risk Event Probability (out of 100%)

Consequences (1-10) Weight Techniques Used

Two students get into a physical fight at a STARBASE

2.0 event.

One STEM mentor is injured trying to break up the altercation.

The injured STEM mentor indicates that he is disgusted by the students’ behavior and threatens to never come back.

A c t i v i t y 2 : R i s k A s s e s s m e n t ( c o n t . )

Chapter 4: Phase One: Pre-Planning 29

STARBASE 2.0 Program Guide 30

5P h a s e Tw o : I n i t i a l C o n t a c t W i t h a S c h o o l

Objective: Participants will complete steps required to engage the school partner.

PHASE TWO: Initial Contact with a School 4

2.1 Set and confirm a face-to-face meeting with the most senior administrator.

NAME and POC information:

2.2 Identify/Select a school associated Point of Contact (POC).

NAME and POC information:

2.3

Meet with POC and identify grade(s) or core(s) to include in this STARBASE 2.0 program.

Grades:

2.4 Meet with grade/core teacher(s): set, date, time, and location for initial presentations to students.

2.5 Meet with school IT personnel to plan for IT needs.

2.6 Solidify classroom locations and STARBASE 2.0 storage location.

2.7 Secure nutritional snacks (school food programs, for example).

2.8 Solidify participating schools background check requirements and how this will be implemented for all STEM mentors.

2.9 Describe the roles and responsibilities of school POC and STARBASE POC.

2.10 Based on all collected information, develop and complete a signed Memorandum of Understanding between your STARBASE organization and the school (and if there are any other parties involved).

2.11 Determine number of clubs to be established.

2.12

Roles and Responsibilities of Points of Contact (POC) Generally, the school will have a primary POC or liaison, and STARBASE will also have a primary POC (STEM Mentor Coordinator). It is essential for those roles to be delineated and outlined in the Memorandum of Understanding/Agreement. The STEM Mentor Coordinator position responsibilities are further outlined in Chapter 2.

The description of the school liaison position provided below is an example to use as a starting point.

STARBASE 2.0 Program Guide 31

School Liaison Responsibilities The School Liaison performs the following duties:

for weekly meetings with mentees, introduces staff, etc.);

questions and concerns;

• Serves as liaison to school social workers, guidance counselors, and other individuals providing support to the program;

• Serves as liaison to each company liaison/STEM mentor associated with the school;

• Arranges Brown Bag Lunches and/or meetings between STEM mentors and teachers to maintain regular communication;

school, or other means;

Courtesy of Mentor Program: Keeping Kids in School, Dr. Susan G. Weinberger; Norwalk, CT Public Schools.

Memorandum of Understanding or Agreement (MOU or MOA) After completing steps 2.1 through 2.9, draft a Memorandum of Understanding or Memorandum of Agreement between STARBASE and the school. These documents specify important logistical details of the relationship and can help to ensure that partner agencies are prepared to fulfill the obligations required in collaborating with STARBASE 2.0. Several samples are provided at the end of this section. When reviewing those samples, several components are included:

1. Parties in the agreement

2. Purpose

3. Terms (time frame of agreement)

4. Scope

i. How Many Clubs

ii. Grade Levels

iii. When/How Often Clubs will Meet

iv. Roles/Responsibilities of Each Party

STARBASE 2.0 Program Guide 32

5. Points of Contact

6. Allocation of Risk

Building the Capacity of STARBASE 2.0 Capacity building is the process by which an organization strengthens its roots to sustain and fulfill its mission.

Capacity building can involve many facets of program operations, including board engagement and revenue development.

For new initiatives to be a success, organizations must take a calculated look at their current capacity, assess ways to enhance efforts, identify new ways to generate resources, and develop plans to improve the program’s capacity.

Guiding Questions in SWOT Analyses A common tool used in capacity building is a strengths, weaknesses, opportunities, and threats, or SWOT, analysis. A SWOT analysis examines both the internal strengths, internal weaknesses, external opportunities, and external threats posed to

STARBASE 2.0.

Internal strengths. Internal strengths are the resources, capabilities, or aspects of STARBASE 2.0 that will help your organization raise funds. In assessing internal strengths, ask:

• What financial resources do you have (cash, people, expertise, etc)?

• Where do you get most of your income?

• What are your revenue generating advantages? Are any of these unique to you?

• What do you do well in fundraising?

• What do your constituents see as your strengths? What is your reputation?

• What do your stakeholders (including your board) see as your strengths?

• What is great about the mentoring program?

Internal weaknesses. Internal weaknesses are the deficiencies in resources and capabilities that hinder abilities to raise funds. In assessing internal weaknesses, ask:

• Are you under-utilizing any of your resources (board, community relations, development budget, reputation, or staff)? If so, what would it look like if you were using them fully?

• Which of your present revenue-generating activities could you improve?

STARBASE 2.0 Program Guide 33

• Which of your revenue-generating activities do you do poorly?

• What revenue-generating tactics should you stop doing altogether?

• Could your size, visibility, success, or track record hurt you?

External opportunities. External opportunities are the outside factors or situations that can affect STARBASE 2.0’s abilities to raise new funds positively. In assessing external opportunities, ask:

• What are the interesting trends in your field, including the STEM field and the mentoring field?

• How can you take advantage of the pool of highly skilled volunteers now available due to poor economic conditions?

• What are the “open doors” facing your organization?

• What connections do your board members have?

• How can you engage your board in new ways?

External threats. External threats are the outside factors or situations that can negatively affect STARBASE 2.0’s ability to raise new funds. In assessing external threats, ask:

• Do you see a decrease in funding from any of your current relied upon sources?

• Is anyone else providing similar services in your area?

• What is the current state of the economy in your area?

• What financial obstacles do you face?

• Are there any new regulations, increased costs, or declining returns affecting your revenue generating ability and return on investment?

• Do you have bad debt or cash-flow problems?

• Could any of your weaknesses seriously threaten your organization?

Selecting an Income Strategy One of the most difficult parts of taking on a new program is determining how the new initiative will financially effect the organization. In some cases, the new program may spawn from an influx of resources. In most cases, however, the program of the “good idea” will precede the acquisition of additional financial resources, and the organization will find it necessary to develop a strategy for increasing revenue.

There are four main income strategies that can help organizations to increase revenue:

Enhance an existing revenue source by applying resources of money, counsel, and time to improve upon one or more revenue sources that already exist within your

STARBASE 2.0 Program Guide 34

Building Capacity in Nonprofit Organizations This Urban Institution report provides an overview of capacity building in the nonprofit sector and insights into how environmental factors impact capacity building.

URL: http://www.urban.org/uploadedpdf/building_capacity.pdf

Collaborating with Schools: A Guide for Community-Based Organizations This guide, created by the Wisconsin Intergenerational Network, highlights the basics of collaborating with schools and includes guidance on the essential steps necessary to develop successful partnerships, including planning, evaluation, and assessment.

URL: http://servicelearning.org/filemanager/download/Collaborating_with_ Schools_11-05_final.pdf

Finding Resources to Support Mentoring Programs and Services for Youth This 2008 report from the Finance Project details how mentoring programs can conduct fundraising and maximize public revenue to finance and sustain mentoring efforts.

URL: http://www.financeproject.org/publications/FindingResources- MentoringPrograms.pdf

4 Tools & Resources revenue-generating portfolio. For instance, if you have direct mail, you might add a new program to further sort your file of donor names to get higher yields from certain portions of the file.

Start a new revenue source by applying people, money, and expertise to initiating and sustaining a new source of income. An organization might start a major gifts or planned giving program, start an endowment, or create a sister corporation to launch a business. All of these would be incremental to existing revenue efforts and require incremental resources to get started.

Use another organization’s monetary source by entering into an agreement to provide a mutual benefit to both entities. Examples of this include partnering with a local association in the STEM field that will provide volunteers and additional funds per mentor match made.

Use another organization’s in-kind services by entering into an agreement whereby the value of time and services, materials, space, or other in-kind contributions meets a need in the program. Work with local establishments to provide resources to your mentors. At times, these partnerships result in some fundraising, too.

A c t i v i t y 3 : S a m p l e S W O T Wo r k s h e e t

SWOT Area Statements about your organization

Strengths

» Our president is not afraid to ask for money.

» We have a solid track record.

» We own our own building and rent out excess space at market rates.

Weaknesses

» Our organization has existed for twenty years and is not known beyond the school(s) we work in.

» Our annual cash flow peaks in December and May and dries up in January/February and summer.

» Our annual fundraising benefit does a good job of honoring the students in the program but does not raise a lot of money.

Opportunities

» We have been invited to merge with a newer, larger organization similar to ours though the other organization has a significant amount of debt.

» Our newest board member serves on the community foundation board.

» We can leverage the Federal grant for PR and participation.

» We have been offered ten acres of land, zoned for light commercial usage, five miles out of town and below market rates.

Threats

» The ABC organization began holding a larger, very visible, more “profitable” annual fundraising benefit.

» The ABC organization’s president was featured in several lengthy articles about our mutual service area, resulting in the community foundation expressing interest in ABC organization.

» Local corporations have stopped giving grants due to the economic downturn.

Chapter 5: Phase Two: Initial Contact with a School 35

SWOT Area Statements about your organization

Strengths

Weaknesses

Opportunities

Threats

Chapter 5: Phase Two: Initial Contact with a School 36

A c t i v i t y 3 : S W O T Wo r k s h e e t

STARBASE 2.0 Program Guide Sample Document 37

Sample MOU: Site 1

Mustang Ave

Battle Creek

ANG

Base, MI

49037-‐5567

(269) 969-‐3219

MEMORANDUM

OF

UNDERSTANDING

BETWEEN

SPRINGFIELD

MIDDLE

SCHOOL,

BATTLE

CREEK

PUBLIC

SCHOOLS

AND

STARBASE-‐BATTLE

CREEK.

PURPOSE:

To establish an agreement between

STARBASE

–Battle Creek, a subsidiary of

STARBASE

Incorporated, and Springfield Middle School to create a mutually beneficial program, which provides a safe and positive learning experience for every child and mentor attending

STARBASE

2.0.

Scope:

The vision of

DOD

STARBASE

is to raise the interest and improve the knowledge and skills of all youth in science, technology, engineering, and mathematics

(STEM),

providing for a highly educated and skilled workforce that can meet the advanced technological requirements of the Department of Defense.

STARBASE

2.0 combines

STEM

activities with a relationship-‐rich, school based environment to provide the missing link for youth making the transition from elementary to middle school.

It extends the positive impact of

STARBASE

through a team mentoring approach, which solidifies the student’s attachment to and engagement with school.

Each club will meet for two hours, two times a month for five months at Springfield Middle School and as appropriate visit facilities away from Springfield Middle School.

Each party agrees to the following responsibilities:

a. Springfield Middle School will provide:

I. Selection of to students for participation.

II. A

classroom that will support the program.

III. A

staff member who will be present during the mentoring sessions to serve as the school liaison with

STARBASE

2.0 and serve as the school’s representative.

IV. A

snack for each participating student.

V. Busing…