Our mentoring programs follow best practices and evidence-based research which dictate that mentoring relationships be closely supervised and supported by well-trained professional staff, provide training for mentors, have significant duration, and be structured around an average of 1-3 hours each week depending on the program. Youth shown to get the most benefit of these programs come from disadvantaged or “atrisk” circumstances.

In our Community Based Mentoring (CBM) program, youth (Junior Partner) are matched with adult mentors (Senior Partner) for a minimum of one year (12 months) in the community. Youth first join our waiting list, where we have the opportunity to get to know them and they can participate in monthly group activities. After volunteer mentors are screened and trained, they are matched with a youth.  In our School Based Mentoring (SBM) program, youth (Junior Partner) are matched with adult mentors (Senior Partner) for a minimum of one academic year (9 months) within the school setting. Youth and adult mentors are recruited during the spring/summer and matched by the time school starts.

In both mentoring programs, partnerships spend an average of 1-3 hours per week together during their respective year. Though most partnership time is spent in one-to-one activities either in the school setting or out in the community, these relationships also have intensive, and consistent, support from a Partners Program staff.  Each partnership commits to regular contact with Program Staff and attends educational, recreational and community service life skill opportunities. Partnerships can continue to be active with Partners beyond their first year, if they choose, until the youth turns 18. Once a child is referred and accepted into one of our programs, our goal is for them to successfully complete a “year” of mentoring.

The focus of our mentoring relationships is to enhance developmental assets and protective factors, support emotional health and healthy lifestyles and promote positive youth development. The expected results of our mentoring relationships are to; increase self-esteem decision-making and adult bonding, prevent alcohol/drug use, prevent juvenile delinquency, provide support for abuse/neglect victims, and enhance school bonding, academic performance and future orientation.

2020-2021 People Served by Area of Weld County

• Carbon Valley (Berthoud, Dacono, Erie, Firestone, Frederick, Longmont, Mead, Northglenn, Thornton): 9
• County Seat (Evans, Garden City, Greeley): 85
• Outback (Briggsdale, Grover, New Raymer): 0
• Poudre River Corridor (Severance, Windsor): 0
• South County (Brighton, Fort Lupton, Hudson, Keenesburg, Lochbuie): 0
• Thompson River Valley (Johnstown, Milliken): 5
• US-85 Corridor South (Platteville, Gilcrest, LaSalle, Kersey): 1
• US-85 Corridor North (Eaton, Ault, Pierce, Nunn): 6
• Outside Weld County: 313

Find out more about this program:
2019-2020
2020-2021

A Community Based Mentoring story from a mentor:
“JP and I have settled into a routine of planned talks twice weekly. On Sunday I have conversation questions planned about his thoughts, opinions and life. We chat on Duo and he, as always, is very forthcoming. His answers often surprise me and make him think. On Wednesday we decide and talk about what activity he is interested in. The first week I supplied a bag of planting supplies which contained empty cereal boxes to make the pots, seed soil starter, cilantro seeds, etc. I include everything needed to complete the project and call these “activity bags”. He calls me frequently to ask questions or share. He wanted me to watch him plant, and was so proud saying, “This is the first time I’ve ever planted anything!” He is now watering and waiting. He will give me the plants for my garden. He also requested seeds for a plant of mine that he loved last year and is growing those for his front porch. Our second project is making a mask. I put together the material and elastic with pins and he is presently hand sewing the first layers. He has never used a needle and thread, but can show me the problem areas, like how to make a knot. When he completes a project, he puts the supplies back on his porch for me to retrieve. We seem to always have several activity bag ideas waiting. I feel like giving him something to do that did not involve a computer best fit his needs.”

Parent response: “The partnership is going wonderfully! They are able to still communicate during this time, which is great for JP. It was SP’s idea to meet twice a week and do these activities, and I’m grateful she brought it up.”