What I learned from mentoring a 13 year-old middle school student and from a toy solar-powered car

By Oscar E. Padilla
 
Oscar is a mentor in Los Angeles and was paired with Jesus for the fall semester.  As Senior Vice President of Marketing, Oscar leads all aspects of sales marketing for PULPO, Entravision’s fast growing digital media business unit.  Here, Oscar shares some key learnings from his first youth mentoring experience.

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I first learned about the Spark program in 2015 when I saw my Chief Marketing Officer walking around our offices every Thursday with a middle school kid. I later learned that our company was a corporate partner for this program, which focuses on matching working professionals with 7th and 8th graders in underserved communities, to undertake a mentoring role for 10 weeks.
 
At the core of the Spark mentorship program is a unique project or initiative you participate in with your student for the duration of the roughly two-month time period. The initial student/mentor matching process helps narrow down what your project will focus on. It took a little longer for my student and I to narrow down our project. After several brainstorming sessions, we selected a solar energy initiative. Because of this student’s love for cars, we found our “aha” moment in the form of a solar-powered car.
 
Getting our car off the ground from “concept” to “production-ready” was a true team effort. This team included my student and my colleague and co-mentor, Jessica Rivera Escobar. Before designing the car, we felt it would be necessary to gain an understanding of solar energy: its benefits, uses, and important facts about this energy source. My student was exposed to some rigorous research efforts, which he did on his own. Then came the blueprint planning stage and the fun in figuring out how we would build it. We did research for every component needed; car body parts, solar panels, electric motor options, and we learned how to put it all together. We also wanted to build a strong brand as part of our project.
 
Building the car was pretty straightforward since we had done the needed research and

had gathered all the parts and tools required to assemble the car. We encountered some “engineering” challenges (see below), but overall we successfully achieved our goal in building a functional toy car in time for our big presentation.
 
The big day was December 8, 2016, and we presented our project at the Bethune Middle School in Los Angeles alongside dozens of other Spark students and mentors. The place was packed with students, teachers, other mentors and parents. My student did exceptionally well. He prepared a poster to explain the benefits of solar energy and how he was inspired to build the car. Although he was a little nervous at the beginning of his presentation, by the sixth presentation he was a total pro—confident, eloquent, and speaking knowledgeably on all aspects of his project. It was an extremely satisfying and proud moment to see how my student made noticeable progress, transforming from a shy and quiet student to a more assertive and self-reliant one in just a few weeks. That is precisely what the Spark program is all about.
 
Below are five important lessons I learned from the Spark mentoring program:
 

1. Great ideas come organically. We had a number of ideas we contemplated for this project, but the inspiration for the solar car came to our student from a light art piece sitting on my desk. While I was busy researching options and overthinking what we could do, our student was observing the surrounding environment to come up with an idea for a project that was simple to execute but at the same time would stand out as unique and engaging.
2. Letting go of control goes a long way. While I was trying to follow the program to the letter and comply with a more rigid structure, I quickly learned this was not going to be the best approach. My co-worker, Jessica, took a more conversational and natural tone with our student, and it helped him open up and interact with us in a positive way.
   
   
3. Now matter how well you plan, you’re going to have setbacks. It was fortunate that our car didn’t actually make it into a full market production. Once we had fully assembled the car, we found two significant flaws. First, our car only traveled in reverse! This was easily fixed, but the bigger problem was that our car was too heavy to move due to the low voltage engine and solar power system we assembled. As I explained to our student, we took a proof-of-concept approach in which future iterations would allow for perfection. This rapid development approach provided a solid understanding of the basics of this technology and the value of solar power.
   
4. Don’t underestimate what you can learn from a 13 year-old. It became apparent in working with my student that this process was a two-way learning experience. In working together, I felt he was influencing me as much or more as I was influencing him as the weeks went by. He had an innate curiosity that was contagious, and his comments and observations continually helped to further advance our project. At the end of the program, I was truly looking forward to talking more about my experience in working with him and bragging about our project.
   
   
5. Project-based mentoring is extremely powerful. Spark is unique from other mentoring programs in both its approach and in the age group of the students. Spark focuses on working with 7th and 8th graders that are at an exceedingly susceptible age for learning. The program places students in control of projects that they see through to fruition. The project approach exposes students to many different facets of real life experiences such as planning an event, building a model, creating a business plan or creating a new technology. All of these initiatives have one thing in common: the opportunity to learn by doing.

The Spark program is indeed a life-changing program for youth and for the mentors that decide to get involved in their communities and make a difference. I highly recommend this experience for other corporate leaders and professionals that are willing to take the time to change a life or two. It is an amazing experience for everyone involved.
 
To read original version of article published in linked, click here.

Spark Expands High School Transition Program

This blog typically highlights Spark’s work related to students in the middle grades.  With this post, we are excited to expand that scope to include students in 9th grade and introduce our High School Transition (HST) program. Here Cristen Lain, Spark’s Director of Alumni Programming, shares more detail about the program and Spark’s research-based program evolution.


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As a former math teacher and a leader in a Chicago Public Schools (CPS) selective enrollment high school’s Academic Center for 7th and 8th graders, I know the challenges and opportunities surrounding the tricky transition from the middle grades to high school. They’re part of what attracted me to Spark. Spark’s program for middle grade students from underserved communities is uniquely tailored and aligned with cognitive development at this age. After 10 years of successfully engaging students in workplace-based mentorships, it’s clear Spark has a model that works. However, what most interested me was Spark’s expansion -- supplementing the mentorship experience with additional support and resources for students through freshman year. 

While working in Chicago’s schools, I saw firsthand the need for students to have a variety of support in the middle grades through the early high school years in order for them to stay on track for success. During that transition, it’s imperative for students to receive assistance with high school exploration, social emotional development, and accessible resources in their critical freshmen year. I can recall so many stories of my own former students who struggled with their first year in a new school simply because they weren’t prepared for the changes experienced in their new environment. Though very capable of attaining academic standards, many didn’t have the opportunity to develop critical skills like time-management, self-awareness or self-advocacy. Many of their difficulties could have been avoided with the right preparation.

One of my favorite students, Ray*, recently reached out to me after getting into a little trouble at school. Ray is a well-rounded student who is well liked by friends and teachers. He told me he’d been struggling with his grades for quite a while and rather than seeking help, he had been covering up his problems. He wasn’t able to properly problem solve. He didn’t know how to self-advocate and was embarrassed that he needed help. There are so many students like Ray who would benefit from opportunities to learn and develop these skills so they can better navigate complicated transitions. What if Ray was taught that learning is a process, and it’s okay to make mistakes? What if he knew earlier that it was time to reach out to an adult for help? Students like Ray are part of why I am excited to help Spark build and launch its High School Transition (HST) program. 

In-school opportunities keep students engaged and help them navigate the high school selection process

HST does not replace Spark’s mentorship program for students in the middle grades. Instead, it extends Spark’s programming by providing a guided pathway paved with additional resources, opportunities and tools. Eighth grade is a time for students to get excited about going to high school and to prepare for success during that time. It is also a time for students and families to be educated consumers in making high school choices. Spark’s HST program provides its students with the customized “Select Your High School” Tool. Guided by Spark staff, students use data around academic quality, distance and personal interests to find the best high school for them. Skills workshops help students understand what to expect in high school and how to apply what they have learned to various high school scenarios. Students are also given the chance to participate in peer panels and summer opportunities. Like Ray, so many students would benefit from exposure to additional resources like these to stay on track for success in academics and in life.









We received great feedback from students and educators during our pilot sessions. One of the counselors who tested the Select Your High School Tool told us, “The database you guys created so the kids can compare their schools side-by-side is absolutely AWESOME!” We are excited to roll out our second version of the Select Your High School Tool with new features and improvements for our students. 

Skill-building resources help students remain on a positive path

In 9th grade, Spark continues to support and encourage students through online character building workshops and by offering an abundance of resources and opportunities via digital communications to keep students on a positive path. This programming is progressive, building upon 7th and 8th grade supports.  It also extends the pipeline of support for students through partnerships with peer organizations in the high school
space. 

A comprehensive approach to an important academic transition

When combined with Spark’s workplace-based mentorship program, HST adds the right additional support for students and families at the right time. Spark’s initial HST pilot in Chicago demonstrated 98% of our students explored and applied to a school that was not their neighborhood school.

And, this fall Spark will expand its HST services to students and families in Los Angeles, more than quadrupling its reach to serve 730 students in two regions!

Spark’s High School Transition program:

✓     Builds on Spark’s mentorship program
✓     Helps 8th graders find the right high school for them
✓     Engages parents in the high school transition process
✓     Prepares students for high school through SEL workshops
✓     Provides relevant resources to Alumni students in the 9th grade


*Student name changed to protect privacy

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By Cristen Lain, Director of Alumni Programming, Spark

Cristen's passion for education and her diverse background led her to Spark. Before joining the organization, she led a Chicago Public High School Academic Center for seventh and eighth grade students accepted into a unique selective enrollment high school program. She previously taught high school math for five years and also worked many years as a consultant. Cristen is excited to use her experiences in developing programs for students in the middle grades and designing curriculum to create a program for Spark's alumni students. Cristen has a M.Ed. in Secondary Education with an endorsement in Middle School Education from DePaul University and a B.S. in Mathematics, with Minors in Statistics in Actuarial Science from Loyola University.

Guest Post: The Challenges of Summer Learning Loss

In 2015, Spark partnered with a number of organizations including the National Summer Learning Association, for the Expanded Learning Summit.  The gathering focused on how to make expanded learning the new normal for middle school students.  Here, Matthew Boulay, the founder of the National Summer Learning Association, explains “summer learning loss” and shares a few tips for keeping students engaged during the summer months.  Because Spark’s core mentoring program only operates during the school year, it’s helpful for mentors, educators and parents to realize the role they play in keeping students on track.

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Summer learning loss occurs when students disengage from academics throughout June, July and August.  What might seem like a short academic break manifests into challenges for students, teachers and even schools. 

Summer Learning Gap in the Classroom

Teachers play a critical–yet often unrecognized–role in shaping expectations around summer learning. Some researchers describe teachers as “information brokers” who help parents shape their goals for summer learning and also identify resources in their community that can facilitate summer learning.

While summer learning loss may be new to many of us, it is not news to teachers who struggle with the effects at the start of each school year. In a 2013 survey of 500 teachers by the National Summer Learning Association:

• Nearly 66 percent reported needing to devote 3-4 weeks to reviewing or re-teaching the same material at the beginning of the school year that their students had learned the previous spring.
• Another 24 percent reported spending five weeks or more backtracking before deciding it was safe to proceed to new terrain.

This means that during a 40-week academic calendar, teachers have to spend more than 10 percent of it pulling their students back up to where they had been before summer slide.

The Ripple Effect of Summer Learning Loss

In most states and districts, schools have been judged on test scores under the requirements of No Child Left Behind. Because these tests are administered once a year, school year gains are mixed in with summer losses. Take the example of a student who gains 100 points during the school year but then loses 30 points during the summer. If the accountability system requires the student to gain 80 points but the net result after summer learning loss is only 70 points, then the student is categorized as underperforming. If there are too many students in this situation, the school is put on a watch list.

In other words, achievement gains made during the school year by both students and schools are undercut by losses that occur during the summer.

Helping Students Stay Engaged

As with many aspects of education and even childrearing, it takes a village.  Here are some tips for mentors, teachers and parents to keep students engaged during the summer months:

• Explore home and community resources that might be available during the summer.
• Make sure every child has a library card and consider transportation options to and from the local public library.
• Encourage the school’s library to open during the summer months. Even if it is just for a few hours a day once a week, this allows kids to walk to their neighborhood school to get books on a regular basis.
• Many schools subscribe to online learning programs during the school year. Programs like IXL, First in Math, Bedtime Math, RAZ Readers, and many more. These subscriptions are often 12 months long but teachers and parents are frequently unaware that they are available during the summer. Check to see if online learning programs are available during the summer and, if so, make sure students know about it.
• Give reading lists. Some schools have parents sign “Summer Reading Contracts” to commit to supporting summer reading.
• Use data to track summer learning at the school level or more simply with a reading log from their public library to keep track of the time spent reading during the summer.

Matthew Boulay is the founder of the National Summer Learning Association and the author of “Summers Matter: Ten Things Every Parent, Teacher and Principal Needs to Know About June, July, and August.”

The Benefits and Evolution of Volunteering

40,000. This is the number of hours Spark mentors will volunteer this year to help 1,000 students stay engaged and on track. It’s nearly the equivalent of five years of volunteer time!

It’s astounding. And there’s no shortage of gratitude here at Spark for the terrific mentors who bring our program to life.

This month Spark joins Points of Light and others in “celebrating service” during National Volunteer Month. It’s a time to recognize the millions of Americans who give their time and talent to help others. It’s also a time to highlight the meaningful impact giving back has on the volunteers themselves, and the growth in community service nationwide.

Good for Others, Good for You
We often showcase the benefits Spark’s workplace-based mentoring program brings to students in the middle grades. But, did you know mentors also benefit from volunteering?

• 73% of Spark mentors have an increased motivation and appreciation for their job
• 74% of Spark mentors believe that participating in the program has challenged them and helped them to develop new skills such as communication, leadership and collaboration
• 82% of Spark mentors feel closer to their community after participating in Spark

And if these weren't enough, research indicates that those who volunteer are healthier and more likely to live longer!

The Next Generation of Volunteers
These benefits, when coupled with other initiatives including workplace-based community service, are helping to change the culture of volunteering. This year marks the seventh anniversary of the Edward M. Kennedy Serve America Act, which expands national service programs and is linked to increased volunteerism in the US.

Mr. Kennedy would be proud to know that the nation’s commitment to service appears to continue its upward trajectory as the next generation demonstrates significant enthusiasm for volunteering. Research shows Millennials are overwhelmingly opting to donate their time and personal skills. This is good news for service and good news for Spark. Only 30% of surveyed Millennial employees did not volunteer in 2014. A closer look at Spark mentors reinforces this point of engagement with 67% of our volunteer mentors ranging in age from 25 to 35.

In addition, the advent of more workplace-based community engagement efforts like Deloitte’s Impact Day is successfully increasing the service component of corporate engagement and philanthropy.

The Work Goes On
“The work goes on, the cause endures, the hope still lives and the dreams shall never die.”

Indeed this famous quote from Edward M. Kennedy still rings true today. This is the time to acknowledge “the work” does not go on without the tremendous volunteers Spark and many other organizations are grateful to engage. When businesses encourage, generations embrace and adults recognize their responsibility for volunteering, many more social challenges become solvable.

Celebrate Middle Level Education in March

By Dru Tomlin, PhD, Director of Middle Level Services
@DruTomlin_AMLE

As we prepare to declare the start of spring, March is also Middle Level Education Month. And while every month is critical in the middle grades, March has been set aside as a time when we celebrate the power and the potential of the young adolescent and shine a warm light on those who help improve their educational lives.  

You can explore the rich resources online at the Association for Middle Level Education’s website at www.amle.org/mlem, but also consider starting the celebration by giving thought to an important but sometimes neglected “R” in education: Remembrance.  For many of us, early adolescence was a time mixed with challenge and triumph, friendship and frustration, humor and hurt, love and loathing—a time when we needed and craved support and caring to meet our unique (and ever-evolving) needs.  Thus, remembering what we were like as kids between the ages of 10 and 15 is one of the most important parts of Middle Level Education Month.  To serve young adolescents more effectively, take time in March to think back to those times.  Who helped you grow as a learner and as a person? And how are we celebrating and supporting students in our schools, businesses, homes, service agencies, and communities today?

In addition to remembering your own early adolescence, Middle Level Education Month is a time to recognize people who work with this age group every day.  Everyone who understands and cares for young adolescents is a middle level educator: teachers, mentors, school administrators, community and business leaders, college partners, families and service providers.  March is a time to shine the spotlight on anyone who improves the educational lives of children ages 10-15.

One of the 16 characteristics in This We Believe: Keys to Educating Young Adolescents states that an effective middle grades program is propelled by those who “value young adolescents and are prepared to teach them” (p. 15).  In the case of teachers, for instance, they are not only masters of their respective content areas (i.e., math, reading, science, music, social studies), but they are masterfully aware that their students are simultaneously achieving in multiple areas—physically, cognitively, socially, ethically, psychologically, morally and more!  And those who serve through their communities, businesses and service agencies are committed to not only the wellness of their own organizations, but they are equally committed to the wellness and development of young adolescents.  With that awareness and commitment, all middle level educators live three critical truths every day that need to be celebrated:

1. Middle level educators understand that academic gains happen when we attend to students’ other achievement areas.  People who work with young adolescents support their growth through movement, activity, engagement and group collaboration because young adolescents have physical and social needs that must be met in their daily educational lives.  No matter where, when, or from whom young adolescents learn, they need people who understand the truth that “the most successful learning strategies are ones that involve each student personally” (This We Believe, p. 16).
2. Middle level educators also live the daily reality of the adage, “Students care to learn when they learn that we care.” We need to shine a light on community service providers and business partners who realize that the first critical connection with a young adolescent is through the heart.  Similarly, we need to celebrate teachers and leaders in the middle grades as pedagogical artists who know not only how to create great lesson plans and clear master schedules, but also know how to sustain great relationships built on care, trust and compassion.  We help students blossom when we illuminate and practice “qualities of heart and mind” that “make a positive difference in the life of every young adolescent” (p. 15).
3. Middle level educators know that young adolescents add and bring value to the educational conversation.  Contrary to the belief of some people, young adolescents are not aimless, contrary “tweens” who are devoid of direction.  Those who work with these children every day see them differently.  Through their daily interactions, middle level educators see young adolescents as blossoming leaders, debaters, policymakers, service providers, artists, scientists, explorers and so much more.  They see in every young adolescent the glimmering power and vital potential of a life evolving.  And they know that each student deserves learning that nurtures and grows that potential—throughout March and every month of the year.

So as you start to feel the warmth of spring and see the sun linger longer in the March sky, join AMLE as we take time to acknowledge everyone who supports and improves the educational lives of children ages 10 to 15 years old.  Remember your own adolescence.  Recognize what makes young adolescents unique.  Support and celebrate our middle grades students!

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Dru Tomlin, Ph.D., is director of middle level services for the Association for Middle Level Education (www.amle.org).

Reference

National Middle School Association [now AMLE]. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author.  www.amle.org/twb

Mentoring ‘In Real Life’

Four Ways to Celebrate Mentoring and Make an Impact in 2016

For many of us, January symbolizes a fresh start.  It’s about goal setting and looking forward to all of the moments that will make 2016 memorable. Here at Spark, January marks the beginning of the second program session we kick-off each year, pairing students with mentors for 10 weeks of hands-on learning apprenticeships in exciting workplaces..  

It’s fitting then, both personally and professionally, that January is National Mentoring Month.

For Spark staff beginning the second half of our program year, National Mentoring Month is a reminder that our work is part of a larger educational and social movement.  The Mentoring Effect report tells us that one in three young people feel isolated from meaningful connections with adults outside their home.  There’s a clear need for mentoring and Spark is part of the larger network of organizations working to address this national challenge, helping students build the social capital they need to be successful. This program year, Spark is partnering with 30 schools and more than 200 companies and organizations across four major metropolitan regions and engaging more than two thousand volunteer mentors to serve more than 1,000 middle school students, helping them stay engaged, on track and ready for success in high school and beyond.

National Mentoring Month offers simple ways for all of us to make an individual impact in 2016 through mentoring.  I personally hope you take advantage of this opportunity in January to become a volunteer mentor with Spark.  We need more than 1,000 adults to pair one-to-one with students this spring.  But National Mentoring Month is not just about Spark.  It is an opportunity to celebrate and honor the importance of quality mentoring and highlight the impact that mentoring programs like Spark has on adolescents.

In 2015, week-in and week-out I saw the benefits of mentoring unfolding in real life, in offices across the country.  I watched C-level executives block two hours of time each week to share their professional perspective and guide local students.  "Spark makes it so easy,” said Perry Wallack, CFO of Cornerstone OnDemand and a Spark mentor. “Twenty hours is a really small amount of time to play a part in helping a student graduate from high school by motivating them through exposure to world opportunities. We are giving them an essential tool to being successful in life."

I heard from educators who witness positive growth in their students because of Spark mentors. "We've seen their grades improve, we've seen them become more outgoing, but the most important part for us is that we are providing our students with the opportunity to engage in learning experiences outside the confines of their own communities,” shared Sean Holiday, Principal of a Spark partner school.

I watched mentors at Deloitte and CEB and Sony PlayStation take time out of their busy workdays to tap into students’ interests and motivations, engage them in exciting projects with real-world applications and to teach them success skills. I saw students create marketing campaigns for their own fashion lines, and detailed plans for new sporting venues, and concepts for new video games. More than this, I saw students with their own desires ignited and caring adults who believed in them.

Throughout January, organizations, policy makers, mentors and mentees will celebrate the powerful impact of quality mentoring programs across the country. I encourage you to add your voice to the celebration by supporting the mentoring efforts and the volunteer mentors in your community.

Here are four ways you can make 2016 better for a young person and for yourself!

1. Volunteer with Spark and dedicate two hours/week for 10 weeks to a local 7^th or 8^th grader
2. Share your mentoring story on Facebook or Twitter with the hashtag #MentorIRL (Mentor In Real Life)
3. Change your Facebook or Twitter profile image to reflect your support for Spark and mentoring
4. Invest in mentoring with a donation to Spark

Thank you for bringing mentoring to life.

PS: Tremendous thanks to our friends at MENTOR: The National Mentoring Partnership and the Harvard T.H. Chan School of Public Health for making National Mentoring Month a priority since 2002!