1. CDMS Model Case Study of John and Michael Smith CASE SUMMARY (optional) Trigger Event: For the past year, Mom has noticed and is worried that Michael has become more rebellious and difficult to handle. He is failing in school.

2. RECOGNIZE THE PROBLEMS (also known as just “problems”): 1. There currently is no male mentorship in the Smith household to which Ms. Smith is seeking for. 2. There appears to be lack of diversity in the neighborhood where the Smith family resides. 3. There also appears to be lack of diversity in the school where the Smith children attend. 4. Michael Smith is having difficulty in behavior and academic progress at both school and home.

3. REFAME THE PROBLEMS (also known as “values”): Ms. Smith: Places high value on education; also values hard work to put her sons through private school education while working as single parent; sees male mentor as instrumental for her sons. John Smith: Wants to be and is accepted by his peers and teachers at school; values hard work. Michael Smith: Desires to be part of a community; embodies differences in diversity and effects of being minority COMMON THREAD: The desire and value of community for emotional, social, and academic growth.

4. SEARCH FOR ALTERNATIVES (also known as “goals”): 1. Seek successful male mentorship for Michael and John Smith. 2. Address diversity in the neighborhood where the Smith family resides. 3. Address diversity in the school where the Smith children attend. 4. Intervene for Michael Smith so that his behavior and academic progress at both school and home can improve.

5. ACTION PLAN for GOAL #1 Seek successful male mentorship for Michael and John Smith Strategy 1: Ms. Smith explains situation to her son’s Boy Scout Troop leadership for assistance, particularly in active and intentional mentoring. Person Responsible: Ms. Smith, with follow up from Boy Scout Troup leadership for observations. Evaluation Criteria: Follow up report, conversation, or meeting to see if improvements have been noticed at home and school. Time line: 3 months

6. ACTION PLAN for GOAL #1 Seek successful male mentorship for Michael and John Smith Strategy 2: Maternal grandfather checks in with his grandsons on regular basis. Suggestions to call daily or several times per week. Person Responsible: Ms. Smith to initiate, with follow up from grandfather. Evaluation Criteria: Follow up conversation between Ms. Smith and her father to see if improvements have been noticed at home and school. Time line: 2 months

7. ACTION PLAN for GOAL #1 Seek successful male mentorship for Michael and John Smith Strategy 3: Local Catholic School where Michael and John Smith attends provide male mentorship. Suggestions are extracurricular club or program, or boys favorite teacher. Person Responsible: Ms. Smith to discuss situation with principal or student dean, but the follow up should be on school personnel. Evaluation Criteria: Follow up report by school Time line: 1 semester.

8. ACTION PLAN for GOAL #1 Seek successful male mentorship for Michael and John Smith Strategy 4: Community-based after school program to assist with Michael (and optional, John) Smith. Suggestions are local YMCA, or Catholic Charities. Person Responsible: Ms. Smith to make initial contact, but the follow up should be on the after school program. Evaluation Criteria: Follow up report by program Time line: 3 months

9. REFERENCES: Frels, R.K. & Onwuegbuzie, A.J. (2012). The experiences of selected mentors: A cross-cultural examination of the dyadic relationship in school-based mentoring. Mentoring & Tutoring: Partnership in Learning, 20(2), 181-206. Rios-Aguilar, C., Kiyama, J.M., Gravitt, M., & Moll, L.C. (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163-184 Salend, S.J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Upper Saddle River: NJ: Merill/Prentice Hall. Soto, L.D. (Ed.). (2008). Making a difference in the lives of bilingual/bicultural Children. New York, NY: Peter Lang.

10. One more item… Each person in the group should submit an essay (minimum of 300 words) on how the case study connects to his/her chosen community based learning site. No need for formal APA format, a plain email text will do. Please email to kvaughn@ndnu.edu before For more information, see page 12 in the course syllabus. kvaughn@ndnu.edu