The first step in our vetting process is a comprehensive third-party background check at the local, state, and federal levels.

The objective of these checks is to thoroughly investigate the potential mentor's criminal history. These searches are conducted across multiple databases to ensure that no stone is left unturned. From local police records to national criminal databases, from sex offender registries to a history of domestic violence, we make sure that the individuals we bring on board as mentors have clean records and are trustworthy.

By conducting such in-depth background checks, we strive to create a safe, secure, and positive environment for our students. We understand that the safety of your child is paramount, and we take every step to ensure that they are protected.

The second step in our vetting process at Superpower Mentors involves a mandatory certification course, carefully designed to equip mentors with the necessary skills and knowledge to support students with Dyslexia and ADHD. This is an intensive, structured program that is both comprehensive and in-depth. Here's a detailed breakdown of our onboarding program:

1. Self-Reflection and Empathy Building: The course begins with a series of self-reflection exercises aimed at helping our mentors connect with their past experiences related to learning challenges. This step is crucial as it allows mentors to empathize with their future mentees, essentially preparing them to guide younger versions of themselves.

2. Understanding Human Behavior: The next step involves teaching our mentors how to identify trends in human behavior. Recognizing these patterns can help them understand why mentees may gravitate towards specific interests or face certain challenges. This understanding is key to tailor the mentorship process to each mentee's unique needs and circumstances.

3. Active Listening and Storytelling: The course then focuses on developing strong communication skills in our mentors. This includes active listening techniques and question probing, which are essential for understanding and validating the mentees' experiences and feelings. Alongside, we also educate our mentors in compelling storytelling, a powerful tool that can build trust, inspire, and impart confidence.

4. Broad Understanding of Learning Disabilities: The program introduces mentors to a broad understanding of learning disabilities and various communication types. This gives them a foundational knowledge of the spectrum of learning challenges they may encounter in their mentees.

5. Trigger Word Recognition: We train our mentors to pick up on cues or "triggers" in conversations that might indicate a mentee is struggling in certain areas. This could be academic challenges, emotional distress, social issues, or signs of a deeper, underlying problem. These triggers could come in the form of repeated complaints, changes in behavior, negative self-talk, or clear expressions of difficulty in handling certain situations.

6. Learning Key Terminology: As part of their training, mentors are taught key terms related to learning disabilities, such as IEP (Individualized Education Program), 504 Plan, and textbook definitions of conditions like ADHD, Dyslexia, Dyspraxia, Dyscalculia, ASD (Autism Spectrum Disorder), and the concept of being "Gifted" or "Neurodiverse". They also learn about Emotional Intelligence and other relevant terms, equipping them with the right vocabulary to understand and communicate effectively about these issues.

The goal of our certification course is not only to educate our mentors but also to prepare them to help their mentees effectively advocate for their needs. By understanding their mentees' challenges, listening actively, and using storytelling to inspire confidence, our mentors can empower their mentees to become master self-advocates.

The third step in our vetting process involves regular monthly meetings between our mentors and team leaders/Program Success Managers. These meetings serve multiple crucial purposes.

Firstly, they provide an opportunity for mentors to discuss any challenges or successes they are experiencing in their mentorship role. This open forum encourages problem-solving, sharing of best practices, and continuous learning amongst our team.

Secondly, these monthly meetings allow our team leaders/Program Success Managers to monitor the progress and performance of our mentors. This regular touchpoint ensures that our mentors maintain the high standards we expect in terms of their commitment, professionalism, and the quality of support they provide to their mentees.

Thirdly, these meetings act as a continuous professional development platform. Our team leaders provide ongoing training and updates on best practices for supporting students with Dyslexia and ADHD, ensuring that our mentors are always equipped with the most effective strategies and latest research findings.

Finally, this regular interaction creates a sense of community among our mentors. By fostering a culture of collaboration and shared learning, we believe that we can enhance the overall quality of the mentorship our students receive.

The fourth step in our vetting process involves facilitating "Meet Your Mentor" sessions. We understand the significance of a strong relationship between the mentor and the student, and these sessions aim to establish that connection right from the start.

During the "Meet Your Mentor" sessions, families are introduced to their potential mentors. These meetings are interactive and personalized, allowing both the mentor and the family to get to know each other better. For the families, this is a chance to learn more about the mentor's qualifications, experiences, teaching style, and approach to mentoring students with Dyslexia and ADHD. It also gives them an opportunity to ask any questions they might have, allowing them to understand how the mentor plans to support their child's unique needs. For the mentors, these sessions provide an insight into the student's strengths, challenges, interests, and learning goals. They get to hear firsthand from the parents and the student, facilitating a deeper understanding of the student's needs and family's expectations.

We encourage the student's participation in these sessions to ensure they feel comfortable with the potential mentor. This helps the student to voice their feelings, expectations, and any concerns they might have, contributing to a stronger mentor-student relationship.

After the "Meet Your Mentor" session, we collect feedback from both the mentor and the family to gauge the compatibility and comfort level. We believe that a successful mentorship is based on mutual trust, respect, and understanding, and these sessions are crucial in establishing that foundation.

The fifth step in our vetting process is what we call "Family Matters Meetings". These are regular meetings where mentors share updates on the student's progress with the parents. We believe that a child's success is a collaborative effort, and these meetings foster strong communication and collaboration between the mentor and the family.

During the Family Matters Meetings, mentors provide comprehensive session recaps, outlining what was covered during the mentorship sessions, the student's response to the materials, their progress, and any challenges encountered. This detailed feedback helps parents understand how their child is progressing, what strategies are being used to support their learning, and how they can supplement this learning at home.

In addition to the session recaps, these meetings also serve as a platform for parents to share their observations, concerns, or insights about their child. This two-way communication ensures that the mentorship is tailored not only based on the mentor's observations but also includes valuable input from the parents.

Mentors also share their plans for future sessions, including the goals they have set for the student. This keeps parents in the loop about the direction of the mentorship and allows them to provide input on these plans.

The final step in our vetting process is a close collaboration with parents facilitated by our dedicated Program Success Manager.

The Program Success Manager is a dedicated professional who works closely with parents throughout the mentorship process. Their primary role is to ensure that parents are informed, empowered, and actively engaged in their child's mentorship journey.

One of the key responsibilities of the Program Success Manager is to serve as a direct line of communication for parents. They are available to answer any questions, address concerns, and provide support whenever needed. Whether it's providing clarifications about the mentorship process, responding to specific concerns about the child's progress, or just offering reassurances, the Program Success Manager is there to support parents every step of the way.

The Program Success Manager actively seeks input and feedback from parents. They understand that parents know their child best and that their insights can be invaluable in shaping the mentorship process. By incorporating this feedback, we can tailor our mentorship approach to better suit the unique needs and strengths of each child.

If parents have concerns about their child's progress, the effectiveness of the mentorship strategies, or the mentor-student relationship, the Program Success Manager is ready to listen, understand, and find solutions. They have the expertise and the authority to address a wide range of mentorship-related issues, ensuring that the child's learning process is not compromised and the parents' concerns are adequately addressed.

The Program Success Manager plays a pivotal role in ensuring that parents are not just observers but active participants in their child's mentorship journey. Through this close collaboration, we aim to create a supportive, transparent, and effective mentorship experience that truly helps each child unlock their full potential.