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intervention, and/or other services needed by type of program, geographic area, age, and culture-based factors. The identification of service providers will begin upon receipt of the Case Plan. Within 48 hours of the youth's intake, the youth will be "enrolled" in a training program and/or school. 9.4. Meet Individually with Each Youth to Proyidc Mentoring, Guidance, and Advocacy Whether the mentoring relationship occurs through natural or planned processes, sustained interactions through youth of all ethnicities and committed adults can create positive and enduring results7 Recent data from an evaluation of the nationwide personal development mentoring programs operated by Big Brothers/Big Sisters document astounding outcomes. Youth who participated in a sustained mentoring relationship were 46 percent less likely to use illicit substances, 53 percent less likely to have unauthorized absences from school. and 27 percent less likely to consume alcohol than their similarly-positioned peers who were unmentored. Still another study of the outcomes associated with mentoring among Big Sisters of Central Indiana indicates that 160 of 200 mentored juvenile offenders did not experience another arrest within the timeframe of the studyB Similarly, a study of the Baltimore mentoring effort, PROJECT RAISE, discovered that a continuous and intensive mentoring effort can increase school attendance and improve grades in English9 Other studies have found that youth mentored over a long-term period: . Experience heightened life goals and expectations; . Become more interested in completing high school and, in some cases, going to college; . Are less prone toward violent behavior; . Report feelings of increased confidence; . Demonstrate augmented personal skills; 7 Flaxman, E.and C. Ascher, Mentorinl2. in Action. New Yark Institute for Urban and Minority Education, Teachers College, Columbia University, 1997. 8 Flaxman, E., Evaluating Mcntoring Programs. New York lnstitute for Urban and Minority Education, Teachers College, Columbia University, 1992. 9 McPartland. James M. and Saundra M. Nettles, "Using Community Adults as Advocates on Mentors for At-Risk Middle School Students. ^ Two-Year Evaluation of Project Raise," American Journal of Education, 199], 99(4), pp.568-86. CHCADA's Response to RFP# PY2002 Page 33