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Creating a Network of Purpose:

Creating a Network of Purpose: Helping Inner-City Youth from Birth to Work: A Networking Strategy Tutor/Mentor

Helping Inner-City Youth from Birth to Work:

A Networking Strategy

Tutor/Mentor Institute, LLC Tutor/Mentor Connection, Merchandise Mart PO Box 3303, Chicago, Il 60654 tutormentor2@earthlink.net http://www.tutormentorexchange.net http://www.tutormentorconnection.org

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The goal of the Tutor/Mentor Connection (T/MC)* is to connect inner city teens with adults

The goal of the Tutor/Mentor Connection (T/MC)* is to connect inner city teens with adults who will act as tutors, mentors, coaches, advocates and friends in structured programs that encourages many of these adults to stay involved in the lives of kids for many years.

The long term goal is that our teens finish high school and that our volunteers help open doors to advanced learning, jobs and careers. In such programs, volunteers also must learn to take on roles of leaders, fund raisers, advocates, etc. so that programs constantly expand the resources available to them.

Dan Bassill, founder of T/MC operated a volunteer- based tutor/mentor program in Chicago for more than 35 years. 520 teens and 700 volunteers have participated for 1 to 7 full years since 1993. On this page are some of our alumni.

*In July 2011 the Tutor/Mentor Institute, LLC was created to innovate new ways to support the T/MC in Chicago and help similar strategies grow in other cities.

“Cabrini Connections played a major role in my life during my high school years.” Marquita Hall (l) 2004 college graduate; with sister, Alicia Hall, who attends Northeastern Illinois University.

Alicia Hall, who attends Northeastern Illinois University. “Maurice has his GED and now ” works in

“Maurice has his GED and now ”

works in construction

thanks to Mike Mazucca who has been part of his life for more than 10 years, and to Tom Li, another CC volunteer who helped set up a

job interview for Maurice at a company where he now works.

a job interview for Maurice at a company where he now works. “Monique left for Howard

“Monique left for Howard University last week, where she has a FULL RIDE SCHOLARSHIP.” Message from Joey Molenda who was Monique’s tutor/mentor for six years.

Joey Molenda who was Monique’s tutor/mentor for six years. “Isaiah graduated from Bradley University in 2001

“Isaiah graduated from Bradley University in 2001

and now works for Westwood College

a keynote speaker at a 2008 Tutor/Mentor Conference in Chicago and in Nov. 2010 led a fund raising effort to help raise money to support Cabrini Connections. He’s one of more than 100 alumni connected to via Facebook.

Isaiah was

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While we operated a single tutor/mentor program in one neighborhood

Cabrini Chicago Connections serves teens in the Cabrini-Green area of Chicago. This program was where
Cabrini
Chicago
Connections
serves teens in the
Cabrini-Green area
of Chicago. This
program was where
T/MC idea
originated in 1993.
This program was where T/MC idea originated in 1993. Tutor/Mentor Connection helps programs like Cabrini

Tutor/Mentor Connection helps programs like Cabrini Connections grow in every poverty area of the city and suburbs

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We created the Tutor/Mentor Connection (T/MC) in 1993 to help programs like Cabrini Connections grow in every poverty neighborhood of the city and suburbs of Chicago.

Using the Internet, the T/MC is now connected to organizations throughout the world, and is helping tutor/mentor programs, and citywide networks grow in Chicago and other cities.

Every major city in the country has areas of high poverty. The larger the city the bigger the bureaucracy and the more isolated high poverty neighborhoods become. Through the Internet we can connect people from many cities in a network focused on expanding the social capital for youth in these neighborhoods by helping volunteer- based tutor/mentor programs grow.

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The Tutor/Mentor Connection focuses daily on one big questions:

Tutor/Mentor Connection focuses daily on one big questions : Property of Tutor/Mentor Institute, LLC and Tutor/Mentor

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What will it take to assure that all youth born in poverty are entering careers by age 25?

What does it take to make mentor-rich non-school programs available to more youth, in more places?

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We know others are asking the same question….

The T/MC seeks to connect people and groups who are already spending many hours doing research and innovating ways to help kids to careers, into one on- going tutor/mentor learning network.

In such a network people and organizations can share ideas, learn from others, create collaborations, and can apply new ideas and resources at any time to their own efforts to help kids in their own community.

Dan Bassill participation in on-line forums is part of the T/MC network-building strategy.

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All kids grow on the same 25 year timeline:

School-Time Programs High Career Pre-K K - 5th 5th - 6th 6th - 8th School
School-Time Programs
High
Career
Pre-K
K - 5th
5th - 6th
6th - 8th
School
Track
After 5 PM and Weekend Programs
3-5 PM Non-School Programs

From birth to starting a career, takes about 25 years for most kids. There are well defined stages along the way.

For kids living in concentrated, inner-city poverty, there are extra challenges to reaching careers.

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We use maps and charts to create visual understanding

We use maps and charts to create visual understanding CHICAGO • The light pink shaded areas

CHICAGO

The light pink shaded areas have poverty rates of 20% and above.

Poverty rates in the dark red areas are 40% and above.

Icons on this map are schools placed on the Illinois State Warning list in November 2009.

Other icons show locations of known non-school tutoring and/or mentoring programs.

Children growing up in these neighborhoods need extra adults to help them reach careers.

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Http://www.tutormentorexchange.net

tutormentor2@earthlink.net

These are just a few of the questions that need to be answered to to achieve this goal:

How do we help good programs be in more of the places where they are needed?

How do we help each program have effective, long- term leaders?

How do we increase the number of volunteers from different work backgrounds who get involved, and stay involved for many years?

How do we provide consistent, flexible, multi-year funding in all locations, not just a few?

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How do we get individuals, and teams of people from colleges, business, media, education, arts,

How do we get individuals, and teams of people from colleges, business, media, education, arts, etc. thinking about this every day?

How do we connect those who are already deliberating and discussing these questions in ways share knowledge and good ideas and encourage others to be involved?

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Tutor/Mentor Connection (T/MC)

A Strategy That Can Be Duplicated in Any City

Since 1993 we have been building a Chicago area network of programs and supporters and a nationwide network of knowledge centers.

We call this a Tutor/Mentor Learning Network (TMLN). We host the information we share in a Tutor/Mentor Institute library.

This strategy has never been well funded or consistently supported in Chicago. Since 2011 it’s been supported by the Tutor/Mentor Institute, LLC. The following slides show the steps we’ve taken to create this network. As you review this, imagine how much greater impact you could have if you had full support of civic leaders, business and philanthropy in your city.

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Step 1: Build and Maintain knowledge base

Step 1: Build and Maintain knowledge base http://tinyurl.com/TMI-library Database (see Program Locator at
Step 1: Build and Maintain knowledge base http://tinyurl.com/TMI-library Database (see Program Locator at
http://tinyurl.com/TMI-library
http://tinyurl.com/TMI-library

Database

(see Program Locator at http://www.tutormentorprogram locator.net

Locator at http://www.tutormentorprogram locator.net Information Collection Prior to 1993, no organization was

Information Collection Prior to 1993, no organization was attempting to maintain a comprehensive database of non- school tutor/mentor programs.

The T/MC Chicago programs database and web site Program Locator now includes most tutor/mentor programs in the Chicago area, as well as lists of potential resource providers.

Web library also includes LINKS to more than 2000 other organizations working to help kids succeed in school and move to careers. See map of

library at http://tinyurl.com/TMI-library

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What types of organizations? Who needs to be involved?

Pre School
Pre
School

Elementary

School

Middle School
Middle
School
High School
High
School

College or

Vocational

Birth A child Family Industry Career Mentors and Tutors Travel, Church Internet Arts, After Sports,
Birth
A child
Family
Industry
Career
Mentors
and Tutors
Travel,
Church
Internet
Arts,
After
Sports,
School
Recreation
Programs

For most children, their Birth to Age 25 support system looks like this. Neighbors, family, and a variety of community supports model education as a path to careers, while opening doors and providing learning experiences as youth grow up.

This is an informal network and it works for most kids.

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The Support System for Kids in Poverty is Different than for middle and upper income kids.

Birth A child Family Industry living in Career poverty Church Travel, Internet Arts, After Sports,
Birth
A child
Family
Industry
living in
Career
poverty
Church
Travel,
Internet
Arts,
After
Sports,
School
Recreation
Programs

Youth living in neighborhoods of concentrated, segregated, inner city poverty have less of these positive learning influences .

While the church is a factor, many church groups do not have a diversity of workplace volunteers, and many who do have diverse congregations, do not have strategies to mentor neighborhood children to careers.

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More Negative Role Models

Ill legal jobs

Birth A child Industry living in Career poverty Travel, Internet Arts, After Church Sports, School
Birth
A child
Industry
living in
Career
poverty
Travel,
Internet
Arts,
After
Church
Sports,
School
Recreation

Programs

Family Gangs
Family
Gangs

Welfare

Ex

Offenders

Along with fewer positive influences, there are far more negative influences in communities with high concentrations of people in poverty, living on welfare, and working in illegal jobs.

For many kids the most common role model is a man with a fancy car, flashy jewelry, new clothes, a wad of money, and many girl friends. All of this was earned through illegal work, such as selling drugs. For many other kids the role model is an ex-offender.

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As a Result, Schools Struggle. The Prison system grows.

Pre School
Pre
School

Elementary

School

Prison, Juvenile Homes

Middle

School

High

School

College or

Vocational

Birth A child Industry living in Career poverty Ex Travel, Internet Arts,
Birth
A child
Industry
living in
Career
poverty
Ex
Travel,
Internet
Arts,
Church
Church

After

School

Programs

Sports,

Recreation

Ill legal jobs

Family
Family
Gangs
Gangs

Welfare

Offenders

As a result youth go to school un prepared to learn and with few adult models showing the value of education for jobs and careers. Schools struggle. High School drop out rates exceed 35%. Many careers are learned while in prison or in the juvenile justice system. Few youth go to college and too few of these graduate.

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Each of these boxes represent HUBS of knowledge in the TMLN

No Child Left Behind; Federal Juvenile Justice, Workforce Training Programs, etc

Pre Elementary Middle High College or School School School School Vocational Crime National Service prevention
Pre
Elementary
Middle
High
College or
School
School
School
School
Vocational
Crime
National Service
prevention
Birth
A child
Family
Industry
living in
Career
Civic Engagement
poverty
Service
Learning
Volunteerism
Mentoring
Welfare Reform
Youth
Tutoring
After School
Programs
Development
Church
Workforce
Development
Each box represents a category of people and organizations working to help youth grow up
safely, succeed in school, and be prepared for 21 st Century jobs and careers.
By connecting
them in a Learning Network, we create greater opportunities for understanding, collaboration,
and capacity building in every neighborhood where kids need help.
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A web blueprint should show what supports youth need, and what is available in different zip codes.

youth need, and what is available in different zip codes. See this Mentoring Kids to Careers

See this Mentoring Kids to Careers Blueprint - http://tinyurl.com/TMI-K-CareerMentoring

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These two graphics show the ideas on page 16 and 17 in a different way.

Every youth requires a network of supports as he/she grows up.
Every youth
requires a network
of supports as
he/she grows up.

Youth in high poverty areas won’t have the same network unless efforts are made to create and sustain it for many years.

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Step 2: Volunteer Mobilization: Advertising

Step 2: Volunteer Mobilization: Advertising Because the T/MC maintains a database with contact information for most
Step 2: Volunteer Mobilization: Advertising Because the T/MC maintains a database with contact information for most

Because the T/MC maintains a database with contact information for most tutor/mentor programs in Chicago…

a) The T/MC is able to lead advertising and

public education efforts that recruit volunteers and donors for more than 100 other programs throughout the Chicago region.

b) As these volunteers bond with kids, many

will help build better programs, the same way that Cabrini Connections volunteers have helped build the T/MC from 1993-2011

c) This increases the number of adults, businesses and churches that are involved.

c) This increases the number of adults, businesses and churches that are involved. Pg 19
c) This increases the number of adults, businesses and churches that are involved. Pg 19
c) This increases the number of adults, businesses and churches that are involved. Pg 19
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adults, businesses and churches that are involved. Pg 19 View this presentation at

View this presentation at http://www.tutormentorexchange.net

/chicagoland-volunteer-

recruitment/177-volunteersleaders

Volunteer Mobilization

Database

Volunteer Mobilization Database Property of Tutor/Mentor Institute, LLC and Tutor/Mentor

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Step. 3 Build network of leaders.

Step. 3 Build network of leaders. A successful collaboration or partnership is built on trust and
Step. 3 Build network of leaders. A successful collaboration or partnership is built on trust and

A successful collaboration or partnership is built on trust and mutual self-interest.

From 1994-2015 the T/MC and Tutor/Mentor Institute, LLC led an annual sequence of capacity-building actions that drew more than 300 programs together for regular knowledge sharing, resource building.

These actions are essential for building trust and relationships.

No other organization brings so many of the same programs together as often from year to year. Without the regular invitations from the T/MC, and the constant information sharing, most organizations would remain isolated from each other.

Building a network of tutor/mentor leaders

Volunteer Mobilization

Database

of tutor/mentor leaders Volunteer Mobilization Database Pg 20 Property of Tutor/Mentor Institute, LLC and
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Step 4: Information sharing

Building Better Understanding of Needs, Opportunities Building a network of tutor/mentor leaders Volunteer
Building Better
Understanding of Needs,
Opportunities
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database Building Better Understanding of Needs, Opportunities By
of tutor/mentor leaders Volunteer Mobilization Database Building Better Understanding of Needs, Opportunities By

Building Better Understanding of Needs, Opportunities

By bringing programs together on a regular basis, and by supporting this process with surveys and an Internet library of tutor/mentor information, T/MC seeks to create a better understanding of what works, who/how many are being served, where programs are needed, and what it takes to help good programs be in every place where they are needed.

The T/MC has never had funds to do all of the research that needs to be done, and seeks partnership with universities to do this.

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OUR GOAL: SUPPORT THE GROWTH OF TOTAL QUALITY MENTORING PROGRAMS THAT HELP INNER CITY YOUTH REACH CAREERS

To SUCCEED We must recruit business leaders who will use their resources in PULLING Youth
To SUCCEED
We must recruit business
leaders who will use their
resources in PULLING
Youth to Careers
School-Time Programs High Career Pre-K K - 5th 5th - 6th 6th - 8th School
School-Time Programs
High
Career
Pre-K
K - 5th
5th - 6th
6th - 8th
School
Track
After 5 PM and Weekend Programs
3-5 PM Non-School Programs
To SUCCEED We must help tutor/mentor program leaders, volunteers, schools and parents be more effective
To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers

The visualizations on this and the next three pages are additional ways to illustrate a long-term commitment needed to support youth living in high poverty areas.

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To finish school and enter a career… …youth who participate in great K-8 programs still
To finish school and
enter a career…
…youth who participate in
great K-8 programs still need
support to finish high school,
college and to enter careers.

SHARING RESPONSIBILITY

Programs serving youth in one age level, or one time frame, can do better work if the child comes to them better prepared.

School-Time Programs High Career Pre-K K - 5th 5th - 6th 6th - 8th School
School-Time Programs
High
Career
Pre-K
K - 5th
5th - 6th
6th - 8th
School
Track
After 5 PM and Weekend Programs
3-5 PM Non-School Programs
After 5 PM and Weekend Programs 3-5 PM Non-School Programs EXAMPLE A program serving 5 th
EXAMPLE A program serving 5 th and 6 th grade kids is able to do
EXAMPLE
A program serving 5 th and 6 th grade kids
is able to do more if programs serving
the SAME kids in K-5 have laid a
reading/math learning/motivation
foundation.
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These are feeder programs. If kids have access to good K-5 programs they will perform better in 5 th and 6 th grade and high school programs.

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THE GOAL IS NOT TO FINISH 6 TH GRADE. IT’S TO REACH A CAREER.

Every program serving youth on this time line needs volunteers, dollars, technology, etc. School-Time Programs
Every program serving youth on this
time line needs volunteers, dollars,
technology, etc.
School-Time Programs
High
Career
Pre-K
K - 5th
5th - 6th
6th - 8th
School
Track
After 5 PM and Weekend Programs
3-5 PM Non-School Programs
Agencies that help each other do
more to help kids stay in school
and reach careers.
Instead of competing for resources, the T/MC
seeks to help programs work together to increase
the availability of resources for all tutor/mentor
programs.
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Networking Strategy
Networking Strategy

As a small non profit, T/MC* has never had the advertising budgets of large corporations. Thus, it relies on an on-going networking strategy to draw people together, and to build awareness of tutoring/mentoring.

* The Tutor/Mentor Institute LLC was created in 2011 in an effort to expand the ways money and partnerships are formed to support this strategy.

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The World’s Largest Ping Pong ball table. This shows the power each individual and organization
The World’s Largest
Ping Pong ball table.
This shows the power
each individual and
organization has.
Every action of the
T/MC or a member of
the T/MC Learning
Network, causes a
chain reaction that
moves every other ball.

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This is an on-going, year-to-year growth process

Aug/Sept November Jan. National May Conferences Chicagoland Conferences Mentoring Volunteer Month; Feb.
Aug/Sept
November
Jan. National
May Conferences
Chicagoland
Conferences
Mentoring
Volunteer
Month; Feb.
Recruitment
Leadership
Campaign
Development
Beginning in 1994 the T/MC developed a year-round event calendar intended
to help programs recruit volunteers in Aug/Sept. and help programs train
those volunteers and convert them into leaders as each program moves
through the School year. As each program ends the year it has more people
helping it build capacity and quality for the following year.
By repeating this call to involvement each year from 1994-2011, we created
greater public awareness of tutoring/mentoring, and greater traffic to web
sites of the Tutor/Mentor Learning Network.
Since 2015 these events have not been hosted by T/MC in Chicago, but the
strategies continue to be supported on social media.
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The T/MC has been committed to using the Internet to network and learn since 1998

to using the Internet to network and learn since 1998 This Debategraph forum can connect people

This Debategraph forum can connect people from throughout the world.

• Blogs – like http://tutormentor.blogspot.com

• Forums – http://tutormentorconnection.ning.com

• Conferences– http://www.tutormentorconference.org

• Online collaboration spaces like http://debategraph.org/mentoring_kids_to_careers

• Social media such as LinkedIn and http://www.facebook.com/TutorMentorInstitute

• At http://www.tutormentorconnection.org we’re hosting a links library, with links to organizations that we want to connect with

• At www.Google.com you can search for “tutor mentor” and find the T/MC and numerous other organizations who could be invited to come together for networking, learning, collaboration

Visit http://tutormentor.blogspot.com and read articles about MOOCs and Learning. We continue to see partners who will help organize on-line learning and collaboration events.

MOOCs and Learning . We continue to see partners who will help organize on-line learning and
MOOCs and Learning . We continue to see partners who will help organize on-line learning and
MOOCs and Learning . We continue to see partners who will help organize on-line learning and
MOOCs and Learning . We continue to see partners who will help organize on-line learning and
MOOCs and Learning . We continue to see partners who will help organize on-line learning and
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At T/MC web sites we link to organizations that represent specific areas of expertise. We call these “hubs”

Fund Raising T/MC Web Site Volunteer Recruitment Tutoring info These hubs are often in different
Fund Raising
T/MC Web Site
Volunteer
Recruitment
Tutoring
info
These hubs are often in different
cities, and even different countries!

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As HUBs link to each other more knowledge is shared

Hub Hub
Hub
Hub
Hub
Hub

…and greater traffic circulates to each organization in the network

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ALL of these groups need to be involved in helping kids succeed in school and move to jobs and careers.

Create a Learning Network

family Faith schools groups Business Birth America’s Youth Career Higher Ed. Health Care Social
family
Faith
schools
groups
Business
Birth
America’s
Youth
Career
Higher
Ed.
Health
Care
Social
Philanthropy
Service
Community
&
orgs
Volunteers
Law orgs
Law
orgs
Gov’t
Gov’t

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AND each group needs to be connected to each other, in an on- going learning process.

Connecting HUBS: A Blueprint

family Faith schools groups Law Business orgs & Media Birth America’s Youth Career Higher Gov’t
family
Faith
schools
groups
Law
Business
orgs
& Media
Birth
America’s
Youth
Career
Higher
Gov’t
Ed.
Health
Care
Entertainment
Community
Philanthropy
& Sports
orgs; social
&
service
Volunteers

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This can lead to shared efforts to increase visibility and draw more volunteers and donors to every tutor/mentor program in the Chicago area as school

starts every year in Aug/Sept.

in the Chicago area as school starts every year in Aug/Sept. TMI Goal - Increase Funding
TMI Goal - Increase Funding Stream - http://tinyurl.com/TMIGoal-FundingStream
TMI Goal - Increase Funding Stream -
http://tinyurl.com/TMIGoal-FundingStream

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Step 5: Actions that increase flow of resources

Actions that increase the flow of resources to each program Building Better Understanding of Needs,
Actions that increase the
flow of resources to each
program
Building Better
Understanding of Needs,
Opportunities
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database Using the map, and the database, leaders can stimulate a
of tutor/mentor leaders Volunteer Mobilization Database Using the map, and the database, leaders can stimulate a

Using the map, and the database, leaders can stimulate a flow of resources to all programs, in all neighborhoods.

By working as a group, T/MC helps programs generate greater impact than most programs could generate by themselves.

This is intended to draw volunteers, dollars, public attention, technology and training directly to tutor/mentor programs in every neighborhood.

Without a steady flow of these resources no program can succeed.

a steady flow of these resources no program can succeed . Pg 34 Property of Tutor/Mentor
Pg 34
Pg 34

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All Tutor/Mentor Programs have Common Needs

All Tutor/Mentor Programs have Common Needs * volunteers * public visibility * operating dollars * technology

* volunteers
* public visibility
* operating dollars
* technology
* training/learning
* evaluation tools/staff

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WE SEEK TO DRAW RESOURCE TO EVERY PROGRAM IN EVERY POVERTY NEIGHBORHOOD.

RESOURCE TO EVERY PROGRAM IN EVERY POVERTY NEIGHBORHOOD. Property of Tutor/Mentor Institute, LLC and Tutor/Mentor
RESOURCE TO EVERY PROGRAM IN EVERY POVERTY NEIGHBORHOOD. Property of Tutor/Mentor Institute, LLC and Tutor/Mentor
RESOURCE TO EVERY PROGRAM IN EVERY POVERTY NEIGHBORHOOD. Property of Tutor/Mentor Institute, LLC and Tutor/Mentor
RESOURCE TO EVERY PROGRAM IN EVERY POVERTY NEIGHBORHOOD. Property of Tutor/Mentor Institute, LLC and Tutor/Mentor

Property of Tutor/Mentor Institute, LLC and Tutor/Mentor Connection, Email for permission to use: tutormentor2@earthlink.net

The Tutor/ Mentor Connection seeks LEADERS to help raise and distribute needed resources to every tutor/mentor program in the city and suburbs of Chicago.

This could be a map of New York City,

Cleveland, Houston, Detroit, etc.

This

strategy can be borrowed and adopted,

with help from the Tutor/Mentor Institute, LLC

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Goal: Great programs and learning supports in all neighborhoods.
Goal: Great programs
and learning supports
in all neighborhoods.

Using maps, databases and interactive web sites a city can help attract volunteers and donors to all neighborhoods with high poverty.

See this at http://www.tutormentorprogramlocator.net

Since 2013 the Program Locator has not been fully functional. Consider this a model for what you could build, or consider partnering with Tutor/Mentor Institute, LLC to upgrade this for your own use.

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Each of these boxes represent INDUSTRIES who need to be involved in the TMLN

Until we put names of individuals or organizations in each box, we won’t have the leadership needed to mobilize volunteers and donors who go from an industry out to all tutor/mentor programs in a big city like Chicago.

Retail, Wholesale Birth A child Youth Development living in Hospitality, Career poverty Entertainment
Retail,
Wholesale
Birth
A child
Youth Development
living in
Hospitality,
Career
poverty
Entertainment
Manufacturing
Finance,Insurance
Religion, Ethics
Religion,
Ethics

Arts,

Culture

Higher

Education

Religion, Ethics Arts, Culture Higher Education Law, Justice Communications Family Support Technology

Law, Justice

Communications

Family Support

Education Law, Justice Communications Family Support Technology Science, Engineering Health Care Students join

Technology

Science,

Engineering

Health Care

Students join a Tutor/Mentor Program between 1 st and 12 th grade.

With the help of volunteers and structured programs, they finish high school

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With the help of mentors, they start jobs and careers.

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When business, faith and political leaders use their visibility, advertising and influence to encourage people

When business, faith and political leaders use their visibility, advertising and influence to encourage people to volunteer, or donate, to a tutor/mentor program, we increase the number of volunteers and donors at every tutor/mentor program in the Chicago area…or in any other city.

We also lower the costs for each organization to acquire these resources, and help organizations keep leaders and key staff longer.

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Step 6: The result of Steps 1 to 5

Better programs in more places for more age groups Actions that increase the flow of
Better programs in more
places for more age groups
Actions that increase the
flow of resources to each
program
Building Better
Understanding of Needs,
Opportunities
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database Better programs in more places for more age groups As
of tutor/mentor leaders Volunteer Mobilization Database Better programs in more places for more age groups As

Better programs in more places for more age groups

As a result of the previous steps, Chicago, and other major cities, begins to have more effective tutor/mentor programs serving more youth in more neighborhoods.

While this strategy has not been funded in Chicago since 2011, it’s a template that you could use to create your own systems of support, without starting from the beginning.

own systems of support, without starting from the beginning. Pg 40 Property of Tutor/Mentor Institute, LLC
Pg 40
Pg 40

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Step 7: The Result

Step 7: The Result More youth stay in school, are safe in non-school hours, graduate, and
More youth stay in school, are safe in non-school hours, graduate, and move to careers
More youth stay in school, are
safe in non-school hours,
graduate, and move to careers
Better programs in more
places for more age groups
Actions that increase the
flow of resources to each
program
Building Better
Understanding of Needs,
Opportunities
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database If Step 1 to 5 are happening in every poverty

If Step 1 to 5 are happening in every poverty neighborhood, youth and families will have access to more of the help they need, better programs, and more consistent, longer-term services.

This will begin to achieve the changes in school performance and career preparation that we all want:

school performance and career preparation that we all want: • better attendance in school • lower

• better attendance in school

• lower drop out rates

• less youth violence

• better academic performance

• business reports better prepared workers

performance • business reports better prepared workers Pg 41 Property of Tutor/Mentor Institute, LLC and
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Pg 41

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Step 8: Long Term Commitment

THE RESULT More youth stay in school, are safe in non-school hours, graduate, and move
THE RESULT
More youth stay in school, are
safe in non-school hours,
graduate, and move to careers
Better programs in more
places for more age groups
Building Better
Understanding of Needs,
Opportunities
Actions that increase the
flow of resources to each
program
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database This SUCCESS is not achieved in one or two years.
of tutor/mentor leaders Volunteer Mobilization Database This SUCCESS is not achieved in one or two years.

This SUCCESS is not achieved in one or two years.

It will never be achieved without the work done at the base of this pyramid each year.

Since 2011 articles on the Stanford Social Innovation Review (SSIR) site have been describing the organization doing this work as a “backbone” organization.

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Pg 42

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THE RESULT More youth stay in school, are safe in non-school hours, graduate, and move
THE RESULT
More youth stay in school, are
safe in non-school hours,
graduate, and move to careers
Better programs in more
places for more age groups
Building Better
Understanding of Needs,
Opportunities
Actions that increase the
flow of resources to each
program
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database
of tutor/mentor leaders Volunteer Mobilization Database This is T/MC Theory of Change Become part of the
of tutor/mentor leaders Volunteer Mobilization Database This is T/MC Theory of Change Become part of the

This is T/MC Theory of Change

Become part of the this network of purpose.

Visit these sites:

http://www.tutormentorexchange.net

http://www.tutormentorconnection.org

http://tutormentor.blogspot.com

http://mappingforjustice.blogspot.com

http://tutormentorconnection.ning.com

If you host a similar forum, add your LINK to the T/MC web library.

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Tutor/Mentor Connection: A Theory of Change proposed by the Tutor/Mentor Institute, LLC “If this (initiative)

Tutor/Mentor Connection: A Theory of Change proposed by the Tutor/Mentor Institute, LLC

“If this (initiative) is accepted and acted upon in any city, including Chicago, it can change the way philanthropy and charities work together in America and throughout the world. It can change the future for millions of kids born into poverty each year.”

--Daniel F. Bassill, President of Tutor/Mentor Institute, LLC and the Tutor/Mentor Connection

Http://www.tutormentorexchange.net

tutormentor2@earthlink.net

Twitter @tutormentorteam