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Creating a Network of Purpose:

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 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.
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.

Monique left for Howard University last


week, where she has a FULL RIDE
SCHOLARSHIP.
Message from Joey Molenda who was
Moniques tutor/mentor for six years.

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.

Isaiah graduated from Bradley University in 2001


and now works for Westwood College.. Isaiah was
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. Hes one of more than 100 alumni
connected to via Facebook.

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.
Pg. 2

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

Chicago

Cabrini
Connections
serves teens in the
Cabrini-Green area
of Chicago. This
program was where
T/MC idea
originated in 1993.

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

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 volunteerbased tutor/mentor programs grow.
Pg. 3

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The Tutor/Mentor Connection focuses


daily on one big questions:
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?

Pg 4
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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 ongoing 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.
Pg 5
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All kids grow on the same 25


year timeline:
School-Time Programs
Pre-K

K - 5th

5th - 6th

3-5 PM Non-School Programs

6th - 8th

High
School

Career
Track

After 5 PM and Weekend 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.

Pg 6
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We use maps and charts to create visual understanding


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.

CHICAGO

Children growing up in these


neighborhoods need extra
adults to help them reach
careers.

Http://www.tutormentorexchange.net

tutormentor2@earthlink.net

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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, longterm 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, 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?
Pg 9
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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 its been supported by the Tutor/Mentor Institute, LLC.
The following slides show the steps weve 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.
Pg 10
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Step 1: Build and Maintain knowledge base


Information Collection
Prior to 1993, no organization
was attempting to maintain a
comprehensive database of nonschool tutor/mentor programs.
http://tinyurl.com/TMI-library

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

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
Pg 11

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What types of organizations? Who needs to be involved?


Pre
School

Elementary
School

Middle
School

Birth

Family

High
School

A child

College or
Vocational

Industry
Career

Mentors
and Tutors

Church
After
School
Programs

Arts,
Sports,
Recreation

Travel,
Internet

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.
Pg 12
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The Support System for Kids in Poverty is Different


than for middle and upper income kids.
Birth

Family

A child
living in
poverty

Industry
Career

Church
After
School
Programs

Arts,
Sports,
Recreation

Travel,
Internet

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.
Pg 13
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More Negative Role Models


Ill legal jobs
Birth

Family

A child
living in
poverty

Gangs

Industry
Career

Ex
Offenders
Church

After
School
Programs

Arts,
Sports,
Recreation

Welfare

Travel,
Internet

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.
Pg 14
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As a Result, Schools Struggle. The Prison system grows.


Prison, Juvenile Homes
Pre
School

Elementary
School

Middle
School

High
School

College or
Vocational
Ill legal jobs

Birth

Family

A child
living in
poverty

Gangs
Ex
Offenders
Church

After
School
Programs

Industry
Career

Arts,
Sports,
Recreation

Welfare

Travel,
Internet

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.
Pg 15
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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
School

Elementary
School

Middle
School

High
School

Crime
prevention

National Service
Birth

Family

A child
living in
poverty

Service
Learning

Industry
Career

Civic Engagement
Volunteerism

Mentoring
After School
Programs

College or
Vocational

Welfare Reform
Tutoring
Church

Youth
Development

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 21st 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.
Pg 16
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A web blueprint should show what supports youth


need, and what is available in different zip codes.

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


Pg 17
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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.

Youth in high poverty areas wont have


the same network unless efforts are made
to create and sustain it for many years.
Pg 18
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Step 2: Volunteer Mobilization: Advertising


Because the T/MC maintains a
database with contact
information for most tutor/mentor
programs in Chicago
View this presentation at
http://www.tutormentorexchange.net
/chicagoland-volunteerrecruitment/177-volunteersleaders

Volunteer Mobilization

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

Database

c) This increases the number of adults,


businesses and churches that are involved.
Pg 19
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Step. 3 Build network of leaders.


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.
Building a network of
tutor/mentor leaders
Volunteer Mobilization
Database

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.
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Pg 20

Step 4: Information sharing


Building Better Understanding
of Needs, Opportunities

Building Better
Understanding of Needs,
Opportunities
Building a network of
tutor/mentor leaders

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.

Volunteer Mobilization
Database

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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Pg 21

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 Careers

School-Time Programs
Pre-K

K - 5th

5th - 6th

3-5 PM Non-School Programs

To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers

6th - 8th

High
School

Career
Track

After 5 PM and Weekend Programs

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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Pg 22

SHARING RESPONSIBILITY
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.

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
Pre-K

K - 5th

5th - 6th

3-5 PM Non-School Programs

6th - 8th

High
School

Career
Track

After 5 PM and Weekend Programs

These are feeder programs. If


kids have access to good K-5
programs they will perform better
in 5th and 6th grade and high
school programs.

EXAMPLE
A program serving 5th and 6th grade kids
is able to do more if programs serving
the SAME kids in K-5 have laid a
reading/math learning/motivation
foundation.

Pg 23
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THE GOAL IS NOT TO FINISH 6TH GRADE. ITS TO REACH A CAREER.


Every program serving youth on this
time line needs volunteers, dollars,
technology, etc.

School-Time Programs
Pre-K

K - 5th

5th - 6th

3-5 PM Non-School Programs

6th - 8th

High
School

Career
Track

After 5 PM and Weekend 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.
Pg 24
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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.
Pg 25
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The Worlds 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.
Pg 26
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This is an on-going, year-to-year growth process

Aug/Sept
Chicagoland
Volunteer
Recruitment
Campaign

November
Conferences

Jan. National
Mentoring
Month; Feb.
Leadership
Development

May Conferences

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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Pg 27

The T/MC has been committed to using the


Internet to network and learn since 1998

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 were
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.
Pg 28

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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


cities, and even different countries!
Pg 29
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As HUBs link to each other more knowledge is


shared...

Hub

Hub

Hub

and greater traffic circulates to


each organization in the network
Pg 30
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Create a Learning Network


family

Faith
groups

schools

Law
orgs

ALL of these groups


need to be involved
in helping kids
succeed in school
and move to jobs
and careers.

Business

Birth

Americas
Youth

Career
Higher
Ed.

Govt

Social
Service

Community
orgs

Philanthropy
&
Volunteers

Health
Care

Pg 31
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Connecting HUBS: A Blueprint


family

Faith
groups

schools

Law
orgs

Birth

AND each group


needs to be
connected to each
other, in an ongoing learning
process.

Business
& Media

Americas
Youth

Career
Higher
Ed.

Govt

Entertainment
& Sports

Community
orgs; social
service

Philanthropy
&
Volunteers

Health
Care

Pg 32
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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.

TMI Goal - Increase Funding Stream http://tinyurl.com/TMIGoal-FundingStream


Pg 33
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Step 5: Actions that increase flow of resources


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

Actions that increase the


flow of resources to each
program
Building Better
Understanding of Needs,
Opportunities
Building a network of

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.

tutor/mentor leaders
Volunteer Mobilization
Database

Without a steady flow of these resources


no program can succeed.

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Pg 34

All Tutor/Mentor Programs have


Common Needs
*
*
*
*
*
*

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

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Pg 35

WE SEEK TO DRAW RESOURCE TO EVERY PROGRAM IN EVERY


POVERTY NEIGHBORHOOD.

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
Pg 36
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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.
Pg 37
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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 wont 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

Communications
Birth

Family Support

A child
living in
poverty

Technology

Youth Development
Career

Manufacturing

Science,
Engineering
Health Care

Hospitality,
Entertainment

Religion,
Ethics

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

Arts,
Culture

Higher
Education

With the help of volunteers


and structured programs,
they finish high school

Finance,Insurance
Law, Justice
With the help of
mentors, they start
jobs and careers.
Pg 38

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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 areaor 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.

Pg 39
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Step 6: The result of Steps 1 to 5


Better programs in more
places for more age groups
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

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, its a template that you could use to
create your own systems of support, without starting
from the beginning.

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Pg 40

Step 7: 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
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

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:

better attendance in school


lower drop out rates
less youth violence
better academic performance
business reports better prepared
workers

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Pg 41

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

Step 8: Long Term


Commitment
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.

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

Pg 42

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

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.

Database

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

Pg 43

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