The Big Question: What Are All the Things We Need to Know to Help Kids from Birth to Work??

COLLECTIVE ACTION: A mentoring-to-career strategy of the Tutor/Mentor Connection
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net
What will it take to assure that
all youth born or living in high poverty
are entering careers by age 25?
What Role Does Mentoring Have?
What can we learn from others?

The Tutor/Mentor
Connection (T/MC)*
seeks to help quality
tutor/mentor
programs grow in
every poverty area of
the city and suburbs
of Chicago.
*The Tutor/Mentor Connection was created in 1993 to
help volunteer-based tutor/mentor programs grow in
the Chicago area. It operated as part of the Cabrini
Connections site based tutor/mentor program, a 501-c-
3 non profit until June 2011. It now operates as a
program of the Tutor/Mentor Institute, LLC, which was
created in July 2011 to support the continued work of
the T/MC in Chicago and to help similar groups grow in
other cities throughout the world.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 2
CHICAGO

Information-based Problem Solving
Since 1993 the T/MC has been collecting and
organizing information about service availability in
Chicago and other cities.
• Existing programs
• Different time frames:
• Different Age Groups:
• Different Neighborhoods:
• Different Services:
• Existing research
Pg 3
Anyone can use this information to
help build constantly improving
youth programs.

The T/MC experience comes from leading two
volunteer-based tutor/mentor programs in the Cabrini-
Green neighborhood of Chicago from 1975 to 2011.
Dan Bassill, founder of Tutor/Mentor
Connection led two tutor/mentor
programs in Chicago from 1975 till
2011. He first became a volunteer
tutor in 1973.
Many of the ideas we use in our own
program came from our
experiences, and from ideas we
were collecting and sharing about
other programs via the Internet, a
newsletter and May and November
leadership conferences held every
six months from May 1994 to May
2015, and one-on-one networking
with peers.
Dan Bassill
1973

A ‘ birth to work’ mentoring-to-career strategy of the Tutor/Mentor Institute, LLC
To SUCCEED
We must recruit business
leaders who will use their
resources in PULLING
Youth to Careers
To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers
School-Time Programs
3-5 PM Non-School Programs
Pre-K K - 5th 5th - 6th 6th - 8th
High
School
Career
Track
After 5 PM and Weekend Programs
T/MC Goal:
Help inner-city youth
reach Careers.
Pg 5
We focus on after 5pm time frame
when workplace volunteers are
more available to make long term
commitments. This is more relevant in big cities
like Chicago, where poverty areas are large.

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.
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.
High
School
Career
Track
Programs serving youth in one age level,
or one time frame, can do better work if
the child comes to them better prepared.
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.
Pg 6

THE GOAL IS NOT TO FINISH 6TH
GRADE. IT’S TO REACH ADULT YEARS
WITH A JOB AND A CAREER AND THE ABILITY TO CONTRIBUTE TO THE
WORLD WE LIVE IN.
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.
High
School
Career
Track
Every program serving youth on this
time line needs volunteers, dollars,
technology, etc.
Pg 7

High
School
Career
Track
Programs should be available for every age group,
during school hours, 3-5pm hours and in the
evening and weekend hours.
This idea can be communicated using a variety of
different visualizations, yet how many leaders use
graphics like this to show their commitment to long-
term youth development goals?
As you look at T/MC presentations think of ways
you, your volunteers or your students could be
sharing them.

This sequence of services represents steps of a
ladder to a career for any youth. In poverty areas
disadvantaged youth have less support at each step.
Pre School:
* after school
care
* reading to
kids
First to Third
Grade:
* reading to kids
* tutoring
* interest building
* creative
stimulation
4th and 5th
Grade:
* reading to kids
* tutoring
* interest building
* creative
stimulation
* tutor/mentor role
model
* service learning
* Junior
Achievement
* Bank at School
programs
6th Grade:
* reading and
writing programs
* tutoring
* interest building
* creative
stimulation
* tutor/mentor role
model
* service learning
* Junior
Achievement
* Bank at School
programs
Digital and Internet learning
opportunities should be
available to each grade level.

7th and 8th Grade:
* reading and writing
programs
* tutoring
* interest building
* creative stimulation
* tutor/mentor role model
* service learning
* Junior Achievement
* Bank at School programs
* Job skills training/
Shadowing
9th to 11th grade:
* reading and writing
programs
* tutoring
* interest building
* service learning
* Junior Achievement
* Bank at School/career
awareness programs
* College Bridge Programs
* Job skills training/
Shadowing
Senior:
* advanced reading and writing
programs
* tutoring in specific subjects
* interest building/travel programs
* service learning/peer tutoring
* College Bridge Programs
* Career planning
* Apprentice Programs, part time jobs
* Summer Internships
* College applications
help/scholarships
* Vocational program research
At each stage there are actions that can support a young person’s growth to
the next stage of development.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg
10

Post HS Graduation:
* Career planning
* Apprentice Programs,
part time jobs
* Summer Internships
* College and/or
Vocational program
* First full-time job
* Mentoring in the
workplace
* Service learning/peer
tutoring
Age 25 to 85:
* Career growth
* Life Long
Learning
* Career Mentoring
* Learning through
Service
* Helping others
climb the ladder
Life long learning
and service to family
and country:
What does it take for
every youth born in
poverty to have this
opportunity?
The T/MC has been building a web library since 1998, organizing and sharing
this information, and leading actions that encourage any stakeholder to find
and use it to build better programs

View at http://tinyurl.com/TMI-K-CareerMentoring
This concept map shows the same ideas in a different format.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg

Volunteers who become involved as tutors and mentors can become
advocates who help build and sustain organized programs and make
diverse learning opportunities available to k-12 youth.
These are also people who can help change public policy and reduce the systemic barriers facing
youth living in high poverty areas. This is the un-met potential of volunteer based programs. Read
more in articles on http://tutormentor.blogspot.com blog.
Virtual Corporate office - http://tinyurl.com/TMI-VirtualCorpOffice

We've learned that every program is different.
Not all programs offer every form of learning. Age
appropriate programs are needed in every
neighborhood
• safe place
• mentoring
• tutoring
• reading/writing
• critical thinking
• communicating
• arts
• teamwork
• technology
• science
• math
• recreation

Because of a lack of knowledge, competition, and
isolation, many groups constantly are duplicating
the efforts of others in trying to build programs
that help kids from poverty to careers.
The Tutor/Mentor
Connection (T/MC) seeks
to build a “learning
network” where each
stakeholder can borrow
and use the ideas of others.
Pg 15

Existing Programs -- Different Neighborhoods:
• The T/MC has been maintaining a
list of more than 200 Chicago
sites that offer various forms of
tutoring and/or mentoring.
• This information is organized by
sections of the city and suburbs
and plotted on maps
• Use the concept map shown at the
left to find links to the T/MC
map, list of programs, and other
platforms that can be used to
learn about youth serving
programs throughout the USA.
View at http://tinyurl.com/TMI-Volunteer-Opportunities

Different time frames
Different time frames
* 9PM-3PM, during the school day,
when schools are open
* 3-5PM After School, at schools or
non-school programs
* 5-8PM & weekend, when workplace
volunteers are more available to
make long-term weekly
commitments
Pg 17
Different age groups
T/MC focuses on three age groups,
recognizing that pre-school programs
are also needed.
* Grade K-6
* Grade 7-9
* Grade 10-work
From 2004 to 2013 T/MC
hosted on-line portal that
people could search for
programs based on type
of program, age served,
time of day and zip code.
This information was
shared in a printed
Directory from 1994 to
2003.
View archive at https://tinyurl.com/ProgramLocatorSearch

Information shared via Interactive Zip Code Search Map
This interactive
program locator was
created in 2008 to help
people find tutor and/or
mentor programs in
Chicago. Due to lack of
funding it's no longer
active.
It's still a model that
could be used in
developing a new
version that could be
used in any city.
That's why we keep the
archive available.
Pg 18
View Archive of Program Locator: https://tinyurl.com/ProgramLocatorMap-archive
Contact Dan Bassill if
you'd like to build a new
version of this Program
Locator.

Purpose of Information collected by T/MC
• Helps CURRENT volunteers,
donors, business partners, etc.
find useful knowledge and make
better decisions
• Helps EXISTING programs
grow and improve
• Helps NEW PROGRAMS start,
and succeed
• Builds and sustains flow of
RESOURCES to programs in
each neighborhood

Between 1994 and 2015 T/MC organized events in
the Chicago region to draw programs together to
use its knowledge, and to build public involvement
in the tutor/mentor movement
* August/September Chicagoland Volunteer
Recruitment Campaign
https://tutormentorexchange.net/chicagoland-volunteer-recruitment
* November and May Tutor/Mentor Leadership
Conferences (1994-2015)
https://tutormentorexchange.net/conferences-and-online-forums
Pg 20

While Dan Bassill of Tutor/Mentor Institute, LLC, and founder of the Tutor/Mentor Connection
continues to share ideas from the 28 year history of doing this work, he has not had resources to
update some of the web sites or to host the spring and fall conferences in Chicago. Thus, the ideas
shared in all of these presentations are intended to stimulate work others do to achieve the same
goals, in Chicago, and in other cities.
Pg 21

“If this (initiative) is accepted and acted upon, 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
Connect with Dan on Twitter @tutormentorteam or at
tutormentor2@earthlink.net

Learn more. Visit websites and blogs of
Tutor/Mentor Connection and Tutor/Mentor
Institute, LLC
• http://www.tutormentorexchange.net
• http://mappingforjustice.blogspot.com
http://tutormentor.blogspot.com
http://tutormentorexchange.net/conceptmaps
https://tutormentorexchange.net/social-media
This makes organizations throughout the world partners in
this ‘tutor/mentor learning network’
Connect onTwitter @tutormentorteam
Facebook - http://www.facebook.com/TutorMentorInstitute

The Big Question: What Are All the Things We Need to Know to Help Kids from Birth to Work??

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