Sunday, March 17, 2019

We Need a Lot More Good Luck in World Today

It's St. Patrick's Day today, so time to bring out a few graphics that I've posted in past years to show how I've been trying to bring good fortune to others. Here's an article where I used the graphic at the left.

In the four leaf clover, I'm pointing to four strategies that I've followed since creating the Tutor/Mentor Connection in 1993. The first of those is collecting and sharing information in a constantly expanding web library.

I find links to put in the library as I move through my web journey every day. One growing resource is the Connected Learning Community (#clmooc), which this month is reading an Affinity Online book and sharing our thoughts in a variety of platforms (see here).

Nerdfighters newsletter - see here
The book is the result of a study of on-line affinity groups, which is a sub-culture that up until now, I was aware existed, but had little knowledge of.  Thus, reading the profiles of different groups has been enlightening. I was especially excited to learn of a group called Nerdfighters, who have been working since 2007 to "try to do awesome things and have a good time and fight against world suck".  Kevin Hodgson of #clmooc wrote this review today.

Kevin pointed to this Wikipedia article which provides a lot of information about the Nerdfighters.

What's awesome is that this group of mostly young people, has raised nearly $7 million for charities

When I think of on-line communities of gamers, this was not what came to my mind. I need to expand my perspective.  While the charity work of Nerdfighters is impressive, what's even more inspiring is how so many young people and adults are spending countless hours of personal time in these sites, learning and building technical, organizational and leadership skills. 

If educators, parents, tutors and mentors could instill these habits in all kids, and help them sustain them through adult lives, what might the future look like?

Now here's where I add my own thinking.  

First, I keep looking for ways that people will spend this amount of quality time in my own web site and blogs learning, and sharing, in the same way they spend time in some of these on-line groups. Visit this site and see how interns modeled this practice between 2005 and 2015.

Increase slide of funding pie
Second, I think it's great that thousands of young people are creating videos showcasing their favorite charity, during the annual Project for Awesome event, hosted on YouTube.  Each year 10 charities are selected, based on how frequently videos were viewed, to split more than $800k raised.

That's fantastic, except that is not money that repeats year after year. It's also not money that grows an entire sector of needed organizations.
Kids need long-term support

I've used the graphic shown above since the 1990s to show a goal of increasing the funding pie for youth serving organizations. I've  used the one at the left in many articles, such as this, to visualize this problem:

Raising kids takes 20 years or longer, with consistent support from family, schools, neighbors and community. In high poverty areas these support systems are weaker, less able to provide the same degree of support as more affluent areas do. Thus, well-organized youth tutor/mentor programs need to be created, that can make a wide range of supports and opportunities available.

They could even provide computer labs, and coach and encourage kids to dig into digital learning spaces and find niches where their curiosity and motivation blooms.

read more
 But those programs need to be in every high poverty neighborhood, led by people who are constantly learning from what they do, and what others are doing, to keep finding ways to attract and retain youth and volunteer participants.

That means donors need to repeat their funding year after year, and make it flexible, so programs can use it as they see fit and so leaders have time to join and participate in learning groups, even some that focus on building mentor-rich youth programs. Such funding should help people stay in this field for more years, thus building human capital and experience that makes every program better.

With the fragmented and inconsistent funding system now available, that's just not possible.

read more

Thus, my hope for Nerdfighters and similar groups is that they develop sub categories, that focus on different issues, similar to what the United Nations' Sustainable Development Goals are doing.  Each category on this graphic represents many organizations, in many locations, doing work that needs to be done, and funded, so the "world sucks less" for more people.

I'll add Nerdfighters to my web library, and my eMail newsletter, with hope that their example inspires many others to do similar work, and that a few create sub categories of support as I've described here.

That brings me back to St. Patrick's Day.

Ever since I turned the first tutoring program at Montgomery Ward into a non-profit in 1990 I've had a daily vision that by sharing what I was trying to do in as many channels as possible I'd reach one person somewhere in the world who would become my benefactor, just as Medici family supported Leonardo di Vinci and others, many centuries ago.

I've not found that patron in 29 years, so in the meantime, my luck today will change if just a few people go to this page and make a small contribution.

Wednesday, March 13, 2019

Chicago Public Schools Annual Regional Analysis

The graphic below is just one page in a comprehensive analysis of school quality in one of Chicago Public Schools' 16 regions. Visit this page and see a list of the 16 regions. Choose whichever interests you, and dig in. This is an annual report, for 2017-18.

Report for Greater Calumet area - pdf
In articles on this blog, and the MappingforJustice blog I've frequently shown how maps can be used to understand the need for extra support of kids and families in different parts of Chicago.  There's no single interactive source for the type of analysis that needs to be done, so users will need to learn to draw from multiple map platforms.

For instance, the image below is a screen shot from a section of the Chicago Health Atlas, showing the North Lawndale area of Chicago.  I posted an article earlier today pointing to some of its features.


If you layer health disparities over poverty and locations of poorly performing schools you'd find the are the same areas. Building the public attention, and will, to draw needed resources into these areas, and keep it there for 10-20 years, is a mountain few have tried to climb. Yet is is a journey that needs to be taken, which I've tried over the past 25 years.

These are just two data resources you might use. Visit this concept map, and find many others.

I would like to find others who are trying to make sense of this data, and who are putting stories in blogs the way I do, with the same goals of mobilizing resources to support needed tutor, mentor and learning programs in areas where maps show a need.

In the Tweet I've embedded, I found some other statistics about poverty.



"More than 31 million children in America are growing up poor, or near poor. More than HALF of the students attending U.S. public schools are from low-income households."  An analysis of the maps and the data will show where those kids live, which is where we need to be pointing resources, jobs programs and other help.

If you're writing such stories, share them in the comment section, or with a Tweet to me @tutormentorteam.

If you appreciate the information I'm sharing, and archiving, please consider supporting my efforts with a contribution. Visit this page to learn more.


Sunday, March 10, 2019

Developing New Leadership Pipeline

Yesterday in a Twitter discussion with my #clmooc network I posted this Tweet, in response to something Sherri Edwards had posted:



That and following responses got me thinking about an idea I've proposed in various ways for many years, and talk about in this TippingPoints pdf.

"What if colleges were preparing people to lead and support constantly improving tutor/mentor programs, schools and other organizations, by reaching youth as young as middle school and keeping them continually engaged, all the way through college, into work, and for the rest of their lives?"

So, I created a ppt slide to try to visualize this idea. It's shown below:


I immediately recognized that this slide is packed with information and while I understand it, most viewers might take one look, then move on.  So, how do I get a few people to spend some time on the graphic, and perhaps help unpack and share it's meaning.

So, I went to NOWCOMMENT, and posted my graphic, then highlighted different sections with questions.

View this on NOWCOMMENT
While I posted a couple of graphics on NOWCOMMENT a few years ago, I'm a novice at using this platform.  Thus, if anyone is interested in helping unpack the slide, I'd welcome a Skype conversation during which we do some unpacking together, and where I am mentored in using the platform more effectively.

Normally, I'd now go on and create a bunch more graphics and unpack the slide myself in the rest of this article. However, I'm going to wait a week or so, to see if anyone else takes a look first.

In the #clmooc group we're doing a collective reading and discussion of "Affinity Online: How Connection and Shared Interest Fuel Learning". We're talking about Affinity Spaces, and what it is that keeps us #clmooc folks connected and learning together.

I saw this Tweet this morning:



Since I formed the Tutor/Mentor Connection (T/MC) in 1993 I've continually been looking for people to spend time, talent and dollars discussing, interpreting and sharing the ideas I launched via print newsletters in the 1990s, and web sites, then blog articles since 1998.

Over time, many have joined in this effort, but few have stayed involved for more than a few years, at most. Thus, I've constantly looked for partners to help share this vision, and the work involved. Universities are an obvious place to look, and my interest in universities is expressed in this series of blog articles

As I read blog posts from the #clmooc network, I have come to believe that this work could be done at high school, or even middle school level.

Since colleges and universities serve different geographic regions, each could have a Tutor/Mentor Institute team of students, faculty, alumni and community members working to collect and share information in an on-going effort to fill the area around the university with programs that reach youth when young, then support them through school and into careers and adult lives.

One of those careers could be in non-school youth tutor, mentor and learning organizations serving youth in high poverty areas.

What I add to this vision is that such a college based program should attract and engage students who WILL NOT choose careers in non profits, or education, but will become lawyers, doctors, entrepreneurs and successful business people.  These students will learn the value of youth tutor/mentor programs and sophisticated education programs and will also learn how long it takes to raise a child, and how difficult it is for each non profit to attract the resources that enable them to become great, then stay great for many years.

These students will learn to become proactive in how they work to support existing organizations where other alumni may be on staff or involved as volunteers. They will learn to use maps to understand where programs are reaching youth, and where more programs are needed. They will learn to start new programs, and improve existing programs, by borrowing ideas from working programs throughout the world, not just from one city.

Darn!  I have already given some of the ideas that are included on that slide.  Please go and look for yourself.

Join me, in my Tutor/Mentor AffinityGroup, on line at Twitter, or Facebook, or on LinkedIN, or in new spaces that you might help create.

Note: one role that any can take is to be a contributor to help me pay the bills and keep doing this work. Click here to learn more.



Thursday, March 07, 2019

The Power of Virtual Community - Looking Back 14 Years

I launched this blog in April 2005, and below is the second article I wrote:

On Thursday I posted an email to a network of volunteers who have been working with the Tutor/Mentor Connection. This network has been growing for several years. I recognized that blogs could be a way to expand the community of people talking and sharing information about volunteer based tutoring/mentoring, as well as educating people to understand this as a form of workforce development. However, I did not have the time or tech knowledge to set up a blog.

Within 2 days one of my volunteers responded and set up this blog. You can see the message I sent, that generated this response, in this April 9th blog article, which was my first post in 2005.

This demonstrates the power of the Internet to create a virtual community of people dedicated to the same cause. As I learn more about how to add features to this page I'll add links to other blogs where people who also care about helping kids from poverty to careers are using their blog to generate ideas and actions that lead to the increase of volunteer based tutor/mentor programs where they are needed and the increase in the ability of these programs to connect kids with workplace volunteers, vocational education, jobs and careers.

I hope you'll visit the http://www.tutormentorexchange.net and http://www.tutormentorconnection.org web sites and learn more about our work, learn about the resources available to help you get involved with tutoring/mentoring, and ways you too can become a virtual volunteer.

Together, we can build a better operating system for helping kids move through school and into jobs and careers.


From #clmooc March reading
When I wrote this 2005 article, I already had a commitment to e-Learning goals, expressed in this page on my web site, and in this Tutor/Mentor Learning Network presentation.

So now it's 2019 and if you look back on the more than 1200 articles that I've written, you'll see a growing commitment to the idea expressed in the graphic at the left.

This graphic is from a book titled "Affinity Online: How Connections and Shared Interest Fuel Learning" which I'm reading along with a network of Connected Learning educators.  I'm reading it here.  Kevin Hodgson, a teacher from Massachusetts, outlined several other places you can read and talk about it, in this blog article

Reach all kids, in all areas
The yellow middle of this graphic (which I added as a form of annotation) represents a space of common interest, where people from many different places can connect and share ideas related to that interest.  My efforts since the 1970s have been reflected in the graphic at the right, and dozens more like it from past articles on this blog.  I'm trying to connect people from many places who will talk about ways to make high quality non-school learning programs available in all high poverty areas of Chicago and other cities, and keep them available and well-staffed, so each has a growing impact on helping kids from poverty, through school and into adult lives.

For that to happen more people need to join together in that yellow space, to share their own ideas for what works, what does not work, what challenges need to be overcome, and what ideas might work to overcome those challenges.

How do we do better every year?
I created this graphic to express that goal a different way, asking "How can we do this better?" and showing that people from many different sectors need to be in the conversation.

To me, the only place that's possible is on the Internet.

It's the only place where an unlimited number of people from within an area like the Chicago region, or a country as large and diverse as the USA, or a world with many problems in many places, can connect, share ideas, learn, and keep coming back, over, and over, for many years.

That does not mean that people don't still get together for one-on-one conversations, group meetings, conferences, and things like that. It just suggests that the real, on-going engagement, connecting enough people to make a difference solving some of the complex problems we face, has to involve internet connections and on-line affinity groups.

Learning requires personal effort.

What we're talking about is "learning".  Personal learning. That means you spend time, by yourself, reading some of the things people are pointing to when you're at a conference, or in an on-line group.

I write this article in 2012, talking about heroes and introverts. People get good at something because they spend thousands of hours practicing. It stands to reason that the solutions you bring to complex problems get better as your explore more ideas and learn from more people.  That's the habit I think we need to help kids develop from an early age, then sustain through a lifetime.

Connected Learning recap
I point to the Connected Learning network because it's a model of what's possible, having started in 2013 and still going strong in 2019.  I documented some of my past connections with the #clmooc group in this article, while also showing my goal of pulling people from that network and other networks into conversations that focus on issues I've been writing about since 2005.

Using the tags on the left side of this article, you can scroll through many similar articles that I've posted, about #clmooc, and about many other topics that are part of what we need to know in order to fill every high poverty area in any region with a full range of birth-to-work supports for kids and families.

I hope you'll take a look.

These on-line groups are free to join. So, what are you waiting for.  I'm on Twitter @tutormentorteam. Let's connect.

Saturday, March 02, 2019

Borrowing from Tutor/Mentor Concept Map Library

I've been using concept maps since 2005 to visualize strategies and complex ideas. Below is an article from a few years ago that shows some of these maps. I hope you'll visit the #conceptMap section of this blog, and scroll through all past articles. Create your own versions and apply them to your city, or to  your own leadership.

In 1995 John McCarron of the Chicago Tribune, wrote this article, about the work I had started in 1993. In the years since then everything I've done has attempted to expand this strategy and communicate it in ways others would understand and adopt it.

In 2005 I started using concept maps to visualize commitments, strategy and the library of resources that I was making available to others.  In late 2015 I started a series of articles on the Mapping for Justice blog, to share some of these maps. Below I'm going to show some of the maps, and provide links to the articles.  Click on the headline to go to the on-line article.

Using Concept Maps to Communicate Strategy

This strategy map visualizes a commitment that any leader can make to help kids born in poverty move through school and into jobs and careers.  Read about it here.


What does "mentoring to career" pipeline look like?


How does a city get from "here" to "there"?


Tutor/Mentor Web Library Aims to Support Innovation in Youth Support World


Using Information as part of Problem Solving Process


R&D for Business Support of Tutor/Mentor Programs

 Talent and Leadership Needed to Achieve Goals


Intermediaries focused on youth in Chicago


Mapping Network Growth in Youth Development Field


These articles represent only a few of more than 1000 that I've posted since 2005.  However, they are a starting point for people who want to see broad-based strategies that reach kids in more places and help them move through school and into adult jobs and careers free of poverty.

While this blog article shows a few of my cMaps, I created this page, as an archive of almost all that I've created since 2005.

I encourage you to form a learning group in your school, club, business, family, fraternity and/or faith group, and read an article a week, or a month, then discuss them and create your interpretation, just has interns working with me have done since 2005.



Can you help?
On each cMap you'll find this graphic, with a link to this page, where you can make a contribution to help me keep doing the work I've been doing.  I hope you'll help.

Saturday, February 23, 2019

Don't Drive By Poverty. Get Involved. Invitation to Super Wealthy, too.

Last week WBEZ published a report showing the shrinking middle class and growing divide between rich and poor in Chicago. I wrote about it here.

A few days later I created a graphic with a set of maps, by WBEZ, and by the Tutor/Mentor Connection (T/MC), which I created in 1993 and still lead today.


WBEZ consistently produces some of the best maps to focus attention on poverty and inequality in Chicago. I put two in this graphic. On the far left is a map showing low digital access (see in this article). In the middle is one showing the growing gap between rich and poor and the shrinking middle class. On the right is a Tutor/Mentor Connection map from the late 2000s, showing poverty areas, known non-school tutor/mentor programs, and transportation routes bringing people to and from the city for work or socialization every day (see T/MC map in this article).

Chicago is a huge city, thus drawing people from affluent areas into poverty neighborhoods to be part of organized volunteer-based tutor/mentor programs becomes more difficult, as the distances grow. Yet the rich transportation system in Chicago provides access routes that many could use to reach places in neighborhoods where they might connect with kids during the after work (5pm to 8pm hours).

About a week ago I started seeing Tweets from The Bridgespan Group about a report titled "Four Pathways to Greater Giving", which focused on the philanthropy of the ultra-wealthy.




For the ultra-wealthy, spending down 50% of wealth in 20 years requires an annual payout rate of more than 11%. Yet on average, America’s wealthiest donate just 1.2% of their assets to charity each year. Learn more.— The Bridgespan Group (@BridgespanGroup) December 3, 2018

I am reading the report now, and highlighting key passages, using Hypothes.is. You're welcome to join me.

Imagine if super wealthy donors adopted high poverty sections of Chicago and its suburbs, with long-term involvement and investment.  That's been my vision for many years.  I used the graphic below in a 2014 article, and again last year, when two billionaires were asking for political donations to support their campaign for Governor of Illinois.


If you use the "drive by poverty" map, you see expressways running through each of the poverty zones of Chicago.  While these are physical transportation routes, they can also be virtual guides, to places on the Internet where volunteers, donors, youth development program staff and leaders, researchers and others can talk about the needs of youth and families and the way well-organized, volunteer-based tutor/mentor programs expand social capital and support systems and offer a path out of poverty, while also engaging more people in discussions of the other related problems that also need to be addressed.

In the Bridgespan Group report, one challenge raised was finding trusted intermediaries who could channel large donations to a network of smaller organizations.  In the graphic below, I show the role of a Tutor/Mentor Connection, connecting people who could help, including wealthy people, with places where kids and families need help, and organized youth development, tutor and mentor programs in those places.


While I point to a map of Chicago on this graphic, that map could be any major city in the world, and the intermediary could be an organization coached by myself to apply Tutor/Mentor Connection strategies, using tools that I've been trying to develop with limited and inconsistent resources for more than two decades.

The beauty of the Internet is that anyone can spend as much, or as little, time as they want digging into the information that's available.

Thus, I invite those who can help to browse through my past articles, read PDF reports like this, showing what I've been trying to build, then as you build your understanding,  begin to think of ways you might help me re-build the T/MC for Chicago, but make it a useful tool for any city. 

Or, spend time in this planning Wiki, to see what I've been trying to do, what needs help and rebuilding, and what opportunities still need to be developed.

It's the Oscars this weekend, so read this article, which I wrote about a "do over" following the 2017 Oscars, when the wrong movie was announced as "Best Picture".  Think of ways an ultra wealthy family might adopt, and own, this re-build, as their own long term commitment to closing the wealth and opportunity gaps in America and the world.

I've written several more "do over" articles since then, which you can find here.

In the short term, a contribution in the five figures or less might have a great impact on helping me continue to bring attention to these ideas. Visit this page if you're interested. 










Tuesday, February 19, 2019

Understanding Changing Chicago Demographics

I've spent the past 35 years connecting volunteers from middle class and more affluent parts of Chicago with kids living in high poverty areas, via organized tutor/mentor programs.  The goal was to create some of the learning experiences and opportunities and social networks available to some that are not available to others.  I've used maps to show where programs are located, where they are most needed, and to help volunteers, donors and parents find existing programs, or help new once grow.

However, the map of Chicago has changed dramatically over the past 40 years, making this goal much more difficult.

Below is are two maps from a WBEZ article titled "The Middle Class is Shrinking Everywhere. In Chicago, It's Almost Gone."

read WBEZ article
Follow the links in the WBEZ article to a) article by Voorhees Center for Neighborhood and Community Improvement at UIC, which is the original source of the maps used in the WBEZ article; and b) Pew Research article titled America’s Shrinking Middle Class: A Close Look at Changes Within Metropolitan Areas, which focuses on metropolitan areas throughout the entire USA.

You can see a dramatic change in Chicago demographics, creating two Chicagos, one rich, and one poor, with few in the middle.  I've been trying to bridge these divides by helping youth tutor/mentor programs grow in different parts of Chicago.  It's been difficult.

At the left is my map showing non-school tutor and/or mentor programs in Chicago.  I circled areas of very high income, showing that there are many youth programs in this area, or on the fringes.

You can view this map on the MappingforJustice blog, along with many other articles showing uses of maps. The article also includes a link to my list of Chicago area tutor/mentor programs.

If you look at some of my Tweets @tutormentorteam, and articles I've posted in the past few weeks, you can see how I work to keep this list updated, and how I try to draw attention to programs.  You'll also see a concern that some programs are very well organized with a lot of information on their web sites, while others have less formal organization and less information on the web site.

Below is a graphic I've used for 20 years to visualize the design of a mentor-rich youth program, with volunteers from different work and college backgrounds sharing their experiences and opening doors to career opportunities for kids who don't have many people living near them who model these experiences.

View Total Quality Mentoring PDF 
Note that on this graphic the arrows from the hub to the spokes on the wheel go both ways.  That's because volunteers who enter these programs can learn much about poverty and inequality and share what they learn with people in their workplace, family and faith networks.  That's always been the goal because unless more people are getting personally involved in providing opportunities for urban youth, little will change.

view video
At the right is a graphic from a "service learning LOOP" animation created by interns between 2007 and 2010, to show how volunteers who get involved in a tutor/mentor program begin to share what they are learning with others. See it in this article.

Another version can be seen here

With the changing demographics, concentrating high income people along the Northeast lakefront of Chicago, and dramatically reducing the middle class, how will we create places for youth and volunteers to connect in the types of organized, on-going, programs that build trust, relationships, empathy and understanding?

eMentoring programs are emerging as a way to make connections between volunteers who don't live in poverty areas and with youth who do.  I point to a few in this section of the Tutor/Mentor library.  I'm not yet confident in the ability of these programs to build the depth of relationship that is possible from meeting face to face two to three times every month.

One reason I'm concerned is shown by another WBEZ map, which shows the Digital Divide in Chicago. If kids don't have a place to access the internet, how can they form regular relationships with eMentors? Maybe using phones?

I've collected some Digital Divide articles on this site.

Unless more people become motivated to dig into these articles, or read my blog, those articles will be seen by too few people. Too few will be involved in building solutions to these problems.

One of my frustrations is that I've not been able to maintain the interactive tutor/mentor program locator which the Tutor/Mentor Connection built between 2004 and 2008.  At the right is a screen shot from the current version.

I show poverty levels, just like the WBEZ maps, with overlays that show locations of tutor/mentor programs, and other overlays that show indicators of need, such as poorly performing schools, and assets, such as businesses, faith groups, hospitals and  universities, located in different parts of the city.

Unfortunately this has not been updated since 2010 so the demographics are from 2000 and other data is out of date.  I keep looking for partners who would help update this and/or rebuild it, then use it in efforts to build connections between rich and poor in cities like Chicago.

Want to help?  Connect with me on Twitter, Facebook and/or LinkedIN, and share my articles with others. That's one way.  Start a conversation about other ways to help. That's another way. 

Another is to send a small contribution to help me keep writing these stories and maintaining the web library.



Sunday, February 17, 2019

What Tutor and/or Mentor Programs Operate in Chicago Region?

I led volunteer-based tutor/mentor programs in Chicago from 1975 to 2011, where youth and volunteers met weekly from September through May at a central location, and many returned from year to year over several years.  The montage above shows a few of the youth and volunteers from one of these programs.

Chi Programs Directory
I created the Tutor/Mentor Connection in 1993 to build a master data-base of existing programs in an effort to help each program get ideas and resources that would enable them to build long-term connections to youth. I published this in a printed directory each year from 1994-2002, and have hosted it on a web directory since 1998.

I'm still doing that.  One of the challenges, is keeping information up-to-date.  At various times since 1993 I've had paid staff to help me do this, and funds to create an internet portal to share the information. Since 2011 I've not had any help.

I'm in the process of updating the list of programs. If you browse my @tutormentorteam posts on Twitter for the past two weeks, you can see how I'm Tweeting out web site addresses of programs I'm looking at.  I'm also writing about this on my blog. I've been doing that since 2005.   Here's an article I posted last Friday, talking about the need for more programs in the North part of Chicago.

Yesterday I went through this list of programs on the far South side of Chicago.  I created two maps, shown below, based on the programs in my list.  Visit this article to see the map that I used to create these views.

This shows the far South side, below 83rd Street



This shows area South and West of Hyde Park, down to 83rd Street.


Click on either map to view an enlarged version.  The yellow (2011 data) and blue (2017 data) numbers show high poverty youth, age 6-17,  in each community area.   Thus, you can see that there are more than 2000 kids in many areas who could benefit from well-organized, volunteer-based tutor/mentor programs.

The green icons are programs I know about, listed here, and here, in my web library.  Just by looking at the map you can see that there are too few programs. 

The problem is, I'm not fully confident about my information. When I look at some of these web sites, I find that information has not been updated in two or more years. Or, I don't see much detail showing a theory of change, a program design, a history, or on-going strategy.  

Or, there may be programs operating that I don't know about, which are not in my directory.

Map pointing to youth org libraries

One reason that I host this library is that volunteers, parents, media, and/or donors ought to be able to use it to find programs in different parts of the Chicago region, learn what they do, and have enough information to decide if they want to get involved with them.

The other is to help programs learn from each other. Programs should be spending time looking at what other programs in Chicago and other cities do, and borrowing ideas to help them keep improving their own program.  Volunteers and donors should be doing the same thing, for the same purpose.

Every program, in every neighborhood, needs to be world class, or great, at what they do to help kids.  Many have a long way to go to achieve this goal.

Below is a checklist, that I included in this Shoppers Guide pdf.  Ideally you'd find some, or all, of t his information when you look at a youth program web site.


Few programs actually include most of this. Thus, I'm trying to influence donors and volunteers to ask for this information, while also encouraging programs to look for ways to collect this data and show it on their sites.

One way to do this is to post information on Twitter, showing how some programs share information on their web sites.  This is Chicago Youth Programs, Inc.




This is Horizons for Youth


I don't single out individual programs doing better than others because great programs are needed in every high poverty area and because there are many different opinions on what "great" looks like.

Here's what I do say:  If you want to help kids, choose what area you want to help, then look at the map, or the directory, and determine what programs operate in that area. Then look at the web site to see what they show.  If there's enough information, you can easily decide how you want to help. However, if there's not enough information, you might need to call the program, do a site visit, and get more information. They way you help, might be to update the web site so it shows more of what the program is doing. Or you might provide a donation so they can hire someone to do this work.

In most places, more programs are needed to reach more k-12 kids.

This means, that if you want to help a specific area, your role might be to build a planning team that duplicates what I've been doing, and helps programs grow where needed.

As we enter 2019, I am doing this work without any help. Thus, my first goal is that groups in different parts of the Chicago region volunteer to take on the role of updating my database or programs. People living closer can gather better information than I can.  They can discover information about programs that's not on the web site.

They can also tell me if programs are no longer operating and should be removed from the site. If if they do great work, but don't host an organized, strategy based, tutor/mentor program.  In that case, they below in a different directory.

And they can help draw attention to the programs they are learning about, using Tweets, Instagram, Faceook, blogs, video, local media, etc.




This is work that could be done by teams of youth/volunteers from schools, colleges, faith groups, businesses and even existing tutor/mentor programs.

Without better information, and more people looking at it,  we don't have a way to help build the type of mentor-rich support system kids in many high poverty areas need to move safely and successfully through school and into adult lives.

I'm on Twitter @tutormentorteam. Find me on Facebook or LinkedIN.  Let's connect and talk about ways to help more kids have access to organized, on-going, tutor, mentor and learning opportunities.

If you want to contribute money to help me do this work, visit this page

Friday, February 15, 2019

To Make Tutor/Mentor Support Available, More Programs Are Needed - Chicago North

view map - click here
I've been updating links in a list of Chicago non-school tutor and/or mentoring programs that I've hosted since 1993, in an on-going effort to help great programs reach more k-12 kids in high poverty areas. I organize my list by sections of the city, so just finished looking at programs in the far North part of the city, near Lake Michigan.

Below is a map I've created, using data provided by the Hearthland Alliance, to show the number of kids, age 6-17, who are below poverty, living in this area.

West Rogers Park and Rogers Park, Chicago Far North, by Lake Michigan
See map of Chicago programs here

The blue box shows data from 2017 and the yellow box shows same data from 2011. Thus you can see if the numbers went up, or down. In this case, there is a dramatic increase in the number of low income kids in West Rogers Park while the number in Rogers Park, near the lake, has stayed about the same, at 2106.

What concerns me is how few organized tutor/mentor programs I can find in the area.  Click this link and view my list. It actually covers a wider range of area than just the far North, but each of the green icons on the map I'm showing is included.

Are there more?  Between 1993 and now there were tutoring programs at several churches in the area. Over the past few years I've deleted many of these from my list since there is no information on the church web site indicating they still offer an organized, on-going, tutor/mentor program.

However, look at the number of faith groups in this area:

Faith groups in Chicago far North - from ARDA web site
I have been seeking help (and contributions) to update my list of tutor/mentor programs, add new programs, delete those that  no longer exists, then give attention to them on an on-going basis.  Below is a Tweet I sent out this week to highlight the Inspired Youth Tutoring Program.


Others can do this. Perhaps there is a youth group at one of the churches in the area, or at a local high school, who would take on the Tutor/Mentor Connection as an on-going project.  Perhaps someone like the new #InVESTinChi anti violence program would help with finding partners, and funding.

Over the weekend I'll start looking at other sections of the Chicago Programs List. I already updated links for programs in the central part of the city.

If you want to help I'm on Twitter @tutormentorteam and on Facebook and LinkedIN. You can also introduce yourself with a comment below.

If you want to make a contribution visit this page.

Wednesday, February 13, 2019

Jefferson Award for Public Service - New Name. Same Goal.

Jefferson Award - 1983
Among many honors that I've received over the past 40 years was the SunTimes Jefferson Award for Public Service, which I received in 1982.

I wrote about this a couple of times in the past. Here's one article, with a link to the original Chicago SunTimes article.

I was leading the volunteer-based tutor/mentor program at Montgomery Ward at that time, and still holding a full-time retail advertising management role with the Montgomery Ward Corporation.  Much has changed in the many years since then, but I'm still trying to support tutor/mentor programs and kids in poverty, by trying to influence others to get involved, and in how they use their time and talent.

I received an email today saying that the foundation that makes this award is changing their name to MultiplyingGood.  They included this short video with the newsletter. I hope you'll look at it.



I don't come from a high profile or wealthy family, and never have risen to high levels of personal fame, so having the Montgomery Ward Corporation as a program sponsor for my efforts up till they went out of business in 2000, was really valuable in opening doors. Things have been a bit more difficult since then.

My Jefferson Award was presented to me by Governor Jim Thompson of Illinois. That's us in the photo at the right.  I've added an annotation to the photo, which sums up the frustrations I've had for the past 40 years.

While I've rubbed elbows with rich and famous people few have made an effort to consistently share news about the work I've been doing, so others would get involved.

I think the MultiplyingGood organization is attempting to do that.  As the Jefferson Awards for Public Service they maintained a blog, and in 2014 wrote an article about me.  I hope that as they change names, this archive of recognition will remain in place, or will be moved to a new web address.

Otherwise, I'll need to take some tips from my #clmooc friends who have been talking about content curation and web archives, and find a link to this on the "WaybackMachine" which is where I go to search for links to web sites that no longer are available.

Tuesday, February 12, 2019

Shining spotlight on Chicago tutor and mentor programs

On Saturday I wrote about my annual effort to update links to Chicago non-school tutor and/or mentor programs in my web library.  I've been Tweeting to draw attention to programs as I do this.

Here's a few more

Big Brothers Big Sisters of Metro Chicago. @BBBSChi I point to the map on their site that shows site-based locations.


Horizons for Youth @HorizonsFY


Highsight @HighSightChi


I also pointed to a presentation I created to show things I'd like to see on every tutor/mentor program web site. Few include most of this. Thus, donors will need to encourage it, and provide funds for the work of collecting data and updating sites.




I'm just one person, with no source of income, so need others to help do this work. That was message in this Tweet



Please help if you can.


Saturday, February 09, 2019

Updating Chicago Tutor/Mentor Program Directory - Sharing With Others

I started building a list of Chicago youth tutor and/or mentor programs in 1993 and published this in a printed directory every year from 1994 to 2002. It never was sent to more than 500 people, so its reach was limited. We never had much advertising money so create events to generate news stories and  draw attention to the list.

We put the list of programs on-line in 1998 and in a searchable directory in 2004, which enabled more people to find the information. However, I've not had funds to update that since 2011.

Thus, the list of programs on the Tutor/Mentor Connection site is the most updated list, with nearly 200 programs included.  To keep this current I need to open every link to make sure it's working, at least once ever spring.  I'm doing that now.

As I do this, I've been using my WindowsSnippingTool to pull an image from each program's web site, which I've then been sharing on Twitter. I've posted a few Tweets below.








If you visit my @tutormentorteam page on Twitter, you can scroll through Tweets I've posted and see these, and more.

Below is a Tweet where I point to the list of programs on my web site, and shows the number of "hits" each site has received. This shows that I'm helping connect potential volunteers, donors, youth, etc. with these programs. That's been my goal since starting the Tutor/Mentor Connection in 1993.

I need help doing this.  

Take a look at the graphic below, which I posted in this article, talking about billionaires adopting Chicago neighborhoods.


I don't have a sponsor/benefactor, or source of revenue to do what I've been doing.  I keep reading about wealthy people making major gifts to universities, in many cases without a specific goal. Thus, my first wish is that one of these people adopt the Tutor/Mentor Institute, LLC, and Tutor/Mentor Connection, and a) provide a  major gift to help re-build it's programs and technology; and/or b) provide a major gift to a university to bring the Tutor/Mentor Institute (and Dan Bassill) into a university as a program that engages students, faculty, alumni and community.

You can use this map a second way. I'm looking for teams of volunteers (could be a student group at an area high school), who will adopt sections of the city and suburbs, and help update my programs directory. That team would do exactly what I do. Open the links to make sure they work. Find new links to replace broken links. Let me know of programs no longer active, or new ones now in the neighborhood. Then share information about programs you're looking at, using Twitter, Facebook, Instagram, etc.

If you're not in Chicago, think of creating a Tutor/Mentor Connection type structure to do what I've been doing to help fill high poverty areas with needed youth tutor, mentor and learning organizations. Invite me to help you. 

If you want to take that role reach out to me on Twitter, Facebook, or LinkedIN.

Finally, you can make a small contribution to help me cover  monthly expenses, which now average about $700.  Visit this page and use PayPal to send a contribution, or to mail a contribution.