In Few Words…

By Mark Hecker | February 13, 2012

We hope you’ll enjoy some samples of the work our tutors have produced recently.

6-Word Stories: Their words have range – from serious stories to teenage tales of love.

  • Bang Bang! My baby! Mama, No! — Kevon
  • Deeply in love. Heart got broken. — Zarita
  • My life is a single teardrop. — Josh
  • Be home at 8:00! 8:01? No! — Josh
  • Ducked and dodged. Still got shot. — Brandon

Haikus: Some hopeful, some sad. Our tutors speak in 5-7-5 form.

Flowers bright as sun.
Only seen when someone’s done.
Another will come.
– Chaya

I lived my whole life.
Went through struggles – ups and downs.
I learned through drama.
– Kevon

My life is a blur.
Thought I made it big time. Nope.
Got to hope for more.
– Josh

I can’t see you in
the dark. Your face has its own
spark. I love you lots.
– Napresha

We’d love for you to leave some comments below. We’re proud of the progress the tutors are making, and we’d love to share some of your feedback.

Thanks, as always, for reading.
Mark

 

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A Painful Tension

By Mark Hecker | February 6, 2012

Leading a growing organization, I’m currently facing a challenge that I imagine has been faced by many. In fact, I’d argue that it prevents much progress in the larger movement for educational progress. The tension: Now vs. later.

We are very proud of the work we’ve done to this point. Like any new organization, that does not mean we have achieved perfection. The transition from program director to administrator and manager has been a challenging one for me. Simply put, I have not provided my program staff with the resources necessary to achieve the level of success to which we aspire. I know we could do better. While this is true, we are very proud of the work already being done to create an industry-leading nonprofit in the future. We’re building impressive structures and systems that will make us significantly better starting next year. Our future is extremely bright.

But, in the present, we have limited resources. We can’t invest our time and money in both repairing the present and preparing for the future. If we continue on our current path, we will be pretty good now and great in the future. If we invest in maximizing the limited potential of the present, we may delay greatness. While I write, the answers seem simple. The challenge: I know our kids now. I don’t know our future kids yet.

In education, we are emotionally attached to the present. Our stakeholders – parents and students – also are entirely invested in the present. This creates an underinvestment in the future. It’s so hard to knowingly withhold potential resources. But, at times, it’s necessary to be even better in the future.

So, for now, we’ll make some intentional improvements to our current operations, but we won’t pull out the stops at the expense of our future. The opportunity cost is too large. We’re not great yet, but we will be.

Thanks, as always, for reading.
Mark

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Meet our Tutor: Brandon

By Mark Hecker | January 20, 2012

Many of you have met Brandon before. He’s in his second year in the program, and he famously provided us with an amazing quote at the beginning of the year. When considering how to balance his time between Reach and his involvement in after-school sports, Brandon said, “Sports are like a nice girl, but Reach is like my wife.”

Last year, Brandon worked closely with a student that adored him. He thought the work was pretty easy and that his skills as a tutor were unmatched. Many of us know that life has a way of correcting us when we think things are easy. This year, Brandon met Ethan. Ethan’s a great kid, and he really likes Brandon. But, when Ethan’s in a bad mood, the mood is BAD. Brandon has spent time chasing Ethan through hallways, begging him to do his work, and maintaining his composure when Ethan says, “I hate him!”

In this video – the second in what will become a series giving our tutors the opportunity to share their thoughts about the program – Brandon simply describes his second year experience as “rocky.” This positivity – his ability not to sweat the small stuff – is what makes Brandon such a talented tutor. On Ethan’s best days, and on his worst, Brandon remains a steady force willing to provide encouragement and support.

One of our most creative tutors, Brandon has developed multiple games to “trick” his student into learning. Recently, when the kids were reading about Dr. King, Brandon pulled out a nerf football and asked two students if they wanted to have a catch in the hallway. Looking at him sideways, they weren’t sure how they had become so lucky. Brandon then slyly remarked, “When you answer my questions about the text, I throw you the ball.” Minutes later, the two kids were smiling as they answers questions and (lightly) tossed the ball around the halls.

Brandon exhibits a maturity (on most days) that far surpasses his years. Like many of our tutors, he seems particularly drawn to the fact that the work is real. It has purpose. As he says in the interview, “It’s a brother on brother situation.”

Hear more in Brandon’s own words in this interview.

Thanks, as always, for reading.
Mark

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Emmett, Rosa, Martin, and George

By Mark Hecker | January 12, 2012

On Monday, school will be closed. Whether we plan to serve or sleep, we all will have the opportunity to take a break. But the real connection to Dr. King’s work has been lost. Yesterday, at Perry Street Prep, we tried to address that through education.

We started by placing Dr. King’s work in context by looking at three catalysts of The Civil Rights Movement. First, there was Emmett. A line was crossed; people realized that something had to be done. Later, Rosa sat. Economic action had to be taken. So, for a year – a year! – no one rode the bus. It was after Emmett and Rosa that Martin really began to speak. He spoke forcefully about three issues. “What were they?” I asked.

“Civil Rights!”

“And?”

Silence.

We talked about Civil Rights, Economic Justice, and the End of War. Why do our kids only know about Civil Rights? Jonathan was quick to explain, “Those other things are still a problem. You can point at Civil Rights getting better, but we still poor and we still at war.”

Brandon spoke next, “But what can we do about that?” We talked about The Montgomery Bus Boycott, how an entire community walked for a year. We discussed the power of the purse, how we can make choices about spending money. When Rosa sat, it was decided that the bus system didn’t deserve that money. So, what’s the equivalent?

The class then watched George Lucas’ recent appearance on The Daily Show. He spoke of his new film, Red Tails. The kids bristled when they heard a white man say that a movie took 23 years to be made because the cast is all black. They were silent when I asked, “Who can tell me about the Tuskegee Airmen?” We discussed Lucas’ statements. “Black movies” tend to make a certain amount. This movie cost more to make than “Black movies” generally earn. So, the story was unlikely to be told. But, how does the power of the purse fit into this contemporary context?

If studios won’t make “Black movies,” then these stories don’t get told. Additionally, there continue to be far fewer roles for black actors and actresses. That’s continued economic injustice.

Chaya said it first, “We should go see it.” That’s an action that everyone agreed we could take.

So, we will. We’ll be heard through the purchase of tickets. In our own small way, we will show that stories like this earn our money. Keep an eye on our blog and our Facebook page. When we decide on a date and time (it doesn’t come out until January 20th), we’ll let you know. We’d love you to come join Reach at the movies when we go to see Red Tails.

When people saw Emmett’s picture, a movement started. When Rosa sat, the community added economic action to the volume of voices. That’s when Martin really emerged. Yes, he talked of equal rights, but he also talked of economic justice and peace. That can’t be forgotten.

Martin’s dream is unfulfilled. On Monday, what will you do to continue the fight?

Thanks, as always, for reading.
Mark

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Meet Our Tutor: Victor

By Mark Hecker | December 30, 2011

Victor is one of the nicest kids with whom I’ve ever had the privilege to work. Beyond being polite, he looks me in the eye and shakes my hand each time he seems me at Eastern. But, his honesty stands out above these other characteristics. I’ll never forget my first impression of Victor. On his program application, he was asked, “Why do you want to be part of Reach Incorporated?” His response started, “I’m not going to lie. I want to earn some of my own money…”

It has been interesting, however, to see Victor’s growth in the program. He is one of our most consistent tutors, and he rarely seems driven by the monetary rewards associated with program participation. Victor also fancies himself a basketball player, but he has chosen to concentrate on his academics this year. He is quick to tell me that he can do his schoolwork, but he sometimes is a little less than focused. As he eyes a career in sports or culinary arts, Victor knows that he must position himself to find success in the classroom.

In the first of a series of video interviews, you can listen to Victor’s own thoughts about his experience as a Reach tutor. Victor highlights one of my favorite parts about our program model when he speaks about tutor consistency. The honesty of children becomes the accountability for tutors – we hear Victor speak about what happens when tutors decide to take an unplanned “day off.” Additionally, Victor’s been doing so well that he earned a pair of tickets to an upcoming Wizards game (part of our new “Ambush Incentive” program) – you can see them in his hand throughout the interview.

In my writing, I’ve tried to bring you the stories of our incredible students and tutors. By using video, I hope to bring them alive in a new way. We hope you’ll take three minutes to hear from Victor, in his own words.

Thanks, as always, for reading.
Mark

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Can’t Stop. Won’t Stop.

By Mark Hecker | December 20, 2011

Reach’s office is in a building inhabited by a number of other nonprofit organizations. Outside our office door, we regularly hear people being trained in canvasing (“Hi, do you have a moment for the environment?…”). Each day, they set goals about how much money they’ll raise and how many new members they’ll register. As they prepare to leave for the field, they come together and, as a group, say “Can’t Stop. Won’t Stop.” I suppose it’s supposed to fire them up to raise money for a good cause. I generally chuckle. But, the phrase has stayed with me.

Today, it resides in me for far different reasons.

Today, I say it for Derrick Ragland, a kid I knew as a 14-year-old interested in girls and football. Last night, he became a 19-year-old murder victim. There’s a $25,000 reward for information leading to the arrest and conviction of his murderer(s), but I expect it to go unclaimed.

Today, I say it for another student I knew who was sexually victimized by a family member. Keeping her secret led her to begin cutting herself until, when discovered last week, she was committed to a psychiatric hospital.

Today, I say it for the entire student population at Perry Street Prep Public Charter School. When I arrived today to give books to young children, the high school students were leaving the building. An Armed Robbery and a threat of continued violence had led the school to be dismissed early under the cover of a heavy police presence. Our tutors remained inside to give books to kids that shouldn’t have to face what was going on just outside.

Our kids should not have to face this. Their stoicism about such events reveals a new normal that is unacceptable for young children and adolescents. Our kids don’t deserve this. We must mentor. We must be present. We must guide. We must instruct. We must intervene. We all play a role. We spend our mornings reading the paper and hoping it doesn’t get too close to us. It is close. It’s here. Today, one of my tutors said, “I don’t feel safe.” My heart hurts.

So, my promise to them will last forever. We will create safe spaces. We will show kids that adults care. We will demonstrate that we expect more from their lives than survival. We will never give up. We will care deeply and consistently. Always.

Can’t Stop. Won’t Stop.
Mark

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Recoup Partnership

By Mark Hecker | December 16, 2011

Yesterday, Reach Incorporated officially entered a partnership with Recoup, a website that allows you to support nonprofit organizations through your purchases. Like Groupon and Living Social, which have become so popular, Recoup provides group-buying discounts. Unlike the more traditional sites, a portion of your purchases on Recoup go to the nonprofit organization of your choice. Some may remember Reach’s previous interactions with Deals for Deeds (which was recently acquired by Recoup). Unlike Deals for Deeds, Recoup allows you to shop for Reach PERMANENTLY. Whenever a deal comes up that you enjoy, you’ll be helping our tutors and students do their important work toward improved literacy outcomes.

To register with Recoup while supporting Reach Incorporated, simply enter the site through this link. Over time, you’ll have many opportunities to support us with your shopping, but why not start now? Il Canale provides some of the city’s best wood-fired pizza, and you can support Reach while getting 50% off! Not in the mood for Italian food? There are many other offers to consider!

Recoup’s strengths are clear:

  • Buy what you like (new deals are released regularly).
  • Save what you want (you can choose to give some of your savings to the organization you support).
  • Support what you love (you can choose the organizations that are most meaningful to you).

So, sign up now! What are you waiting for? With new deals released each day, we know you’ll find something you like while supporting a cause you love.

Thanks, as always, for reading.
Mark

 

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Meet Our Tutors: Kyare

By Mark Hecker | December 11, 2011

Kyare’s smiling as two girls fight over him. What young man wouldn’t want girls fighting over him, right? What makes this situation unique, however, is that the girls are both elementary school students from Payne Elementary School. And Kyare, a 9th grade student at Eastern Senior High, is being fought over because he’s such a good tutor.

Kyare, a friendly guy with a quick smile, has adjusted easily to his new role as a leader. He consistently attends sessions and ensures that his student (or, in this case, students) complete the assigned work. When asked, Kyare informed me that he hopes to one day become an automotive technician. Watching him with elementary school students, it wouldn’t be surprising to see his life take a turn toward child-serving work. It clearly comes to him quite naturally.

A couple weeks after I walked in on two students fighting for Kyare’s attention, Mr. Jeremiah, our Site Director, is approached by Kyare’s student (only one of the girls was actually his assigned student). She inquires about Kyare’s whereabouts, and when told he is likely on his way, this young girl tells Mr. Jeremiah, “You need to call him to make sure he’s coming.” Five minutes – and one phone call – later, Kyare walks through the door. His young student walks over, grabs him by the arm, pulls him to a table and says, “Let’s go. We’re going to work right over here.”

Kyare’s doing a great job in our program, and he’s clearly making an impression on his student. His consistency and kindness have her excited about learning every Tuesday and Thursday. And, in the end, that’s what it’s all about.

Thanks, as always, for reading.
Mark

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Meet Our Student: Charnell

By Mark Hecker | December 2, 2011

Charnell was causing problems. For two consecutive sessions, he had been involved in physical altercations with other students. Frustrated, I got an e-mail from our Site Director. “I think we need to ask Charnell to leave the program,” she said. “He’s out of control, and I’m not sure what else we can do.”

Our tutoring sessions are full. While the tutors are building relationships at the beginning of the year, our adult supervisors play a major role in behavioral management. Charnell was taking a significant amount of staff attention, and he was not responding to any attempted interventions. He was causing problems for other students when our staff was already stretched thin. What a difference a few weeks make.

Those that know me well know that I feel strongly about suspensions and expulsion. I feel that it’s unacceptable for educational institutions to give up on students – which, in my opinion, is exactly what is done when students are suspended or expelled. When Charnell’s continued involvement in the program was discussed, I simply mentioned one of Reach’s core values: We don’t give up on kids.

I do recognize the importance of creating a safe space, so I did not rule out the possibility of Charnell being asked to leave. I simply said, “I feel strongly that we have to do our best to support him. Let’s try a couple things first. Let’s call his mother and tell her about our concerns. Also, let’s identify a strong tutor to work with him individually. If nothing improves, then I’ll be comfortable asking him to leave the program.”

The picture above comes from Thursday’s session. Charnell’s new tutor, Q’Juan, is doing a great job. With specific supports in place, Charnell is getting used to the program’s routine. I have heard of no further physical aggression in the last three weeks. Additionally, Q’Juan helped Charnell write a great poem on Thursday – Charnell fancies himself a rapper. On Thursday, he was smiling, he was cooperative, and – with the exception of one period of defiance – he was focused on the day’s lesson. Q’Juan is excited about the progress, and he’s ready to do even better as he gets to know his student.

While I’m proud of the improvement we’ve seen in Charnell, I’m equally proud of Q’Juan and the program staff on site at Perry Street Prep. Understanding our belief in our kids, the staff truly came together to support Charnell in a way that is creating more positive outcomes. As I stood watching Charnell reading and rapping on Thursday, I felt immense pride in the work our team has done to support him through a difficult beginning. When we stick with kids, they tend to validate that decision – Charnell is simply one example. He’s growing as a reader and a person. I couldn’t be more proud.

Thanks, as always, for reading.
Mark

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Portrait of the Graduate

By Mark Hecker | November 28, 2011

Recently, I’ve spent a lot of time thinking about the idea of “Mission,” but in a larger context. Organizations are expected to have a mission – a goal that drives decision making – but we rarely have the same expectation for industries or causes. We often think that a cause (for example, Education Reform) is too broad to have a single mission. But, without direction, how can we work collaboratively toward shared goals?

Before going further, let me admit one bias: I believe a high school education should have stand-alone value. High school is not simply a road on which one must travel to attend college. Instead, it is a place where one should acquire specific skills and knowledge that will allow choice when considering post-secondary options. So, what should high schools accomplish? This is where you come in.

I’d like to use this space to begin a conversation about a “Portrait of the Graduate.” What should our students be able to do and know upon completion of twelfth grade? What should our public school graduates look like? I’ve provided a brief outline below – this is a starting point, not a finished document. I’d love to build on these thoughts, either on our Facebook Page or via Twitter (@reachinc). Use the hashtag #POTG so we can get a conversation going.

Use the comment section, use Facebook, or use Twitter, but let’s get a conversation going. We can’t work together unless we know where we aim to go.

Thanks, as always, for reading.
Mark

–

Portrait of the Graduate

Upon graduation from high school, we expect our high school students to have the following characteristics and competencies:

Choice: Graduates will have the ability to choose between post-secondary options: four-year college, community college, technical education, living-wage employment, and/or military enlistment. A graduate’s ineligibility for any of the options above would indicate a failure of the educational system.

Efficacy: Graduates will have the skills, strategies, and motivation to acquire and process new competencies and information. In short, graduates should know how to learn. This is necessary for success in an ever-changing world.

Communication Skills: Graduates will possess effective tools for communication, collaboration, and cooperation, across contexts. These should include tools necessary for success navigating the digital world.

Systems Awareness: Graduates will understand themselves as part of a larger context and recognize their ability to influence the social networks/ecosystems they touch.

Wellness: Graduates will have the ability and desire to create a healthy lifestyle – related to both physical and mental health.

Financial Understanding and Security: Graduates will have the ability to make sound financial decisions and achieve financial stability without government assistance or illegal acts.

Meaningful Relationships: Graduates will have meaningful relationships, outside of their family, that promote the opportunity for learning and mentorship.

Integrity: Graduates will display honor and honesty in interactions with both people and institutions.

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