Big Brothers Big Sisters
Teen Big Initiative (TBI) Program Description
“TBI” (standing for Big Brothers Big Sisters’ Teen Big Initiative) represents the agency’s efforts to engage area high school
students as mentors for neighboring elementary school students (usually grades 2-5). The mentoring program is
school/site-based, noting that the mentors (“Bigs”) and mentees (“Littles”) see each other at school or during an after
school program, either around lunch time or a designated other time during (or just before or after) the school day. Big
Brothers Big Sisters provides assistance with enrolling Bigs and Littles, new mentor training, matching, planned group
activities, community service projects, in-service training, evaluation, etc.
Characteristics of the program:
1. Volunteer high school students serve as mentors 45-60 minutes a week (at least twice a month) with an
assigned Little from a partnered elementary school during the school year.
2. Bigs and Littles will meet together at the same designated time at the elementary school each week.
3. Program is designed to give participating Teens job-like experience through the mentoring experience, including
filling out application, being interviewed for “the job,” and being trained, supervised, and evaluated.
4. The focus of the relationship is mentoring and activities are based on the individual child’s needs. Special
curriculum to help guide the mentor on how to best help their “Littles” academically may be provided.
5. Relationship building activities (such as eating together, helping with homework, talking, and playing games) are
encouraged, as are activities that will help the Littles academically and toward preparation for the future
(college/career exploration/preparation).
6. Each TBI partnership requires active participation and support from the BBBS staff (via the Program Support
Specialists, or “PSS”), the high school liaison (often a PALs, AVID, JROTC or other classroom teacher/sponsor, but
possibly by a high school principal, counselor, and/or another person designated as the liaison for the school)
and a designated elementary school liaison (often a counselor, assistant principal and/or another person
designated as the liaison for the school. Each partner works to efficiently enroll and make new TBI matches at
the beginning of each school year and to keep them effectively together for two full school years.
Enhanced TBI programs are School/Site-Based matches involving high school Bigs and elementary school Littles, but with
the following enhancements:
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Match commitment of at least 2 school years
Increased support from the PSS – helping with Big training (class time), leading activities and community service
projects, etc.
Opportunity to include educational support materials for Bigs to help Littles improve reading and/or math skills
Child Eligibility
In order to achieve 2-school-year matches, new TBI matches should be made involving 2nd-4th graders (assuming that
elementary schools go up to 5th grade). While matching 1st graders is possible, it is not recommended due to concerns
about maturity levels needed for effective mentoring relationships.
In order to ensure that services are provided to those students most in need, priority should be given to elementary
school students who meet one of the following characteristics:
1. Failure to meet acceptable standards on third grade TAKS or STAAR testing (or related benchmark testing).
2. Reading and/or math skills six months or more behind grade level, endangering success on elementary
standardized test.
3. Documentation that the student is receiving special school services for deficiencies in reading and/or math
performance.
4. Documentation that reading skills are noticeably behind peers’ in the classroom.
5. Failure or anticipated failure to be promoted to the next grade level.
6. Specific referral from school principal, administrator, liaison, or counselor documenting signs of possible school
failure.
Teen Mentor Benefits:
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“Job” experience – from interview to training to supervision
Approved “community service” (where available)
Invitation to participate in general mentoring program group activities designed for teens, including the annual
Teen and Career conferences, college field trips, career tours, and more
Letter of recommendation for colleges/employment
Graduation cord, recognizing service as a Big Brother/Big Sister
Program Support Specialists perform the following functions:
1. Active participation in the enrolling and matching of new Littles and Bigs.
2. Providing pre-match training and in-service training classes (usually once per month during the designated high
school class time).
3. Supervision of each match relationship, ensuring that match relationships are developing, staying active, safe
and healthy, etc.
4. Problem solving and planning—working as partners with the high school and elementary school personnel to
make sure matches work through issues and stay together for two full school years.
5. Proactive resource linkage to address the child’s/family’s needs.
6. Function as a liaison between BBBS and the school staff at their assigned school locations.
Other Considerations:
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To achieve at least 2 full school years of service for each match, enrollment efforts should begin during the high
school students’ 2nd semester of their sophomore year. Matches could begin before that school year is out, but
most frequently begin around mid-September to October 1 of the Bigs’ Junior year—giving ample time to enroll
all Littles, complete training, etc. Matches should be open and together until the Big graduates from high
school. School liaisons must make special efforts to keep matches together despite schedule changes at midterm or from one school year to the next. If a Big must drop out of the program before graduation, his/her Little
should be re-matched in such a way as to give the Little 2 full school years of mentoring.
Teen volunteers must submit written parental consent to participate.
Texas Workforce Commission funding requires collection of teen’s birth certificates and requires male mentors,
at age 18, to show prove of selective service registration.
BBBS is not able to provide transportation, so plans must be made to ensure that high school students can
reliably make it to their Littles’ elementary school each week. Some districts provide bus transportation, while
others allow students to drive themselves. Others partner with neighboring schools that are close enough that
the students may walk.
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Educational guidance/curriculum may be provided to give students structure for ways to help their Littles
improve academically.
TBI programs consider two “clients” who benefit from the mentoring program—the child AND the teen Big.
Efforts are taken to measure and research program impact on both.
Each TBI Program Support Specialist (PSS) is usually more actively involved with these school partnerships than
with standard School-Based matches. They lead the efforts for enrollment, interviewing, matching, match
support, group activities, and training—turning to the teammates (within the TBI PSS team or within other
Program departments) when additional support or resources are needed. The Enrollment team often helps
during peak enrollment and matching seasons. PSS caseload sizes may vary due to the added generalistexpectations of the position. However, since their caseloads are largely limited to specific locations, their
service delivery is often easier. So the factors impacting caseload size often even themselves out.