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Team Meeting) and date

-Remove “DRAFT” tag

Pre-Read -Prior to hosting this discussion, have participants read the ESBM Report Executive Summary Enhanced School-Based Mentoring [Leadership Discussion] [Date]

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Does school-based mentoring (SBM) continue to provide opportunity for positive impact?

Choose the best answer: a. SB impact < CB impact b. SB impact = CB impact c. SB impact > CB impact

Answer: b Recent meta-analysis of mentoring programs and both PPV studies found that school-based mentoring has the same level of impact as community-based mentoring.

What makes the difference in impact is the use of evidence-based practices

Source: DuBois, et al. “How Effective Are Mentoring Programs for Youth?“ 2010, Herrera, et al. , 2007

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Both the PPV studies and our own YOS results show that SBM may be better positioned to impact educational outcomes than our CBM program: 1995 PPV Study Impacts (CBM) 2007 PPV Study Impacts (SBM) Initiation of drug and alcohol use Violence Truancy Parental & Peer Relationships Improved GPA Academic Performance and Quality School-related Misbehavior Scholastic competence Truancy

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School-based mentoring (SBM) may also have strategic importance for our agency • Is it critical to reaching certain populations of Littles?

• Is it critical for accessing certain groups of Bigs, who may not come into community based (e.g., through corporate or school partners)?

• Are we getting similar YOS results, indicating that youth are benefiting from SBM?

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The national ESBM pilot demonstrates that we can improve our SBM impact 2007 National SBM Impact Study • PPV study of SBM finds positive outcomes in first year that are not sustained beyond that year •

Longer matches and closer

relationships are important for outcomes 2008-2010 National ESBM Pilot • Demonstrated potential to improve SBM: percent of matches carrying over from one school year to the next was 56% in pilot vs. 40% in PPV study • Effective SB programs look more like CB programs

We have an opportunity to expand our impact in SBM by implementing tested, evidence-based practices

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Modify this slide: -Insert appropriate dates and add any relevant , agency-specific details

As an evidence-based program, we learn from both successes and setbacks… Findings and implications of ESBM pilot identify improvements to the school-based model [ Planning and developing our school-based mentoring program insert date when agency began SBM ] 2007 Public/Private Ventures national impact study and internal data (e.g., retention rates) Execution and growth of SBM [ insert date ]

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Now, what will our agency do with this evidence?

"I continue to be impressed with the commitment of the Big Brothers Big Sisters organization to fully embrace an evidence-driven approach to program improvement. The ESBM pilot project demonstrates how knowledge, effort and resources can be marshaled to make a meaningful difference in program quality. Big Brothers Big Sisters is truly 'moving the dial' in a definitive manner.“ - Dr. Carla Herrera, P/PV

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™ In the ESBM pilot, several practices surfaced as important to long, strong matches Commitment Collaboration 12 month match commitment Program structured to encourage matches to last over two school years Pre-match training for volunteers Deepened school partnerships Partnerships that can supply 12 month volunteers Little involved in activity selection Connection In-depth child interview Parent engagement Summer and holiday match communication 1 to 1 match interactions High quality contacts outside of program time Increased match support contacts BOS 120315 Tool #1 8

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Pilot findings have implications across functional areas •

Partnership

Build strong school partners, with clear roles and MOU

Recruitment & customer relations

• Recruit for minimum 12 month commitment with summer contact • Partner with volunteer-rich organizations, setting expectation of minimum 12 month involvement • Set expectation for one-to-one match interactions

Enrollment & matching

• Reinforce and plan for minimum 12 month involvement • Carefully screen, assess, and train Bigs for child safety • Engage parents • Match based on expanded input and common interests

Match support

• Provide frequent, regular contacts with all participants • Make contacts outside of program time and provide opportunity to listen to, support, and coach • Encourage one-to one interaction • Encourage summer and holiday contact

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Modify this slide: -Gray out practices you are already doing and circle or highlight those that require change

Some of these practices are already standard in our SBM; others require change •

Partnership

Build strong school partners, with clear roles and MOU

Recruitment & customer relations

• Recruit for minimum 12 month commitment with summer contact • Partner with volunteer-rich organizations, setting expectation of minimum 12 month involvement • Set expectation for one-to-one match interactions

Enrollment & matching

• Reinforce and plan for minimum 12 month involvement • Carefully screen, assess, and train Bigs for child safety • Engage parents • Match based on expanded input and common interests

Match support

• Provide frequent, regular contacts with all participants • Make contacts outside of program time and provide opportunity to listen to, support, and coach • Encourage one-to one interaction • Encourage summer and holiday contact

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These changes to our program practices raise strategic questions for our agency Leadership Sustainable resources Program capacity

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Modify this slide: -Change or add agency-specific questions

These changes to our program practices raise strategic questions for our agency Leadership Sustainable resources Program capacity How can we lead change for our staff? Are we putting the appropriate emphasis on impact and quality? Do we reward quality in our agency?

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Modify this slide: -Change or add agency-specific questions

These changes to our program practices raise strategic questions for our agency Leadership Sustainable resources Program capacity How can we leverage this as an exciting opportunity to enhance our impact through evidence-based practices and attract more resources for SBM?

How does SBM offer different resources than CBM for our agency to serve more youth (e.g., funding, volunteers, youth)?

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Modify this slide: -Change or add agency-specific questions

These changes to our program practices raise strategic questions for our agency Leadership Sustainable resources Program capacity Do we have the capacity to support these changes with our current staffing and infrastructure?

Can we shift the resources we have to improve quality?

What balance of SB and CB matches will optimize our community impact and our efficiency?

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Depending on the audience, you may wish to insert a “Next Steps” slide before or after this one

Final thoughts or questions?

ESBM provides an opportunity for us to improve our program and our impact –

How will we lead our agency to successfully embrace the change it will take to get to the next level of impact?