Big Brothers Big Sisters of St. Lucie County, Indian River & Okeechobee Counties Inc.
Programs and results
What we aim to solve
Located on the east coast of Florida, St. Lucie, Indian River and Okeechobee Counties are profoundly impacted by extreme poverty, family conflict, and early academic failure. Research has shown that children of lower-income, less-educated parents frequently get off to a poor start in school and rarely catch up. Students who attend impoverished schools experience higher levels of failure on 3rd grade reading assessments. Of students leaving 3rd grade without reading proficiency, only 2 in 6 will learn to read effectively, and they are 4 times more likely to drop out of high school. Big Brothers Big Sisters is an evidence-based program that provides children facing adversity with strong and enduring, professionally supported 1-to-1 relationships that change lives for the better forever. When this occurs, there is positive impact on our families, schools, businesses and the community as a whole.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
BBBS Reads K-3 Literacy Tutoring
BBBS Reads Members provide literacy tutoring in a school-based mentoring program to students who are performing below grade level. They meet one-to-one, with struggling readers, enrolled in K-3rd Grade (three 30-minute sessions per week) at an assigned school site.
School-Based Mentoring
It may sound obvious, but sometimes the best place to help a child realize their potential is at school. Kids enjoy having their volunteer mentors meet with them on school grounds, during the school day, whether it’s in the classroom, media center or on the playground. And parents know what a positive impact it makes.
It’s teacher-approved. Some of the biggest supporters of our school-based mentoring program are teachers. They see students return from time with their Big filled with confidence, ready to learn and eager to succeed.
Mentoring helps a child learning about life. Although it takes place at schools, our School-Based Mentoring program isn’t limited to the classroom. At the end of the day, it’s really all about starting a friendship, providing guidance and inspiring kids to reach their potential.
Community-Based Mentoring
Strong and enduring, professionally supported relationships are developed between "Bigs" and "Littles" through community-based one-to-one outings and activities. Matches spend time together doing things that will expose the child/youth to new learning experiences and promote social/emotional growth such as : taking a walk in the park, bowling, going to a museum, watching a movie, cooking, listening to music, going to the library, or simply hanging out and talking. Some Bigs meet their Littles on the weekends. Others get together with their Littles in the evenings. Each match is unique and develops a schedule that works for them.
VPK Emergent Literacy Program
VPK (Voluntary Pre-Kindergarten) students enrolled in the program receive one-to-one mentoring three times per week to work on pre-literacy skills from BBBS Reads Members. The children and their families also have the opportunity to participate in family literacy nights and Saturday community outings to sites such as the Vero Beach Art Museum, Riverside Theater and the Environmental Learning Center. Members also partner with community organizations to support service projects such as 9/11 Day of Service, Martin Luther King Day and more.
The "BIG" Mission
The BIG Mission will expand the BBBS service reach by recruiting and matching Veterans, Law Enforcement and First Responders to mentor and engage struggling youth living in situations that are less than ideal for future success. The platform of weekly “site-based” one-one-one mentoring will build resiliency, social skills, literacy skills, and confidence by pairing those who have a lived experience of serving community and country with children whose lives are improved by having a dedicated mentor. Our service professionals are exactly the mentors we need to reach more children and continue this path of academic and social success.
Where we work
Awards
Agency of the Year 2016
United Way of Indian River County
Affiliations & memberships
Big Brothers Big Sisters of America 2017
External reviews

Photos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number of students showing improvement in test scores
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
School-Based Mentoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
This data includes both mentoring programs: READS and School-Based.
Number of students who demonstrate improved overall literacy
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
School-Based Mentoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
This data is from both the READS and the School -Based mentoring program. Over 95% of students in the BBBS programs 12 weeks or more demonstrated improvement in one or more literacy areas.
Number of links and collaborations with external organizations that support student learning and its priority tasks
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
School-Based Mentoring
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Includes the schools and sites BBBS collaborates with to service children.
Number of mentors recruited
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Economically disadvantaged people
Related Program
School-Based Mentoring
Type of Metric
Input - describing resources we use
Direction of Success
Increasing
Context Notes
This number includes all mentors who service all of our programs, VPK-12 grade.
Number of children who have emerging literacy skills such as beginning letter recognition and phonological awareness, story comprehension, and use of writing materials.
This metric is no longer tracked.Totals By Year
Population(s) Served
Infants and toddlers, Economically disadvantaged people
Related Program
VPK Emergent Literacy Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
VPK program servicing St. Lucie and Indian River Counties with concentration on improving early literacy skills for reading proficiency.
Number children performing average or above average academically
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups, Family relationships, Social and economic status, Unemployed people
Related Program
School-Based Mentoring
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
This number reflects the 95% of students mentored for 12 weeks or more performed at or above the average.
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
With solid, research-based programs in place, the Agency is aiming to expand our quality mentoring services. There is a growing need for more mentors due to the significant poverty that exists in this service area. This need is documented by a waiting list of over 100 children. Our Agency aims to fill that gap as every child's future depends on his or her ability to read, write and build strong relationships that will help them achieve success at home, in school and out in the community. Big Brothers Big Sisters works diligently to provide resources that will aid children's growth in social/emotional development, academics, life skills and strength of character. Through our community-based program, we help children with an incarcerated parent to successfully graduate from high school without law enforcement intervention. This is a significant accomplishment as Congressional records show 69.9% of children with an incarcerated parent end up involved in the legal system. Through our school-based reading mentor program, we help children build self-confidence and the 5 basic reading skills (phonics, phonemic awareness, vocabulary, fluency and comprehension) necessary to perform on grade level by the end of 3rd grade. This is critical as children learn to read from Kindergarten through 3rd grade but then read to learn thereafter. Only 2 in 6 who are not reading adequately by the end of 3rd grade move successfully through the K-12 system. The VPK Program focuses on oral language/vocabulary, print knowledge, phonological awareness and social/emotional growth. It was born out of comments that mentors made about the uneven playing field that was evident relative to kids entering Kindergarten--particularly those living in poverty. This highlighted the importance of early childhood education.
What are the organization's key strategies for making this happen?
Big Brothers Big Sisters has adopted a strategic plan that addresses attainment of organizational goals through diversification of funds, sustainability, succession planning at all levels, board development, an increase in public awareness and program outcomes/accountability. The Board and fund development staff have set goals to increase individual giving by 150% and foundation contributions by 100% by 2017 year-end. Individual funding will be enhanced through a "Moves Management" system. Forty loyal contributors have been identified and are being cultivated through a variety of steps with the end goal of increased individual giving. The Board is continuing to attract Members of influence and affluence in all three counties who can assist in this strategy. One of the existing Board Members has also laid the ground work for two significant matching grants over the past two years. Senior staff and Board continue to update and revise succession plans while providing cross-training at all levels to encourage promotion from within. A new, interactive web site has been launched and the strategic plan calls for the use of a greater variety of social media tools. Program accountability strategies include regular dashboard reporting to the Board on quality metrics and number of students served by program. The VP of Programs completes quality assurance reviews on 5% of the case files each month and rates Case Managers' notes in the process. Program staff hold monthly meetings for peer sharing; quarterly meetings to review individual student progress; semi-annual meetings to prepare for program reporting to funders; and annual impact reports to stakeholders. None of this could be accomplished without strong, collaborative partners that allow Big Brothers Big Sisters to deliver quality services. For example, ALPI, Learning Tree Academy, C.A. Moore, Bridges Early Learning Center, Cradles to Crayons, Indian River Academy and Early Learning Coalition of St. Lucie partner to provide VPK services. Suncoast Mental Health provides pro-bono counseling when needed for individuals and families within our program. Boys & Girls Club of Indian River County shares a van with BBBS, Indian River State College has their elementary education majors mentor and the school districts provide space for mentors and outcomes data.
What are the organization's capabilities for doing this?
The Corporate Board of Directors consists of 19 Members who are highly skilled and have diverse backgrounds relative to their profession, age, race, ethnicity, talents, and the community they represent. There are also two Advisory Boards that assist in fundraising, public awareness, program oversight and community outreach. The CEO has been with Big Brothers Big Sisters for over 25 years. She was also a 6-term elected School Board Member. The Chief Operating Officer just celebrated her 10th anniversary with BBBS. Likewise, the V.P. of Programs has been employed by this agency for more than a decade. She is a Licensed Mental Health Counselor and a St. Lucie County School Board Member. A strong Board and staff have consistently helped us achieve each and every outcome the Agency sets.
What have they accomplished so far and what's next?
Currently, Big Brothers Big Sisters continues to respond to community needs by adding relevant programs such as the VPK project to it's already robust program offerings. A highly effective Board, strong collaborative partnerships, high expectations for performance, loyal donors, and long-term relationships with funders allows the Agency to continue it's mission. Further expansion of programming is limited only by access to funding. Currently, there are over 100 children waiting to matched with a mentor. BBBS recently added recruitment and fund development staff in an effort to expand programs in all three counties served.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve
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What significant change resulted from feedback?
As a result of feedback, Big Brothers Big Sisters has expanded its mentoring services to pilot a new program designed to recruit veterans, firefighters, policeman/woman, and other first responders to be active mentors with struggling youth. Using these vital community resources as role models and mentors will enrich the lives of young people
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Which of the following feedback practices does your organization routinely carry out?
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Big Brothers Big Sisters of St. Lucie County, Indian River & Okeechobee Counties Inc.
Board of directorsas of 01/20/2023
Bradley Lorimeir
Retired Executive, Johnson & Johnson Pharmaceuticals
Term: 2019 - 2023
Joni Wyszkowski
Seacoast National
Joanna Scott Meyers
Lori Fry
Indian River State College
Kim Morgenstern
PNC
Barbara Bennett
F.K. Sweet Elementary School
Mary Alice Bennett
Representative Larry Lee, Jr.
Anthony Bonna
Self-Employed
Michelle Borisenok
Beth Coke
The Coke Law Firm
Brad Gould
Dean, Mead, Minton & Zwemer
Gayle Harrell
Florida House of Representatives
Peggy Brown Harris
Bradley Lorimier
Joseph Smith
St. Lucie County, Clerk of Court
Joseph Wallace
Walmart Distribution Center #7038, QA Manager
Olivia Watkins
Harry Williams
Amber Woods
Treasure Coast Lexus/Treasure Coast Toyota
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Sexual orientation
No data
Disability
We do not display disability information for organizations with fewer than 15 staff.
Equity strategies
Last updated: 08/25/2020GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We ask team members to identify racial disparities in their programs and / or portfolios.
- We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We use a vetting process to identify vendors and partners that share our commitment to race equity.
- We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.