organizational assessment… · web viewstanley m. pittman, bs. tina l. henderson, abs, macs...

STRATEGIC PLAN2010-2015

Facilitated by

June 11, 2010

MACS Strategic Plan 2010-2015

Contents

Executive Summary...........................................................................................................2

Mission...............................................................................................................................4

Vision.................................................................................................................................4

Core Beliefs.......................................................................................................................4

Strategic Initiative Areas....................................................................................................4

2010-2015 Goals...............................................................................................................5

Goals and SMART Objectives...........................................................................................6

1.0. Academic Achievement..................................................................................6

2.0. Teacher Empowerment.................................................................................16

3.0. Comprehensive Programs and Services......................................................22

4.0. Organizational Capacity................................................................................26

5.0. Institutional Advancement.............................................................................33

Appendix A: Market and Situational Analysis Report......................................................42

Appendix B: Strategic Planning Session Notes...............................................................71

Appendix C: Stakeholder Feedback Opportunities........................................................102

Appendix D: Physical Expansion Analysis - Partial.......................................................107


The Hill Group, Inc. is a management consulting firm and has no legal authority to provide legal advice. Accordingly, nothing in this Strategic Plan shall be interpreted in any manner as legal advice. All recommendations contained herein shall be strictly considered as recommendations concerning the management and operations of Manchester Academic Charter School.


Executive Summary

The Manchester Academic Charter School (MACS) is a co-educational day school for students between kindergarten and eighth grade. Its mission is to foster the dreams of all children by providing an outstanding and dynamic education in a nurturing environment.

Over the past 10 years, MACS has grown to serve nearly 200 students and developed many partnerships with its community, local universities, and educational resources. The success of MACS was recognized on a national scale in 2008 when it was awarded a Blue Ribbon through the federal No Child Left Behind-Blue Ribbon Schools Program.

Now, with a strong reputation in place, MACS is pausing to understand how to capitalize on its current position to foster strategic growth into the future. In order to foster continued success, MACS engaged in a strategic planning process to help manage the next five years of operation in alignment with its core mission and vision.

MACS partnered with The Hill Group, Inc. to facilitate this strategic planning process in an inclusive, market-driven, and comprehensive manner. Starting in September 2009, a strategic planning committee consisting of internal and external stakeholders along with various focus groups of teachers and parents worked through the following strategic planning model:

In the Situational Analysis phase, committee members reviewed market research, conducted an environmental scan, and refined MACS’ strategic drivers including mission, vision, and core beliefs.

Final Draft – June 11, 2010 3


In the Strategy Formulation phase, committee members assessed MACS’ internal strengths and weaknesses as well as external market opportunities and threats, prioritized issues impacting MACS, and utilized qualitative and quantitative decision-making tools to articulate MACS’ strategic initiative areas for the next five years.

Finally, in Strategy Implementation, staff, board members, and consultants developed goals, objectives and action plans to ensure accountability in the plan’s implementation over the next five years.

As MACS continues to build a strong reputation for academic success, its student waiting list will increase significantly. Already at full capacity, MACS is considering physical expansion. Accordingly, interwoven in the strategic planning process, The Hill Group has assisted MACS in the assessment of potential, future physical expansion options.

To do this, The Hill Group worked with MACS to articulate physical expansion options, develop objective evaluation criteria used to assess each option, assign weights to each criterion to define relative importance, assess each alternative across each criterion, and assign ranks to each alternative across each criterion to identify, quantitatively, the most appropriate physical expansion option. The completion of this decision process is pending the gathering of alumni academic achievement data. MACS is currently working to compile this.

This MACS Strategic Plan 2010-2015 contains information on mission, vision, core beliefs, strategic initiative areas, goals, and objectives developed throughout the process. The appendices provide supporting information and additional detail.



Mission

We foster the dreams of all children by providing an outstanding and dynamic education in a nurturing environment.

Vision

We will continue to be an educational center of excellence and become a community pillar of support where students excel, families are engaged, teachers are empowered, and alumni flourish.

Core Beliefs

1. Every child has the right to obtain an excellent education. 2. All students can learn and there are many paths to learning.3. Strong, professional faculty is essential for student success. 4. Knowledge can best be obtained in a safe, nurturing environment. 5. Education extends beyond the classroom and into the community.6. An engaged family is critical for student success. 7. Creativity is indispensable for long-term success. 8. Success is measured by individual academic achievement, personal growth and

maturity, and contribution to society.

Strategic Initiative Areas

1. Academic Achievement – Ensuring that MACS’ record of superior academic achievement continues in the future and that graduates are prepared for success in high school

2. Teacher Empowerment – Attracting and retaining the best and brightest staff and faculty by providing an environment to stimulate professional development and high-quality learning

3. Comprehensive Programs and Services – Becoming a pillar of support for our students, staff, families, and community through non-academic programs and services

4. Organizational Capacity – Enhancing our internal infrastructure and organizational capacity to support programs and services

5. Institutional Advancement – Publicizing the success of MACS through marketing, public relations, outreach, and advocacy as well as leveraging success to enhance financial sustainability



2010-2015 Goals

1. Academic Achievement – Ensuring that MACS’ record of superior academic achievement continues in the future and that graduates are prepared for success in high school1.1. Achieve significant student proficiency in math and reading by 20141.2. Achieve significant student proficiency in language arts, social studies, and

science by 20141.3. Develop and offer a comprehensive and inclusive curriculum that engages

and challenges students1.4. Engage in robust partnerships to enhance academics1.5. Integrate technology into teaching and learning

2. Teacher Empowerment – Attracting and retaining the best and brightest staff and faculty by providing an environment to stimulate professional development and high-quality learning2.1. Utilize a best-in-class professional development system2.2. Enhance communication among all teachers to facilitate collaboration2.3. Develop and implement a performance management, teacher assessment,

and rewards and recognition system that enhances student achievement2.4. Attract, develop, and retain high-quality support staff

3. Comprehensive Programs and Services – Becoming a pillar of support for our students, staff, families, and community through non-academic programs and services3.1. Provide complementary extracurricular programs for students3.2. Provide programming to engage families 3.3. Provide programming to engage and support the Manchester community

4. Organizational Capacity – Enhancing our internal infrastructure and organizational capacity to support programs and services4.1. Investigate alternatives and plan for appropriate physical expansion4.2. Implement comprehensive information systems to support data-driven

decision making and school management4.3. Create more robust and user-friendly organizational policies and procedures4.4. Optimize the relationship between MACS and MYDC, to the benefit of both4.5. Enhance financial management capacity to accommodate potential growth

and development activity

5. Institutional Advancement – Publicizing the success of MACS through marketing, public relations, outreach, and advocacy as well as leveraging success to enhance financial sustainability5.1. Enhance our brand image5.2. Be recognized as educational experts, particularly in successful charter

school operations5.3. Leverage the Board of Trustees to increase publicity and support for MACS5.4. Increase alumni involvement and engagement5.5. Develop fundraising strategy and infrastructure to cultivate corporate,

foundation, and individual contributions



Note – c/o means completed and ongoing Y means yearly

Goals and SMART Objectives

1.0. Academic Achievement – Ensuring that MACS’ record of superior academic achievement continues in the future and that graduates are prepared for success in high school

Goal 1.1. Achieve significant student proficiency in math and reading by 2014**

Objectives Champion/Support

Completion Date

Measure(s) Resources Status

1.1.1. Continue to increase the percentage of students achieving proficient or above on PSSA math and reading scores at or above NCLB and PDE mandates (W percent)

V. Scoumis 6/2011 W percent achieved and documented by PDE

Overall remained about the same. MACS has hired Data/Enrichment specialistMACS in process of writing ind. Plans for each child not achieving proficiency

Completed

1.1.2. Continue to increase the percentage of students achieving proficient or above on PSSA math and reading scores by X percent, in accordance with NCLB and PDE mandates

V. Scoumis 6/2012 X percent achieved and documented by PDE

State is currently reassessing AYP goals

1.1.3. Continue to increase the percentage of students achieving proficient or above on PSSA math and reading scores by Y percent, in accordance with NCLB and PDE mandates

V. Scoumis 6/2013 Y percent achieved and documented by PDE


1.1.4. Achieve Z percent proficiency or above, in accordance with NCLB and PDE mandates

V. Scoumis 6/2014 Z percent achieved and documented by PDE


Update May 2011 7


1.1.5. Achieve X percent proficiency on Terra Nova and Key Tests

V. Scoumis 6/2014 X percent achieved and documented


1.1.6. Identify students in need of additional academic support and connect 100 percent of them with tutoring opportunities, as necessary

Mccaskey-reading Hall-math

12/2010 100 percent connected with tutoring opportunities

Pssa results / teacher input / mydc

c/o

1.1.7. Conduct a gap analysis for math and reading support to understand need for additional math and reading support

Mccaskey-reading Hall-math

8/2010 Needs assessment conducted; decision made

Teacers / pssa results / pa standards

c/o

1.1.9. Utilize teacher learning communities or professional development sessions to investigate additional integration of math and reading into all subject areas

V. Scoumis 12/2011 Math/reading integration as an agenda item in a community or PD session

PD direction has changed to DI instruction and evaluation – Dr. Graff

c/o

**Note: this goal may change depending upon dynamic federal or state requirements

Update May 2011 8


Goal 1.2. Achieve significant student proficiency in language arts, social studies, and science


Completion Date


1.2.1. Inventory all standard measures currently used across language arts, social studies, and science courses

V. Scoumis 6/2012 Listing and descriptions of each metric across all courses

1.2.2. Set student achievement goals related to language arts, social studies, and science

V. Scoumis 12/2012 Defined competency and outcomes-based goals for students

1.2.3. Identify or develop metrics that can be used to assess student progress toward achieving goals in language arts, social studies, and science

V. Scoumis 12/2013 Metrics identified or developed and approved by teachers and administration

1.2.4. Continue to increase the percentage of students achieving proficient or above on metrics by X percent

V. Scoumis 6/2014 Documented increase in proficiency

1.2.5. Continue to increase the percentage of students achieving proficient or above on metrics by Y percent

V. Scoumis 6/2015 Document increase in proficiency

Update May 2011 9


Goal 1.3. Develop and offer a comprehensive and inclusive curriculum that engages and challenges students


Completion Date


1.3.1. Conduct a gap analysis to identify curriculum needs by grade level and subject area

McCaskey 5/2011 Gap analysis conducted and documented

Teacher input – Scope & Sequence – summer of 2011 both social studies and science curriculum will be sequenced and changed where necessary…questionnaire sent to staffSpainsh curriculum purchased and in process of implementation

In process

1.3.1.1. Convene a committee to articulate desired curriculum offerings (at least 1 administrator, 2 board members, 4 teachers, 2 parents, 2 students, and 1 representative from a local charter high school)

McCaskey 12/2010 Committee meeting scheduled and conducted; desired state of curriculum articulated

Board – curriculum committee – tie in w/ 1.1.7

c/o

1.3.1.2. Inventory current curriculum offerings by subject area and grade level

McCaskey 3/2011 Documented inventory of current curriculum

Curriculum Committee meeting in March

In process

1.3.1.3. Identify gaps between current and desired and build master list of potential future courses

McCaskey 5/2011 Plan created to fill gap for each missing piece of current curriculum

Analyzing test scores to see if there are missing gaps

In process

1.3.2. Consider at least X arts/music opportunities (courses, extracurricular, co-curricular) for grades K-3

McCaskey 6/2011 Cost-benefit analysis documented; decision reached

Two key factors are budget & finding time within school day.

In process

Update May 2011 10


Looking into afterschool and Saturday

1.3.3. Consider at least X arts/music opportunities (courses, extracurricular, cocurricular) for grades 4-5


Gateway to Art, Music Productions,

On-going – music and art will be full time 2013-14

1.3.4. Consider at least X arts/music opportunities (courses, extracurricular, cocurricular) for grades 6-8


Offering drum and guitar and MCG during blocks

On-going

1.3.5. Provide X special education courses taught by a certified special education teacher

T. Carr 6/2012 Courses developed and offered

As needed – All teachers are certified

On-going

1.3.7. Implement a long-term student mentoring program in which each teacher is responsible for advising X students from through entire MACS life K-8

McCaskey 8/2012 Advisory program up and running smoothly

6-8 grade mentoring program established

On-going

1.3.7.1. Develop advisory program process and curriculum

McCaskey 3/2012 Curriculum and process developed

Developed on our own On-going

1.3.7.2. Include advisory program time in school day through master scheduling process

McCaskey 5/2012 Master schedule altered to include occasional advisory period

6-8 grade mentoring program established

On-going

1.3.8. Implement a multi-disciplinary 6-8th grade graduation project and require a minimum grade of X to pass and graduate

McCaskey 8/2013 Graduation project alternatives vetted; final requirements published

1.3.9. Expand a MACS speaker series to introduce middle school students to academic subject areas and community experts

McCaskey 8/2010 Written plan developed for speakers series; one event held each semester

The speaker series has 8 professionals coming in for a mini job fair 1/4

c/o

1.3.11. Identify an annual real-world application opportunity for science, math, and social studies courses enabling students in grades 6-8 to

Scoumis 8/2010 Opportunities identified and scheduled

1.3.9 – street law, i-own, working with Pitt on “green employment” pitt

c/o

Update May 2011 11


experiment and apply lessons learned (large-scale project, community activity, Kennywood science day, etc.)

with medical jobs and UYA w/ education . Working with Point Park on a Business internship for sixth grade.

1.3.12. Investigate peer-to-peer learning opportunities enabling students in grades 7-8 to tutor younger students

McCaskey 8/2011 Documented opportunities; peer opportunities scheduled

2nd semester block class we offer an opportunity for students to tutor younger students – Library internship

c/o

1.3.13. Survey alumni to gauge satisfaction with curriculum’s ability to prepare for high school courses

External Affairs

7/2010 Survey developed, administered, and analyzed annually

Facebook – as of 9/2011 MACS does not have concrete numbers but still in process

c/o

1.3.14. Survey teachers of alumni to understand content-area or other strengths and weaknesses of students in aggregate

McCaskey 7/2013 Survey developed, administered, and analyzed annually

1.3.15. Attain Middles States re-accreditation V. Scoumis 12/2013 Middle States re-accreditation is granted

Pushed back one year - extension

ongoing

1.3.16. Identify students who may benefit from enrichment activities and connect them with extracurricular enrichment activities to further enhance their academic success

McCaskey 12/2010 Students and enrichment opportunities identified

C-Mites, honors block classes, NHS, Math Club, Robotics, Drama

c/o

1.3.17. Develop an electronic student portfolio system that can include electronic files and multimedia presentations

V. Scoumis 6/2012 Electronic portfolios developed and launched

Update May 2011 12


Goal 1.4. Engage in robust partnerships to enhance academics


Completion Date


1.4.1. Conduct a gap analysis to identify potential partners to supplement academic program

V. Scoumis 5/2011 Gap analysis conducted Ongoing – constantly looking for new partners – Point Park, UPMC, Had annual meeting with partners in September

c/o

1.4.1.1. Convene an ad-hoc partnership committee to articulate desired partnerships by grade and subject area

V. Scoumis 3/2011 Committee developed; desired state articulated

Cluster Leaders will work with each teacher and report potential partners.

In-process

1.4.1.2. Inventory current partnerships and recent partner organizations

V. Scoumis 4/2011 Current partnerships inventoried

Done annually for Annual State report – see Annual Report

c/o

1.4.1.3. Identify gaps between current and desired state and develop a master list of potential partnerships and organizations by grade level and subject area

V. Scoumis 5/2011 At least 3 potential partners identified for each grade and subject

See Above c/o

1.4.2. Develop outreach plans and prioritize potential partners identified in the gap analysis

J. Horner 7/2011 Communications developed; partners prioritized

Ongoing – external affairs officer is currently in process of putting together a partner/donor guide – Donor Plus software

c/o

1.4.3. Outreach to top tier of potential partners to gauge interest and invite for partnership investigation

V. Scoumis 8/2011 Documented communication with partner organizations

Had annual meeting with partners in September

c/o

1.4.4. Outreach to middle tier of potential partners to gauge interest and invite for

V. Scoumis 8/2012 Documented communication with

In process on On going

Update May 2011 13


partnership investigation partner organizations1.4.5. Outreach to lower tier of potential partners to gauge interest and invite for partnership investigation

V. Scoumis 8/2013 Documented communication with partner organizations

1.4.6. Investigate informal articulation-type agreements or partnerships with high schools

V. Scoumis 5/2011 Articulation agreements developed or dismissed and cause documented

MACS doesn’t feel steering students to certain highschool is in best interest. Has yearly highschool fair. CEO has talked to City High about possible alignment.

1.4.7. Investigate partnership with CMU Heinz College Instructional Technology, Educational Technology Management programs, or other similar programs

V. Scoumis 8/2010 Partnership attempted; some level of planned collaboration between MACS and CMU

Bryan Tamburro 412.268.4222

V.S. has been unsuccessful in setting up relationship - ongoing

Update May 2011 14


Goal 1.5. Integrate technology into teaching and learning


Completion Date


1.5.1. Benchmark student laptop programs at other schools including the Pittsburgh Science and Technology Academy and City High

V. Scoumis 8/2012 Other programs benchmarked and best practices identified

0ne to one middle school – Heinz grant

c/o

1.5.2. Investigate and conduct cost-benefit analysis for a middle school student laptop program

V. Scoumis 12/2012 Cost-benefit analysis conducted

0ne to one middle school – Heinz grant

ongoing

1.5.3. Identify multimedia training tutorials for teachers and provide primers on the integration of multimedia tools in the classroom

D. Henderson

6/2011 List of multimedia training tutorials

School is currently undergoing change in tech – 6-8 grade has 1-1 computers… Library equipped w Ipads, elementary has 1-2 ratio. Software such as Powerschool and Build a Book

c/o

1.5.4. Incorporate multimedia lessons and applications into all grade 6-8 courses (PowerPoint, video, blogging, podcasting, etc.)

D. Henderson

8/2011 1 documented multimedia opportunity in each class each semester

Is being done at classroom level. Future Cities as an ex.

c/o

1.5.5. Incorporate multimedia lessons and applications into all grade K-5 courses (flip phone video, blogging, etc.)

D. Henderson

8/2012 1 documented multimedia opportunity in each class each semester

Ipads, distant learning. Computer carts

c/o

1.5.6. Appoint one teacher with necessary expertise or experience as the instructional technology lead to champion instructional technology efforts

V. Scoumis 8/2010 Identified instructional technology lead; job description written

Dennis Henderson – Tech Job description available

finished

1.5.7. Conduct a survey of MACS teachers to identify instructional technology tools that would

V. Scoumis 12/2010 Survey developed, administered, and

D. DiMucci is looking for proper tool

ongoing

Update May 2011 15


enable more effective of efficient curriculum delivery

analyzed

1.5.8. Incorporate additional Microsoft Office lessons and applications in grade 6-8 into language arts and social studies

D. Dimucci 8/2011 1 documented MS Office opportunity in each class each semester

Tech teacher working directly in both Social Studies and LA classes to help facilitate

c/o

1.5.9. Incorporate additional Microsoft Office lessons and applications in grade K-5

D. Dimucci 8/2012 1 documented MS Office opportunity in each class each semester

1.5.10. Develop MACS student proficiency standards for technology use as a graduation requirement

D. Dimucci 8/2014 Hard and soft proficiency standards developed and implemented

Looked at standards of City High and developed MACS

c/o

1.5.11. Update the MACS technology plan submitted to PDE to include technology-related ideas from this strategic plan

D. Dimucci 12/2010 Technology plan updated and submitted

Posted on Goggle Aps. Finished

Update May 2011 16


2.0. Teacher Empowerment – Attracting and retaining the best and brightest staff and faculty by providing an environment to stimulate professional development and high-quality learning

Goal 2.1. Utilize a best-in-class professional development system


Completion Date


2.1.1. Develop and convene a committee to investigate enhancements to MACS professional development (at least 1 administrator, 2 board members, and 2 teachers)

V. Scoumis 8/2011 Committee convened and mission created

Board Academic Committee –Survey to teachers

c/o

2.1.2. Conduct a review of current professional development programs/research

V. Scoumis/ Committee

12/2011 Literature reviewed and best practices identified

Process started - ongoing

ongoing

2.1.3. Identify at least 1 non-traditional professional develop opportunities for each subject area that can be easily implemented


12/2011 1 non-traditional opportunities identified and implemented

Process started - ongoing

ongoing

2.1.4. Add the master list of external professional development opportunities available to teachers on the MACS wiki page


8/2010 Master list developed and placed on the wiki page

DiMucci – wiki page finished

2.1.5. Develop a policy and process for external professional development including allowances and potential reimbursement for costs and add this to the school wiki page


8/2010 Policy and process developed and communicated to teachers

Has been in place finished

2.1.6. Investigate “Charter School Professional Development Forum” and assess opportunities to partner or collaborate


12/2010 Documented communication with Forum

Urban Pathways and art, City High and interns PCSCS and yearly conference

c/o

2.1.7. Develop a tiered professional development program, differentiated for new teachers and experienced teachers and by subject area (teacher effectiveness)


8/2011 Differentiated model created and rolled-out

Complete – attachment c

2.1.8. Develop year-long, individual professional V. Scoumis/ 12/2011 Plans created no longer Teachers were allowed ongoing

Update May 2011 17


development plans (in addition to the 40 day plans) for teachers based on formative and summative evaluations

Committee than 2 weeks after each formative evaluation for every teacher

to develop their own plans or continue using 40 day

2.1.9. Revise the state-submitted professional development plan to include enhancement to the school’s professional development system

V. Scoumis 6/2011 Plan revised and submitted to PDE

Summited to PDE – waiting for approval - approved in 11/11

c/o

Update May 2011 18


Goal 2.2. Enhance communication among all teachers to facilitate collaboration


Completion Date


2.2.1. Establish formal subject area learning communities and provide time for learning communities to convene (possibly during forthcoming study hall periods)

McCaskey 12/2010 Communities developed and meeting times scheduled

Cluster Groups C/O

2.2.2. Establish cross-subject, multi-level learning communities and provide time for learning communities to convene (possibly during forthcoming study hall periods)

McCaskey 12/2010 Communities developed and meeting times scheduled

Cluster Groups C/O

2.2.3. Ensure at least 25 percent of teachers are involved in some sort of collaborative learning community

V. Scoumis 6/2011 25 percent of faculty involved

Teacher worksheet -Middle school collaborative,Clusters, book reviews

C/O

2.2.4. Ensure at least 50 percent of teachers are involved in some sort of collaborative learning community


2.2.5. Ensure 100 percent of teachers are involved in sort of collaborative learning community


2.2.6. Reorganize building offices and classrooms to accommodate a teacher collaboration room to be used as a resource room for common planning

V. Scoumis 8/2014 Physical space created for teacher collaboration

Update May 2011 19


Goal 2.3. Develop and implement a performance management, teacher assessment, and rewards and recognition system that enhances student achievement


Completion Date


2.3.1. Reconfigure current teacher assessment metrics to include additional, quantitative detail on teacher performance (i.e. a 1 to 5 scale)

V. Scoumis 8/2010 Multi-level evaluation rubric created and implemented in evaluations

Half year and yearly review form

c/o

2.3.2. Include at least 3 development suggestions in every teacher evaluation from the administrator’s perspective and 3 personal development goals from the teacher’s own perspective

V. Scoumis 12/2010 Personal and professional goals included in all teacher evaluation documents

40 day plan c/o

2.3.3. Develop separate evaluation metrics for novice teachers and experienced teachers

V. Scoumis 8/2010 Differentiated rubrics developed and rolled-out

Review forms and 40 day palns

c/o

2.3.4. Conduct at least 1 formal, formative evaluation for each teacher by January of each year

McCaskey 1/2011 1 formative evaluation documented for each teacher

McCaskey & Scoumis Y

2.3.5. Conduct at least 1 formal, summative evaluation for each teacher by May of each year

McCaskey 5/2011 1 summative evaluation documented for each teacher

One done/ second being completed

Y

2.3.6. Develop formal relationships between teacher assessment rubrics and annual salary increase schedule so teachers and administrators can gauge expected raises in an objective manner

V. Scoumis 8/2010 Clear link between assessment rubrics and compensation scale

Review forms c/o

2.3.7. Investigate the Pennsylvania Value Added Assessment System (PVAAS) as a means to complement traditional assessment methods

V. Scoumis 6/2011 PVAAS reviewed and understood by administrators

J Pugh – working with PVAAS

In process

2.3.8. If warranted, implement the PVAAS system on a pilot basis for a sample of teachers to further understand the process and results

V. Scoumis 8/2011 PVAAS rolled-out to a sample of teachers; results scrutinized

In process In process

Update May 2011 20


2.3.9. Investigate use of longitudinal student outcomes as a means to evaluate teachers (attributing success of 8th graders to 7th grade teacher, for example)

V. Scoumis 8/2012 Consideration documented and cost-benefit analysis conducted

2.3.10. Develop and convene a committee to investigate rewards and recognition programs for teachers such as salary incentives or non-salary incentives such as school-wide recognition, parking spaces, etc. (at least 1 administrator, 2 board members, and 2 teachers)

V. Scoumis 9/2011 Committee convened; rewards and recognition ideas generated

Teachers held meetings three times last year (2010 – 2011) Now ready for board input

ongoing

2.3.11. Launch a pilot evaluation cycle incorporating rewards and recognition ideas into teacher assessment process for a sample of teachers

V. Scoumis 1/2012 Pilot evaluation cycle conducted including ideas generated by the committee

2.3.12. Provide intensive coaching and mentoring to teachers who receive low scores on comprehensive performance management and evaluation systems

V. Scoumis 1/2012 Coaching and peer-to-peer mentoring plans created for low performing teachers

2.3.13. Provide formative evaluations for low performing teachers at least 1 time every 9 weeks

V. Scoumis 6/2012 Formative evaluations and progress documented

2.3.14. Systematically exit non-effective teachers from MACS based on comprehensive performance management and evaluation results

V. Scoumis 6/2012 Employment contracts not renewed for lowest performing teachers

Done on an as needed basic

ongoing

Update May 2011 21


Goal 2.4. Attract, develop, and retain high-quality support staff


Completion Date


2.4.1. Convene current support staff to conduct an internal assessment of MACS employment

McCaskey 12/2011 Group convened; discussion documented

2.4.2. Articulate at least 5 strengths or advantages of work at MACS

McCaskey 6/2012 5 strengths identified

2.4.3. Identify at least 5 priority improvement areas for support staff at MACS

McCaskey 6/2012 5 improvement opportunities identified

2.4.4. Utilize identified strengths to develop a support staff value proposition or employment brand

McCaskey 8/2012 Value proposition or employment brand created

2.4.5. Incorporate value proposition or employment brand into recruitment or hiring procedures for support staff positions

McCaskey 12/2012 Incorporated into hiring practices

2.4.6. Create a committee of at least 3 support staff members and 1 administrator to develop corrective action plans, as appropriate, for identified improvement areas

McCaskey 8/2012 Committee created; action plans developed

Update May 2011 22


3.0. Comprehensive Programs and Services – Becoming a pillar of support for our students, staff, families, and community through non-academic programs and services

Goal 3.1. Provide complementary extracurricular activities for students


Completion Date


3.1.1. Consider revising the master schedule and MYDC schedule to include an activity period for extracurricular activities

McCaskey 8/2011 Documented justification for revision/lack of revision to schedule

Present MYDC with a extended day model

ongoing

3.1.1.1. Discuss with MYDC the possibility of revising their program schedule to accommodate additional MACS time

McCaskey 12/2010 Informal conversation and formal discussion documented

Extra 15 minutes on both end in beginning of 2009 – difficult time getting more – school day is 8:00 – 3:15

ongoing

3.1.1.2. Investigate scheduling alternatives at the middle school level to accommodate activity period during the school day

McCaskey 6/2011 Potential block master schedule developed

Currently no room in schedule

In process

3.1.1.3. Investigate the impact of holding one “activity afternoon” every other week during which school ends early and students participate in extracurricular activities

McCaskey 8/2011 Potential master schedule altered to include one alternate afternoon every other week

Currently no room in schedule

In process

3.1.2. Promote Cities extracurriculars more to students through the wiki page, website, and additional in-school materials

Hall 6/2010 Regulations identified and documented

Thru varied outlets c/o

3.1.3. Appoint a faculty or staff member to be the lead for all non-academic programs and services, including extracurricular activities

McCaskey 6/2010 Faculty lead appointed and job description written

Castillo / Braxton – mma, yoga, baseball, mcg

c/o

3.1.4. Try at least 1 new extracurricular activity for students each semester

McCaskey 12/2010 Long-term extracurricular activities plan developed

Castillo / Braxton – mma, yoga, baseball, mcg

y

Update May 2011 23


3.1.5. Coordinate with MYDC to leverage their Saturday programming to offer additional extracurricular opportunities to students

Scoumis 12/2010 Difference between macs and mydc – macs is letting mydc lead while still maintaining pssa program and i-own program

c/o

3.1.6. Consider MACS Saturday program as a means to supplement MACS academics or MYDC programming (i.e. programs through Sarah Heinz House or others)

Appointed Faculty Member

6/2011 MYDC c/o

Update May 2011 24


Goal 3.2. Provide programming to engage families


Completion Date


3.2.1. Host a parent meet-and-greet event at the beginning of each school year, beginning in Fall 2010

Rainey 9/2010 Event planned, scheduled, and hosted; feedback solicited

New Parent Orientation,Meet the teacher night, highschool fair

Y

3.2.2. Increase turnout at PTO events and sessions by X percent each year by leveraging Parents Nights

McCaskey 6/2011 Participation increased each year by X percent

PTO has a table at every parent night –Enrollment increased

ongoing

3.2.2. Host at least one additional parent-only event each academic year

Rainey 9/2011 Events planned and scheduled

PTO planning ongoing

3.2.3. Conduct a survey of parents to gauge interest in adult training courses such as financial management, home buying, continuing education, and others

Rainey 12/2010 Electronic and paper survey developed and administered

At family nights Y

3.2.4. Analyze survey responses and develop a parent education program including at least 1 evening or weekend program

Rainey 8/2011 Results analyzed; courses planned

Yearly needs assessment sent out and programming after

ongoing

3.2.5. Reorganize offices and classrooms to provide space for a Parent Resource Center to provide useful information for parents in a central location that can also be used to facilitate parent-parent and parent-teacher communication

V. Scoumis 8/2013 Center open and available to parents

3.2.6. Implement a web-based dashboard for parents that can be used to publicize general information as well as student performance information such as grades and attendance

V. Scoumis 8/2012 Dashboard implemented and utilized by at least 50 percent of parents monthly

Powerschool & Alert Now

ongoing

3.2.7. Develop referral partnerships with local social service agencies for parents or families in need

Rainey 8/2011 Partnership developed A school list is provided to parents as needed

ongoing

Update May 2011 25


Goal 3.3. Provide programming to engage and support the Manchester community


Completion Date


3.3.1. Conduct at least 1 community service event in the Manchester neighborhood each semester with students, staff, and friends of the school

Varied 12/2010 At least 1 service event planned, scheduled, and completed

Had children sing at varied programs during holiday season - fundraising for homeless shelter – clean up for earth day

c/o

3.3.2. Invite community members for group tours or school at least 1 time per year

External Affairs

6/2011 Tours scheduled and completed at least annually

c/o

3.3.3. Consider a community resource room within the school as a central location for information on services

V. Scoumis 8/2014 Cost-benefit assessment conducted for community resource room

3.3.4. Coordinate with MYDC to investigate opening the facility after hours or on weekends for use by the community (library, computer rooms, etc.)

V. Scoumis 12/2010 Logistics and regulations discussed in cooperation with MYDC

MYDC – building open 10-2 Saturdays

c/o

Update May 2011 26


4.0. Organizational Capacity – Enhancing our internal infrastructure and organizational capacity to support programs and services

Goal 4.1. Investigate alternatives and plan to appropriate physical expansion


Completion Date


4.1.1. Articulate potential physical expansion options

V. Scoumis/ Hill Group

12/2009 Options articulated and described in evaluation tool

Perkin Eastman Feasibility Study

completed

4.1.2. Develop evaluation criteria to objectively assess feasibility of each expansion option (such as administrative, economic, technical, and political feasibility criteria)


12/2009 Criteria articulated and defined in evaluation tool

Perkin Eastman Feasibility Study, MACS Strategic Plan

completed

4.1.3. Develop dynamic, electronic decision support tool than can eventually be used to assist with evaluating alternatives and reach optimal decision


12/2009 Tool developed and provided to MACS for future use

Perkin Eastman Feasibility Study, MACS Strategic Plan

completed

4.1.4. Follow up with MACS alumni to gauge their academic success versus non-MACS peers as a vital data point

V. Scoumis TBD Test score and behavioral data collected and analyzed for MACS alumni

L. Hall and result of survey monkey

On-going

4.1.5. Identify potential expansion communities and conduct market research on supply and demand of education in those communities and incorporate findings into decision matrix

V. Scoumis TBD Communities identified; supply and demand assessed

MACS/MYDC/MCC meetings in summer of 2011

On-going

4.1.6. Utilize a quantitative and qualitative evaluation matrix to score and rank each expansion alternative across criteria

V. Scoumis TBD Alternatives weighed, scored, and ranked


On-going

4.1.7. Identify the most feasible physical expansion option based on matrix results

V. Scoumis TBD Most feasible option identified and vetted by staff and Board of Directors


On-going

Update May 2011 27


4.1.8. Understand PDE requirements regarding expansion of charter school facilities and/or grades

V. Scoumis 12/2010 Restrictions or regulations identified

Rushford, McKenna completed

4.1.9. As necessary, engage planners, architects, and contractors to investigate physical expansion implementation

V. Scoumis 12/2011 Build-out plan created and partners engaged

MYDC, MCC On-going

4.1.10. Incorporate expansion plans into a facilities master plan

V. Scoumis 12/2011 Facilities master plan created or revised to reflect expansion

MACS/MYDC meeting monthly

ongoing

Update May 2011 28


Goal 4.2. Implement comprehensive information systems to support data-driven decision making and school management


Completion Date


4.2.1. Articulate data/information systems needs and inventory all collectable data points for students and teachers

V. Scoumis 7/2010 Needs articulated and inventory conducted

costly incomplete

4.2.2. Inventory capacity of current information systems used to collect data for all school functions and determine if a new system is necessary

V. Scoumis 7/2010 Documented inventory of all current information systems

Scoumis/DiMucci – recommend SKYward, waiting to hear from MYDC

complete

4.2.3. Investigate options related to purchasing a pre-developed school-wide, comprehensive information system

V. Scoumis 7/2010 Identified options; cost benefit analysis conducted

IES Best Practice Guide “Using Student Achievement Data”

ongoing

4.2.4. Investigate possibility of contracting to build a customized system

V. Scoumis 8/2010 Identified options; cost benefit analysis conducted

Not affordable complete

4.2.5. Select an appropriate vendor or contractor to provide IS overhaul (purchased or built)

V. Scoumis 12/2010 Appropriate vendor or contractor selected

PowerSchool complete

4.2.6. Roll out pilot test of new information system to a sample of teachers and administrators for testing

V. Scoumis 8/2011 Sample identified; pilot launched

PowerSchool Complete

4.2.7. Solicit feedback from pilot test group and incorporate changes, as necessary, to the system

V. Scoumis 12/2011 Feedback collected and analyzed

Ongoing ongoing

4.2.8. Facilitate a series of at least 2 school-wide trainings for teachers, administrators, and board members to understand new system

V. Scoumis 6/2011 Training sessions scheduled and hosted

Haven’t agreed on new system yet – waiting for MYDC

On going

4.2.9. Contract with the vendor or contractor on a limited basis to provide technical support

V. Scoumis 8/2011 Technical support contract created and ratified

PwerSchool & Cold Cypress

On-going

4.2.10. Incorporate IS policies and procedures V. Scoumis 12/2011 Policies developed, Needs to be developed ongoing

Update May 2011 29


into HR manuals and other organizational documents

approved, and incorporated into manuals

Being developed

4.2.11. Roll out and fully implement new data information system

V. Scoumis 6/2012 Data information system fully launched for use

Powerschool done

Update May 2011 30


Goal 4.3. Create more robust and user-friendly organizational policies and procedures


Completion Date


4.3.1. Develop and convene a committee to review current standard operating procedures, HR manuals, and other regulations, policies, or processes (at least 1 administrator, 1 board member, and 2 teachers)

Scoumis 12/2010 Committee convened; documented review of all procedures

Board H.R. committee c/o

4.3.2. Articulate recommendations to improve organizational policies and procedures

McCaskey 3/2011 Concrete recommendations developed

Reviewing handbooks – gauging staff

On-going

4.3.3. Enhance written policies and procedures based on new professional development strategy (see Initiative Area 2)

McCaskey 6/2011 Professional development policies adopted

Awaiting permission to open up new professional develop. Plan from PDE

c/o

4.3.4. Enhance written policies and procedures based on new performance management strategy (see Initiative Area 2)

McCaskey 6/2011 Performance management policies adopted

In process in conjunction with new teacher pay scale

c/o

4.3.5. Enhance written policies and procedures based on new data management strategy (see Initiative Area 4)

McCaskey 12/2012 Data management/ Information Systems policies adopted

Power School adopted Fall 2011

c/o

4.3.6. Collaborate with MYDC leadership to update joint facilities and building use policies

Scoumis 6/2011 On agenda at coordination committee meeting; discussed

Signed operating agreement through 2015

complete

Update May 2011 31


Goal 4.4. Optimize the relationship between MACS and MYDC, to the benefit of both organizations


Completion Date


4.4.1. Develop a Right of First Offer agreement with MYDC as a contingency plan against an unlikely change in building ownership

V. Scoumis 8/2010 ROFO developed and approved by both parties

J.Rushford to present to MYDC

Ongoing – MYDC was asked, waiting for response

4.4.2. Convene the MACS-MYDC coordination committee to discuss issues at least 1 time per semester to review policies and strategy as necessary

V. Scoumis 12/2010 coordination committee convened 1 time per semester

MACS/MYDC coordinating committee

c/o

4.4.3. Use the MACS-MYDC coordination committee to review and develop building rules and procedures that accommodate each organization

V. Scoumis 6/2011 Student rules developed jointly by both organizations

Building wide rules posted and reviewed with students

4.4.4. Convene a meeting between a select groups of MACS teachers and MYDC after school program staff at least 1 time each semester to discuss coordination and facilitate collaboration related to academics

V. Scoumis 12/2010 Participants selected; meetings scheduled and conducted; results documented

Wednesday meetings Done in beginning of year

4.4.5. Hold informal MACS-MYDC management meetings at least 1 time per month to facilitate continued discussion on academic and procedural issues

V. Scoumis 8/2010 Informal meetings are occur at least monthly

MYDC Not currently planned

Update May 2011 32


Goal 4.5. Enhance financial management capacity to accommodate potential growth and development activity


Completion Date


4.5.1. Utilize a tool like the McKinsey & Company capacity assessment grid to objectively assess current financial management capacity

Sanders 12/2010 Grid completed and capacity level identified

McKinsey & Company capacity assessment grid

Started, waiting to present to finance committee

4.5.2. Develop a financial management capacity enhancement plan based on results of capacity assessment activity

Sanders 3/2011 Concrete recommendations and enhancement plans

Finance Committee will report in March/11

In-process

4.5.3. Augment financial systems, budgets, and reports to accommodate additional fundraising income from corporations, foundations, and individuals

Sanders 7/2011 Financial documentation includes line items for fundraising income

Heinz , Chicago Trust, Private

On-going

J. Sanders and B. Hardy are looking into other tools rather than McKinsey & Company

Update May 2011 33


J.

5.0. Institutional Advancement – Publicizing the success of MACS through marketing, public relations, outreach, and advocacy as well as leveraging success to enhance financial sustainability

Goal 5.1. Enhance our brand image


Completion Date


5.1.1. Assess current brand image and recognition of MACS in the Pittsburgh community

V. Scoumis 3/2011 Brand image assessment study completed

On hold because of cost…price for 5.1.1.2 is expensive

In process

5.1.1.1. Conduct a search engine analysis on key words and phrases (such as Pittsburgh charter school) and document MACS-related results

V. Scoumis 12/2010 Documentation of search engine analysis, positive, and negative results

L.Hall looking into process and price – how to get rid of negative

ongoing

5.1.1.2. Conduct an electronic newspaper analysis similar to the search engine analysis and document MACS related news stories and results

V. Scoumis 1/2011 Documentation of newspaper archives analysis, positive, and negative results

L.Hall looking into process and price

ongoing

5.1.1.3. Document any negative press uncovered by search engine and newspaper analysis

V. Scoumis 3/2011 Special priority file created for negative press

L.Hall In process

5.1.2. Develop a strategy to respond to all recent negative press, if any, within 1 month of analysis

V. Scoumis 4/2011 Retroactive strategy developed

J Horner – fact sheet complete

5.1.3. Respond via press releases, opinion letters, and web statements for any new, negative press within 1 week of publication

V. Scoumis 4/2011 Documented response to all negative press within 1 week of publication

J Horner – fact sheet complete

5.1.4. Based on web search results, consider search engine optimization to increase web presence

V. Scoumis 5/2011 Documented discussion with SEO consultant

Done – cost prohibited complete

5.1.5. Reassess brand and design scheme at V. Scoumis 12/2013 Documented brand

Update May 2011 34


least once every 5 years to gauge continued relevancy and alignment with mission, vision, and values

image assessments

5.1.5.1. Consider engaging an external design or marketing consultant to review scheme and provide recommendations

V. Scoumis 8/2013 Need assessed; potential vendors evaluated; contract awarded if deemed appropriate

5.1.5.2. Provide MACS students an opportunity to submit design ideas through a school-wide contest

V. Scoumis 11/2013 Contest developed; submissions accepted; and winner(s) selected

5.1.6. Update website with publication, student content, or other new material at least 1 time every 2 weeks throughout academic year

V. Scoumis 8/2010 Documented website updates communicated to Board development committee

Hall & Brown c/o

5.1.7. Reorganize physical space as necessary to house in-school store, or inventory storage space for online-only store

V. Scoumis 8/2014 Physical space identified and converted as necessary

Update May 2011 35


Goal 5.2. Be recognized as educational experts, particularly in successful charter school operations


Completion Date


5.2.1. Invite local journalists, particularly those covering education, to tour MACS at least 1 time per semester

Hall 12/2010 Personal invitations sent or provided; 1 tour given per semester

c/o

5.2.2. Identify at least 2 local, state, or national education conferences annually at which MACS teachers or administrators can present and become thought leaders

V. Scoumis 6/2011 Presentations given at identified conferences

ROSO at PCCS and Scoumis at School that Can

ongoing

5.2.3. Present session related to success as a Blue Ribbon School at least once in 2010

V. Scoumis 12/2010 Blue Ribbon success session complete

Not completed

5.2.4. Submit press releases on student success or MACS events to Post-Gazette, Tribune Review, and Courier at least 2 times per semester throughout academic year

Hall 12/2010 Releases developed and sent to newspapers; at least 50 percent published

External affairs – loss of funds

c/o

5.2.5. Provide a published quote on education, charter school operations, or a related topic at least 1 time per semester

V. Scoumis 12/2011 Documentation of quotation; press release or article posted to MACS website

CEO appeared on PCNC – school

Update May 2011 36


Goal 5.3. Leverage the Board of Directors to increase publicity and support for MACS


Completion Date


5.3.1. Utilize the board development/planning committee on the Board of Directors to champion board-driven advancement activities

L. Berger 12/2010 Mission created; committee developed; bylaws altered and approved

Need board input

5.3.2. Assess current Board structure and operations using an objective tool such as the McKinsey grid

V. Crawford 6/2011 Assessment completed McKinsey & Company Capacity Assessment Grid (Governance)

5.3.3. Develop a board enhancement plan based on the outcomes of the assessment to further strengthen leadership, stewardship, and governance activities

V. Crawford 12/2011 Action plan created for governance enhancements

5.3.4. Develop an “Ambassadors” program to involve board members in school advancement activities after board tenure is complete

L. Berger/ V. Scoumis

12/2012 Program and job description created and approved

5.3.4.1. Benchmark other ambassador programs at local universities


3/2012 Programs identified and benchmarked; best practices articulated

5.3.4.2. Recruit at least 2 ambassadors by the end of the fiscal year


6/2012 Charter ambassadors recruited

5.3.5. Encourage 100 percent contributions from the Board of Directors and continue to measure and report on this each year


12/2012 Every Board member contributes some financial gift, according to their means

5.3.6. Raise at least X dollars from Board contributions in 2010


12/2010 Total Board giving meets or exceeds the fundraising target

Need board input

5.3.7. Increase total Board giving by 10 percent annually in each of the next 5 years


12/2011 Board giving increases by 10 percent annually;

Update May 2011 37


ongoing5.3.8. Increase Board appreciation activities to continue demonstrating the importance of the Board and its members to MACS’ success


3/2012 Board appreciation activities planned, scheduled, and hosted

5.3.8.1. Host an inaugural Board appreciation dinner or event for Board members and guests, highlight student and teacher success stories


12/2011 Dinner/event planned, scheduled, and hosted; feedback solicited from Board members

5.3.8.2. Host at least one Board appreciation event annually


12/2011 One event hosted annually

5.3.8.3. Regularly invite Board members to tour the school to interact with students and teachers


3/2012 Provide at least 1 board member tour or interaction opportunity each semester

Update May 2011 38


Goal 5.4. Increase alumni involvement and engagement


Completion Date


5.4.1. Develop an alumni association/group as a means to remain connected with MACS alumni throughout the country

V. Scoumis 6/2012 Association/group charter developed and approved

5.4.1.1. Develop a list of all MACS alumni (even current high school students) and email or mail contact information

V. Scoumis 6/2011 List included in MACS data and information system

5.4.1.2. Plan an alumni association kick-off event at the school

V. Scoumis 10/2011 Event planned and scheduled

5.4.1.3. Invite all alumni to attend the event to hear about new alumni outreach programs

V. Scoumis 4/2012 Personal invitations sent; event hosted; feedback solicited

5.4.2. Host at least 1 MACS alumni event annually for targeted alumni groups (specific class reunions, etc.)

V. Scoumis 6/2012 At least 1 event hosted annually

5.4.3. Invite targeted alumni back to the school at least 1 time each year to speak with current students and parents as well as prospective students and parents

V. Scoumis 6/2013 Alumni targeted; information session completed 1 time per year

5.4.4. Mail a small gift to high-school-age alumni by the beginning of each school year to remind them of MACS support and encourage their involvement in the alumni association (such as MACS pens, notebooks, etc.)

V. Scoumis 8/2013 Gift mailed to and received by all alumni in grades 9-12

5.4.5. Create an annual high school transition information session for 7th and 8th grade students and invite recent alumni to share stories

V. Scoumis 3/2014 Alumni targeted; information session completed 1 time per year

5.4.6. Maintain alumni contact information, V. Scoumis 6/2010 Table developed in Facebook, Survey ongoing

Update May 2011 39


achievement data, and other information in the data information system (see goal 3.2)

database; updated with grades/information of alumni after each semester

Monkey

Update May 2011 40


Goal 5.5. Develop fundraising strategy and infrastructure to cultivate corporate, foundation, and individual contributions


Completion Date


5.5.1. Consider hiring a full-time or part-time development and marketing resource to coordinate fundraising and outreach efforts

V. Scoumis 12/2010 Cost-benefit analysis for PT staff member completed

Changed format for 2010-2011 using L Hall

c/o – will change for 2011-2012

5.5.2. Benchmark peer public, private, and charter schools across the country to identify best-practice fundraising strategies

V. Scoumis 6/2011 Peers identified; benchmarking complete; best practices articulated

5.5.3. Enlist the Board development or institutional advancement committee to assist in developed activities (see goal 5.3)


9/2011 Staff and Board roles differentiated and understood; board involved as necessary

5.5.4. Identify, compile, and profile potential fundraising prospects (entities that may contribute dollars)

V. Scoumis 12/2011 List of prospects created

5.5.4.1. Articulate Tier 1 prospects (individuals or organizations with which MACS has an established relationship)

V. Scoumis 9/2011 At least 20 Tier 1 prospects identified

5.5.4.2. Articulate Tier 2 prospects (individuals or organizations that may have an interest in funding a charter school like MACS)


5.5.4.3. Articulate Tier 3 prospects (individuals or organizations that may not have an interest but MACS would like to pursue)


5.5.5. Initiate an annual giving campaign to cultivate a group of regular donations from individuals (alumni, parents, stakeholders)

V. Scoumis 2/2011 Annual giving campaign developed and rolled-out

Update May 2011 41


5.5.5.1. Raise at least 150k dollars through annual giving in 2011

V. Scoumis 12/2011 Annual giving target met or exceeded

5.5.5.2. Increase annual giving each year 2012-2015 by at least 10 percent

V. Scoumis 12/2012 Annual giving increased annually by designated percentage

5.5.5.3. Achieve annual fund participation of at least 20 individuals

V. Scoumis 12/2011 Participant target met or exceeded

5.5.5.4. Increase annual fund participation by 10 percent each year

V. Scoumis 12/2012 Participant target increases annually

5.5.6. Continue to cultivate relationships with local foundations by inviting their representatives for school visits and tours, provide a foundation tour at least 1 time each semester

V. Scoumis 12/2010 School tour provided for foundation representatives at least 1 time per semester

PNC reps in January 2011, Hienz 2011

c/o

5.5.7. Raise at least X dollars from newly-developed alumni outreach programs in 2011

V. Scoumis 12/2011 Alumni giving target met or exceeded

5.5.8. Increase alumni giving by X percent annually between 2012 and 2015

V. Scoumis 12/2012 Alumni giving increased annually by designated percentage

5.5.9. Raise at least 150k dollars from foundation grants and contributions

V. Scoumis 12/2011 Foundation grant target met or exceeded

5.5.10. Increase foundation grants and contributions by 10 percent annually between 2012 and 2015

V. Scoumis 12/2012 Foundations grants increase annually by designated percentage

5.5.11. Raise at least 50k dollars from corporate contributions

V. Scoumis 12/2011 Corporate contributions target met or exceeded

5.5.12. Increase corporate contributions by 10 percent annually between 2012 and 2015

V. Scoumis 12/2012 Corporate contributions increase annually by designated percentage

Update May 2011 42

MACS Strategic Plan 2010-2015Appendix A: Market and Situational Analysis Report

Appendix A: Market and Situational Analysis Report

Please note: This report was developed prior to the first strategic planning retreat in September 2009 and provided to committee members to inform the environmental scanning exercise.

Executive SummaryThe Manchester Academic Charter School (MACS) is a co-educational day school for students between kindergarten and eighth grade. Its mission is to empower each child to grow to be an essential component of their community by presenting a safe and nurturing atmosphere, utilizing neighborhood and community resources and preparing each child to meet academic standards through technological innovations, individual learning styles, and incorporating innovative teaching techniques thus preparing their students for the challenges of the 21st century.

The purpose of this market and situational analysis is to:1. Provide the information needed on the current market environment, including MACS

performance along accepted industry benchmarks (PSSA and AYP results)2. Review potential competitor types3. Discuss a possible aspirant organization that may provide some information on potential

programs/processes that could be adopted by MACS in order to further improve its services and potentially impact a greater number within the Manchester community

Overview and Related TrendsPublic education in Pennsylvania has been at the forefront of many policy debates in recent years and the constant battle between a need for improved academic achievement result and funding constraints continues to flood both sides of the aisle at national, state, and local levels. Additionally, the debate continues to be voiced as to the true benefit being created by charter schools (including cyber charters) and with 125 charters operating within the state and enrollment continuing to grow, the result of these debates continues to affect more and more Pennsylvanians.

This section includes information on the trends in Pennsylvania public education, the attitude toward charter schools, and some background on when charters were founded and the charge given to them by the Pennsylvania state legislature.

Organization ProfileMACS first opened in 1998 in Pittsburgh’s North Side with the objective of providing personalized education to its students. The school shares its physical location with the Manchester Youth Development Center (MYDC), who originally founded MACS. As of the 2007-2008 school year, MACS enrolled 194 students between kindergarten and eighth grades. It has met its Adequate Yearly Progress goals in each of the last five years. MACS was recently recognized as one of a dozen schools in Pennsylvania and 320 in the county to receive the 2008 National Blue Ribbon Award, the only school in the City of Pittsburgh to be honored and the first charter school in the region to receive the commendation.

This section details some of the key components of MACS as they relate to the greater marketplace. These include the school’s background, current composition, faculty and board, and a review of the waiting list for students.

Environmental Analysis



The majority of MACS students (89 percent) live within the Pittsburgh Public School district with the rest of its students coming from neighboring districts in Allegheny County. The county itself is home to 252 public schools offering a variety of curriculum levels between kindergarten and twelfth grade.

This section reviews the locations of the 252 schools and their related curriculum offerings as well as compares the PSSA Assessment and Adequate Yearly Progress (AYP) results of these schools against those of MACS to further establish MACS market position.



Funding StreamsThe primary funding stream for charter schools, including MACS, comes from the home districts of the students enrolled. However, MACS has been able to supplement this funding with grants from local foundations and the USDA in recent years.

This section reviews the current financial situation of MACS at a high level and discusses the past funding streams utilized by MACS to provide sufficient capital for its operations.

Partnership between MACS and MYDCMYDC, was the organization that founded MACS and while separate organizations, the two entities work collaboratively and share resources, including their physical location, to provide the children in their programs an enjoyable and educational experience. In addition to MACS, MYDC offers the Training Wheels program for 2-5 year olds and after-school and summer programs geared toward physical activity and academic achievement.

This section reviews the MYDC programs in greater detail and discusses the current level of partnership between the two organizations.

Competitor AnalysisMACS must compete for both students and funding in the marketplace against a variety of competitors. These include public districts, other “brick and mortar” charter schools, and cyber charter schools.

This section reviews each of these organization types in detail and provides the appropriate information for comparison of their progress in enrollment and academic achievement against that of MACS.

Aspirant OrganizationWhile MACS currently offers a high-caliber of curriculum and a nurturing environment for its students in which to learn, all organizations can look to their peers for additional insights into areas they can continue to improve as part of their strategic plan. One such organization that should be considered for review is the Harlem Children’s Zone and its two Promise Academies which take a holistic approach to education by providing programs for expectant families through college guidance and assistance as well as job training and placement.

This section reviews a background on the Harlem Children’s Zone and some of the key programs that have helped it to become a nationally recognized program.



1.0 IntroductionThe Manchester Academic Charter School (MACS) is a co-educational day school for students between kindergarten and eighth grade. Its mission is to empower each child to grow to be an essential component of their community by presenting a safe and nurturing atmosphere, utilizing neighborhood and community resources and preparing each child to meet academic standards through technological innovations, individual learning styles, and incorporating innovative teaching techniques thus preparing their students for the challenges of the 21st century.

1.1 Strategic Planning ProcessMACS retained The Hill Group, Inc. to initiate a strategic planning process to help chart its future direction, gain consensus on a new and/or expanded strategic direction, and develop a plan to actualize its vision. A visual portrayal of the strategic planning process is shown in Figure 1 below.

Figure 1: Strategic Planning Process Diagram

1.2 Purpose of Market and Situational Analysis

As seen above, an important component in developing a strategic plan entails the completion of an Environmental Scan to assess the current positioning of MACS within its associated market, the position of other market players, including potential competitors, and other trends being seen in the market that could potentially impact the decisions included within a strategic plan.

The intention of this document is to provide market information to aid in the brainstorming and decision-making processes required for strategic plan development through which, MACS continues to assess the following questions:

Driving Questions: What is our current position in the marketplace? Does enough demand exist to warrant expansion? If so, how should we expand?

o Increase class sizes or number of classrooms per gradeo Implement curriculum for grades 9-12

Are we maximizing the benefits from our relationship with Manchester Youth Development Center (MYDC)?



2.0 Overview and Related Trends2.1 Pennsylvania Public EducationPublic education has remained a strong political topic at the national, state, and local level. In the 2007-2008 academic year, over 6,200 public schools were in operation across the 500 districts and 29 intermediate units with a total enrollment of around 1.8 million students. Allegheny County, the county in which MACS operates, is home to 252 public schools (including charters) with a total enrollment of over 156,000 students1.

Recently, public education in Pennsylvania has seen many reforms and budget changes with hope of improving the education its children are receiving from the public system. On August 19, 2009, the Center for Education Policy announced that Pennsylvania was the only state in the nation to make “across-the-board academic gains” from 2002-2008 in elementary, middle, and high school academic achievement2. This continued desire to increase the performance of Pennsylvania students with the continued debates on funding for public schools has been at the forefront of Pennsylvania education for many years.

2.1 Current Climate for Charter SchoolsCharter schools are self-managed public schools, approved by local districts whereas cyber charter schools are approved solely by the Pennsylvania department of education. Both types of charter schools operate freely from many education mandates and serve the purpose of offering alternatives in education using strategies that may vary from traditional public schools.

In the 2007-2008 academic year, 125 charter schools were in operation with a total enrollment of over 60,000 students, a substantial increase since Pennsylvania Act 22 was enacted in 1997, establishing the framework for authorizing charter schools. This act states the following six purposes of chartered establishments:

1. Improve pupil learning2. Provide expanded choices3. Increase learning opportunities for all pupils4. Encourage different and innovative teaching practices5. Create new professional opportunities for teachers6. Hold charter schools accountable for their performance3

In recent years, many arguments have been made against the necessity of charter schools and the claimed effect that the existence of charter schools degrades the ability for traditional districts to educate effectively. Additional evidence has been released to indicate the existence of charter schools has resulted in an increased responsiveness by traditional districts to their student’s needs, when charter schools are within their district4.

1 PreK-12 Statistics. Pennsylvania Department of Education. Accessed 8/31/2009. http://www.pde.state.pa.us/k12statistics/site/default.asp2 Reuters. “Pennsylvania Leads Nation in Student Achievement Gains”. 8/19/2009. Accessed 9/3/2009. http://www.reuters.com/articlePrint?articleId=US185109%2B19-Aug-2009%2BPRN200908193 Nelson, Christopher. “Pennsylvania Charter Schools: What’s Working and What’s Not”. Accessed 9/3/2009. http://www.eplc.org/conf/conference_nelson.ppt#256,1,Pennsylvania Charter Schools: What’s Working and What’s Not4 Center for Education Reform. “Charter Schools: Six Common Criticisms from Opponents…and Proof that they are Unfounded”. Accessed 8/31/2009.



3.0 Manchester Academic Charter School ProfilePrior to profiling the trends and associated behavior seen in the larger marketplace, a definition of the environment and programs offered by MACS should be established.

3.1 Background Manchester Academic Charter School Manchester Academic Charter School (MACS) first opened in 1998 in Pittsburgh’s North Side with the objective of providing personalized education to its students. The organization has identified the following seven characteristics as its strengths in educating students5:

Standard driven academic curriculum Technology classes for all students (kindergarten through eighth grade) Spanish classes for all students (kindergarten through eighth grade) State of the art science classroom Full and/or part-time teacher assistants in each classroom Educational partnership with MYDC’s afterschool and summer school programs Partnerships with various educational, cultural, and community organizations

MACS has met the Adequate Yearly Progress (AYP) standards under the federal No Child Left Behind Act (NCLB) in each of the past five years and was recently recognized as one of a dozen schools in Pennsylvania and 320 in the country to receive the 2008 National Blue Ribbon Award, the only school in the City of Pittsburgh to be honored and the first charter school in the region to receive the commendation. MACS was also recently honored by the Pennsylvania Department of Education through the Keystone Award in recognition of outstanding academic achievement6.

MACS Mission Statement (as of September 2009)

“The Mission of Manchester Academic Charter School is to empower each child to grow to be an essential component of their community by presenting a safe and nurturing atmosphere, utilizing neighborhood and community resources and preparing each child to meet academic standards through technological innovations, individual learning styles, and incorporating innovative teaching techniques thus preparing our students for the challenges of the 21st century.”7

MACS and Manchester Youth Development Center PartnershipThe Manchester Youth Development Center (MYDC) was founded in 1968 by individuals within the Manchester community to respond to the community needs expressed by its initial funders, Pittsburgh Presbytery and the Bidwell Presbyterian Church, to enhance the education – primarily reading and math – of the children in the community. It was MYDC that identified a need for a charter school in the community, applied for Pittsburgh Public School approval, and founded MACS as a separate organization in 19988.

Currently, MACS and MYDC collaborate in various capacities and work together within the same physical structure, owned by MYDC. Further information on the programs offered by MYDC and the MYDC-MACS partnership is detailed within section 5 of this assessment.

5 About MACS. Accessed 8/31/2009. http://www.macsk8.org/about.html6 Scoumis, Vasilios. Manchester Academic Charter School Wins National Blue Ribbon Award. MACS Website. Accessed 8/31/2009. www.macsk8.org7 MACS Mission Statement. Accessed 9/7/2009. http://www.macsk8.org/8 About MYDC. Accessed 9/1/2009 http://www.mydc.org/about.html



3.2 Current Composition

MACS Board MembersMACS currently has a board comprised of 12 trustees and two administrators. The current individuals on the board are listed in Table 1.

Table 1: MACS Board MembersBoard of Directors

Larry Berger, BSChE & PP Jocelyn K. Horner, MSc, B.PhilAnn B. Canning, Ed.D. Loretta Jeter, M.Ed.W. Moses Carper, MSW Sean L. McCaskill, BA, MASean Fitzpatrick, AD/ Spec Tech, USAF Margaret G. McKeown, Ph.D.Robyn E. Francis, BS Stanley M. Pittman, BSTina L. Henderson, ABS, MACS Parent Betty H. Robinson, Ph.D.

Administrators and Other Board ParticipantsJohn H. Rishford, Esq., Legal Counsel Virginia Crawford, Ph.D., Pro Tem Secretary

FacultyMACS has 31 faculty members fulfilling various roles including general education in all subject areas for grades kindergarten through fifth (6 individuals) and professionals dedicated to specific subjects for grade 6-8 and subjects including art, music, technology, and physical education (11 individuals). MACS also has three individuals on staff, including one individual serving both a teaching and coordinator role in the area of special education9.

StudentsThe last reported information from the Pennsylvania Department of Education indicates a current enrollment of 194 students (51 percent male, 49 percent female) of which 71 percent are from low income families10. The largest number of students in any one grade being kindergarten (25 students) and the lowest enrollment is eighth grade (16 students). Figure 2, below, depicts the number of students enrolled in each grade, by gender.

Figure 2: 2007-2008 Enrollment

9 MACS Faculty and Staff. Accessed 8/31/2009. http://www.macsk8.org/staff.html10 PreK-12 Statistics. Pennsylvania Department of Education. Accessed 8/31/2009. http://www.pde.state.pa.us/k12statistics/site/default.asp


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Home District RepresentationThe majority of students attending MACS live within Pittsburgh and therefore have Pittsburgh Public Schools as their home district. Figure 3, below, indicates each district students of MACS reside in, the number (and percentage) of students from each home district, and the district’s location within Allegheny County.

Figure 3: MACS Home District Representation


MACS


3.3 MACS Waiting ListMACS is managing a waiting list of 529 students at the beginning of the 2009-2010 academic year. The majority of the students on the waiting list are looking to enroll in the first grade (81) with fifth grade being the next largest grade (73 students). This contrasts with general expectation of strong waiting lists in the first and sixth grades. Figure 4 graphically depicts the number of students, per grade on the MACS waiting list.

Figure 4: 2009-2010 Waiting List Students by Grade

Additionally, it was determined that 93.4 percent of these students resided within the city of Pittsburgh evidencing their greatest demand remains within the city limits. Table 2 details the districts included within the current waiting list.

Table 2: Students on 2009-2010 Waiting List by Area

AreaNumber of

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Percent of Total Waiting List

Pittsburgh 494 93.4%McKees Rocks 21 4.0%Wilkinsburg 9 1.7%Penn Hills 3 0.6%Bellevue 2 0.4%


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4.0 Environmental AnalysisWith the ability for students to enroll in MACS who do not reside within the traditional district in which MACS is located, the potential MACS market expands to include Allegheny County, and the related schools within that area.

4.1 Current Enrollment and Related Trends When compared the average enrollment by grade in public (non-charter) and charter schools for the 2007-2008 academic year, the number of students enrolled at MACS is less than the average number of students enrolled in both charter and non-charter public schools offering the same grade in all instances. The degree of difference jumps sharply against the public (non-charter) school averages in the sixth – eighth grades as these schools are generally intermediate institutions that have accepted students from multiple elementary schools. Figure 5, below, illustrates this difference in enrollment for each grade offered11.

Figure 5: 2007-2008 Enrollment Comparison

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This enrollment spread has generally remained consistent since the 2005-2006 academic year. Figure 6 displays the total enrollment for kindergarten through eight grades in each of the last three reported academic years.

11 PreK-12 Statistics. Pennsylvania Department of Education. Accessed 8/31/2009. http://www.pde.state.pa.us/k12statistics/site/default.asp



Figure 6: Kindergarten - Eighth Grade Enrollment (2005-2006, 2006-2007, 2007-2008)

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4.2 Pittsburgh Public Schools Community OverviewWith over 85 percent of the students currently enrolled at MACS from the Pittsburgh Public School District, and over 90 percent of the students on their waiting list from the same area, this population of children have traditionally been the MACS target market. The 2007 American Community Survey from the U.S. Census Bureau indicates that a total of 28,240 5-14 year old children reside within the Pittsburgh Public School District. Of these children, 89 percent (25,083) are currently enrolled in school and 75 percent (18,792) of these 5-14 year old enrolled students are attending public school.

As of 2007, 63,100 families resided within the geographic area of the Pittsburgh Public School District, 54.1 percent of them having children between the ages of 6 and 17, and an average family size of 2.94 individuals. The median income was $47,536 and 26.8 percent of families held poverty status. The average commute time of employed individuals was 22.4 minutes. Around one fifth (18.5 percent) of people take public transportation to work, 11.9 percent walk, and 64.4 percent take a private mode of transportation (car, truck, and van). In addition, 37 percent of individuals left for work between 7:00 and 8:00AM with another 22 percent leave between 5:00AM and 6:00AM. With over 50 percent of working individuals leaving prior to 8:00AM there may be a potential need for before-school programs12.

12 U.S. Census Bureau. 2007 American Community Survey. Pittsburgh Public School District. http://www2.census.gov/acs2007_1yr/prod/TablesProfilesSubjectTables/States/Pennsylvania/StateSchoolDistrictUnified/PITTSBURGHSCHOOLDISTRICTPennsylvania/


MACS


4.3 Geographic LocationWhether the child is attending the school assigned to them by their home district or a charter school within proximity to the child’s home or parent’s work, the location of the school and the programs offered generally define the market of students willing to enroll and the potential competitors for those individuals.

Location of Schools within Allegheny CountyAll students attending MACS reside within Allegheny County. This county includes two intermediate units, IU2 - Pittsburgh Public Schools and IU3 - all other public districts within Allegheny County. A total of 252 public (charter and non-charter) establishments exist offering curriculum between kindergarten and eighth grade. The majority of these schools (37 percent) offering curriculum for kindergarten through fifth grade. A detailed listing of these schools, their offerings, and whether they are associated with a school district (SD) or are a charter establishment (CS) can be found in Appendix A: K-8 Offerings in Allegheny County.

Figure 7 identifies the location of each public (non-charter) and charter school within the county that offers a curriculum for any grade or combination of grades between kindergarten and eighth grade. A detailed image of the City of Pittsburgh and surrounding areas more closely identifies the location of MACS in relation to other schools, and their offerings.

Figure 7: Location of K-8 Public Schools (Charter and Non=charter) within Allegheny County13

13 Map generated using MapAList. www.mapalist.com Data from: PreK-12 Statistics. Pennsylvania Department of Education. Accessed 8/31/2009. http://www.pde.state.pa.us/k12statistics/site/default.asp


MACS

Propel - Homestead

http://www.mapalist.com/


4.4 Curriculum OfferingsOf the 252 public schools within Allegheny County, 5 percent (12 schools) offer curriculum for kindergarten through eighth grade. Of these schools, only two are charter schools (MACS and Propel – Homestead). In addition only three schools offer curriculum for children grades kindergarten through twelfth grade with only one of these schools being a charter school, PA Online Regional Cyber Charter school. This uniqueness held by MACS related to their ability to educate students through the eighth grade reduce the number of schools a child is required to attend to receive a complete education.

4.5 Academic AchievementAs in all industries, the ability for the organization to develop a higher quality product (the curriculum taught and the teachers who deliver it) that results in greater benefits for the consumer (increased comprehension and application of the material) results in a competitive advantage over the other institutions that cannot deliver to the same degree.

Pennsylvania System of School Assessment (PSSA)One of the ways to measure a Pennsylvania school’s ability to educate its students is through the Pennsylvania System of School Assessment (PSSA) which annually measures students’ strengths and weaknesses to allow educators, parents, and administrators to thereby assess the effectiveness of their educational programs. The PSSA currently evaluates the areas of Math, Reading, Writing, and Science. In this assessment, MACS performed better than the Intermediate Unit in which it resides (IU2) in all areas except Science, but even in this case the difference was minimal (less than 1 percent).

Figure 8 below illustrates the PSSA scores for the 2007-2008 academic year at MACS as they relate to the average scores within both intermediate units (IU) within Allegheny County14.

Figure 8: MACS 2007-2008 PSSA Performance

14 Assessment: 2007-2008 PSSA and AYP Results. Pennsylvania Department of Education. Accessed 9/1/2009. http://www.pde.state.pa.us/a_and_t/cwp/view.asp?A=3&Q=146079


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Adequate Yearly Progress (AYP)In addition, the No Child Left Behind Act of 2001 (signed into law in 2002) mandates that students must be 100 percent proficient in math and reading by 2014. In order to monitor this progress, states must determine annually whether schools and districts are making Adequate Yearly Progress (AYP) toward the 100 percent proficiency goals. The AYP goals were 56 percent proficient or advanced in math and 63 percent proficient or advanced in reading.

MACS has made the state-defined AYP goal in each of the last five years. This is not only above the average assessment received by public (charter and non-charter) schools in IU2 and IU3 but also remains constant while the intermediate units in the county saw a decrease in their performance of almost a category level. A visual display of this trend can be seen in Figure 9, below.

Figure 9: AYP Assessment Results (2003-2008)

5.0 Funding StreamsA review of MACS 2008 Form 990 indicated total revenue of $2,716,867 and expenses of $2,760,480 leaving a deficit for the year of $43,613 and thereby dropping its year-end net assets or fund balances to $612,022. This is the first time in the past three years where a deficit existed for the year as a result of payment back to Pittsburgh Public Schools. The average gain in the prior two years was $238,90415. Table 3, below summarizes the total revenues, expenses, and gain/deficit in net assets or fund balances for years 2006, 2007, and 2008.

Table 3: Total Revenues and Expenses from Form 990sYear

EndingTotal Revenues

(line 12)Total Expenses

(line 17)Excess (deficit) for the year

(Line 18)2006 $2,466,158 $2,112,962 $353,1962007 $2,716,865 $2,592,253 $124,6122008 $2,716,867 $2,760,480 ($43,613) – payback to PPS

15 MACS Form 990s provided by Guidestar. Accessed 9/1/2009. http://www2.guidestar.org


Made AYP

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5.1 Available Funding StreamsThe primary funding stream for charter schools, including MACS, comes from the home districts of the students enrolled. Section 1725-A of Pennsylvania Act 22 of 1997 states that:

“for non special education students, the charter school shall receive for each student enrolled no less than the budgeted total expenditure per average daily membership of the prior school year…minus the budgeted total expenditures of the district of residence for nonpublic school programs; adult education programs; community/junior college programs; facilities acquisition, construction, and improvement services and other financing uses, including debt service and fund transfers…This amount shall be paid by the district of residence of each student.”16

The amount for special education students is the same amount plus an additional percentage as determined by the State. The state will also reimburse the public school district around one third of the amount paid to charter schools in order to maintain the financial viability of the traditional districts17.

The same bill also states that charter schools are able to “receive, hold, manage and use, absolutely or in trust, any devise, bequest, grant, endowment, gift or donation…made to the charter school for any of the purposes of this article.”

5.2 Additional Funding SourcesIn addition to the revenue received by the home districts of its students, MACS also received a $45,000 grant from the Heinz Endowments to assist in expanding the use of technology in the school in 2008. In 2009, MACS was a recipient of the USDA Fresh Fruit and Vegetable Grant Program which provided the school with $50.00 - $75.0018 per student to supply free fresh fruit and vegetables for meals and snacks throughout the day.19

Most recently, MACS participated in a project funded by a $10,000 grant from the Grable Foundation (through The Charm Bracelet Project) to enhance the education of its students by pairing them with individuals from an older generation to create “Allegheny Voices”.20

16 “Charter Schools”. Pennsylvania Act 22 of 1997. Section 1725-A. Accessed 9/1/2009. http://www.pde.state.pa.us/charter_schools/cwp/view.asp?A=146&Q=4737917 Niederberger, Mary. “Propel’s success costs local school districts, which pay most of the bill”. Pittsburgh Post-Gazette. April 19,2009. Accessed 9/2/2009. http://www.post-gazette.com/pg/09109/963996-298.stm18 FFVP Quick Facts. USDA. Accessed 9/1/2009. http://www.fns.usda.gov/cga/FactSheets/FFVP_Quick_Facts.htm19 2009-2010 USDA Fresh Fruit and Vegetable Program Grant Schools. Pennsylvania Department of Education. Accessed 9/1/2009. http://www.pde.state.pa.us/food_nutrition/lib/food_nutrition/ffvp_2009_schools_receiving_grants.pdf20 City Walkabout / These 'Allegheny Voices' travel across generations. Pittsburgh Post-Gazette. 8/16/2009. Accessed 9/1/2009 http://wwww.postgazette.com/pg/09228/991140-294.stm



6.0 Manchester Youth Development Center (MYDC)As discussed in section 2, MYDC was the organization that founded MACS and while separate organizations, the two entities work collaboratively and share resources, including their physical location, to provide the children in their programs an enjoyable and educational experience.

6.1 Knowledge Sharing between MACS and MYDCAs it relates to sharing knowledge and insights between the organizations, MACS and MYDC currently have three faculty that hold positions in each organization according to the MACS website.

Phylissa Thomas – Training Wheels Program Director at MYDC and Sixth - Eighth Grade Reading Teacher at MACS

Chris Brown – Marketing Coordinator at both MACS and MYDC as well as the MACS robotics teacher

As dictated by organizational bylaws, Larry Berger serves on both boards, helping to improve each of the entities by identifying synergies between organizations.

6.2 MYDC Program OfferingsMYDC currently offers two distinct program categories in addition to the collaboration between MYDC and MACS. These are the After School and Summer program and the Training Wheels programs.

After School and Summer ProgramsMYDC’s after school and summer programs were created to provide a balance between recreation and academics for children outside of school hours (before, after, or during the summer). These programs pair organized games and recreation activities, to encourage physical fitness, with homework help and tutoring, to continue enforcing the importance of academics.21

These programs cater to various age groups and allow the children to enjoy their time outside of school in a structured, nurturing, atmosphere that enables continued growth.

Training WheelsThe Training Wheels program was founded in 1979 as a center designed for children between the ages of 2 and 5 to foster social, emotional, physical, and cognitive development. Programs include Pre-Reading, Pre-Math, Spanish, and Computers with additional activities in the areas of art, music, physical education, and gross motor and social skills. The center also holds extended hours (7:00AM – 6:00PM) to allow for students to attend the program during their parent’s workday.22

In addition, Training Wheels discussed the ability for the child’s education to “continue where it started” by enrolling the student in MACS to continue improving the quality of experience for early learners and school age children.23

21 After School and Summer Program. MYDC. Accessed 9/1/2009. http://www.mydc.org/ashome.html22 About Training Wheels. Accessed 9/1/2009. www.trainingwheels.com23 Enrichment Programs. Accessed 9/1/2009. www.trainingwheels.com



7.0 CompetitorsCompetition for students and funding exists across a broad number of organizations. The following section defines these potential competitors with regard to organization type and identifies some of the major competitors within close proximity to MACS.

7.1 Public School DistrictsThese schools are restricted to serving students within their defined district therefore, the ability for students within the traditional school’s district to not the schools managed by their home district, but instead attend MACS results in a loss of the funding for the traditional district, creating a competitive situation between traditional districts and charter schools for the students within their communities.

Competition for StudentsThere are four public schools offering services for kindergarten through fifth grade and three schools for sixth through sighth grades within close proximity to MACS. These schools would generally be competing for the same students living within the North Side area of the Pittsburgh Public School District.

Competition for Funding However, since the charter school remains available to all citizens, any increase in the budgeted total expenditure per average daily membership claimed by a student’s home district results in that same increase in funding for that student enrolled in MACS. In these instances, crafting a consistent message from both the home districts and charter schools to state and federal legislative bodies could serve to improve the financial state, and thereby programs offered, for all public schools.

7.2 “Brick and Mortar” Charter SchoolsMACS is one of eleven “brick and mortar” (non-cyber) charter schools within Allegheny county with eight of these establishments offering programs for some, or all, of the grades offered by MACS. Within the eight competitor schools, four are managed by the same organization, Propel Schools, making it the largest among all competitors with 1,313 total students enrolled in their schools during the 2007-2008 academic year.

Competition for StudentsWhile charter schools allow for students to attend from any district in the state, the majority of students attending charter schools live within the traditional district the school is located or neighboring districts. Therefore, the closest charter school competition for MACS, in the sixth – eighth grades, would be Northside Urban Pathways Charter School, offering sixth – twelfth grade classes and a 2007-2008 enrollment of 291.24 Other charter school competition could also come from Propel – Homestead Charter School, the only other charter school offering education for kindergarten – eighth grade. This school also remains within the Pittsburgh Public School district.

Competition for FundingWhile students, and their parents, may more easily decide that MACS is the best school for them among charter schools due to the offerings and location, funding sources such as grants and other monetary donations, are generally less concerned about the location of the school (at the district level) and more interested in the programs offered and successes in implementation.

24 PreK-12 Statistics. Pennsylvania Department of Education. Accessed 8/31/2009. http://www.pde.state.pa.us/k12statistics/site/default.asp



In this light, one of the key competitors for MACS in the area is the Propel – Homestead Charter School, part of the larger Propel Schools who operate four elementary schools and one high school in the area. Propel – Homestead enrolled 409 students in the kindergarten through eighth grades in 2007-2008 (more than double the enrollment of MACS) and has voiced plans to open additional schools in Allegheny County, including a second charter school in the Woodland Hills School district.

Regarding external funding, Propel Schools have received support from local foundations such as the Heinz Endowments, The Grable Foundation ($660,000 in three separate grants), and the R.K. Mellon Foundation, and tout their students’ ability to “consistently outperform students in the districts from which they came” as a strong benefit of enrolling in the Propel School system.25

By offering similar services to those at MACS, having offerings for students within the ninth – twelfth rades, and statements on continuing to establish charter schools across the region without concern for having more than one charter school within the same district (Woodland Hills district example), competition for external funding currently, and potentially for students in the future with Propel and potentially other charter schools approved for enrollment, may become a frequent occurrence.

7.3 Cyber Charter SchoolsIn 2008, eleven cyber charter schools were approved by the Pennsylvania Department of Education, two of which are physically located in the region, Pennsylvania Cyber School – Beaver County, Pennsylvania Learners Online Regional Cyber Charter School – Allegheny County. These schools allow for any student to attend classes from anywhere an internet connection is available and are open to all students in the state, regardless of home district. The generally accepted benefit seen through attending a cyber school is that it allows the student to move at his/her own pace and is therefore ideal for the gifted and challenged students within the population. These schools are seen under the same guidelines of a “brick and mortar” charter school and therefore are bound by the same funding criteria under PA Act 22 that MACS would receive from a student’s home district.

In 2007-2008, 29 percent (19,715 students) of the state’s charter school enrollment was in cyber schools, with many of these (73 percent) offering curriculum for children in kindergarten through twelfth grade. This is a continued trend in enrollment since 2001 where enrollments in cyber schools totaled less than 2,000 students26.

Note: Private and parochial schools were not included in this analysis because the strategic planning committee did not consider them to be direct competitors for MACS students.

25 Niederberger, Mary. “Propel’s success costs local school districts, which pay most of the bill”. Pittsburgh Post-Gazette. April 19,2009. Accessed 9/2/2009. http://www.post-gazette.com/pg/09109/963996-298.stm26 PACYBER. “Advocating for Cyber Charter Schools”. Accessed 9/3/2009. http://www.pacyber.org/about/your-choice.aspx



Competition for StudentsOne of the primary desires for students, and their parents, to change from a traditional district to a charter school is the smaller class sizes and individual attention afforded to students in the charter systems. The creation of cyber charter schools takes this individualized attention a step further by customizing the curriculum taught, and the pace it is covered, to that which best allows the student to learn, without having to compromise for the rest of the students in the class. The attractiveness of this option to gifted, challenged, and other students desiring an individualized program only continues to grow as the results from these schools in state testing meet, or exceed, that from both traditional and “brick and mortar” charter schools. Figure 10, depicts the results from the four 2007-2008 PSSA assessment subjects for MACS and the average of Pennsylvania’s eleven cyber charter schools.

Figure 10: MACS and Average Cyber School PSSA Performance

Competition for FundingAs another, newer, alternative to the traditional school district system, cyber charter schools would generally be working to obtain funding through similar streams as the “brick and mortar” charter schools would be pursuing but with the advantage of being a newer schooling alternative, and therefore potentially looked upon more favorably by those issuing the grants.


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8.0 Aspirant OrganizationIn continuing to define their strategy, MACS should look to other charter schools within, and outside, the Pittsburgh region in order to identify aspects of those organizations they feel would be beneficial to internalize in order to achieve some of the same benefits. This review of a leading charter school system, and the organization supporting it, identifies some of the similarities with MACS and some potential areas, successfully implemented at the profiled organization, which should be considered as potential initiatives as MACS continues to work to achieve its strategic objectives. .

8.1 Harlem Children’s Zone (Promise Academy Charter Schools)The Harlem Children’s Zone (HCZ) was founded in 1970 as Rheedlen a truancy-prevention program. HCZ has continued to grow through the creation of a Beacon Center (1991), allowing students to continue learning and growing after the traditional school day had been completed among other services centered on making the education setting a safe place for students, teachers, and community members.

The first signs of the current model appeared in 1997 when the agency began a network of programs for the residents of a 24-block area (the Harlem Children’s Zone Project). This project now covers 100 blocks and offers programs for residents within, and outside, of the defined HCZ for families and children of all ages (birth – adult) in order to maintain a “holistic approach to rebuilding a community so that its children can stay on track through college and go on to the job market”. Most recently, HCZ was recognized by President Barack Obama as “An all-encompassing, all-hands-on-deck, anti-poverty effort that is literally saving a generation of children.”27 Table 4, below, briefly summarizes some of the programs offered by Harlem Children’s Zone in each age group28:

Table 4: Select HCZ Program OfferingsProgram Description Age(s)

Baby College® Nine-week parenting workshops to expectant parents and children.

0-3 years old

The Three Year Old Journey Created for children entering the Promise Academy on Saturdays over several months to teach parents about a child’s development and building language and parenting skills.

3 year olds

Harlem Gems® All-day prekindergarten program to prepare children for school. Teaches English, Spanish and French from 8:00am – 6:00pm

4 year olds

Harlem Peacemakers Partially funded by AmeriCorps, this program trains young people committed to making their neighborhoods safe

Elementary School

TRUCE Fitness and Nutrition Center Teaches children in karate, fitness and dance, as well as nutrition and providing academic assistance.

Middle School

Learn to Earn After-school program helping high school students improve their academics and prepare for college and the job market.

High School

The College Success Office Helps high-school graduates be accepted in the College Students

27 History. Harlem Children’s Zone. Accessed 9/2/2009. http://www.hcz.org/what-is-hcz/history28 100 Blocks, One Bright Future. Harlem Children’s Zone. Accessed 9/1/2009 http://www.hcz.org/programs/the-hcz-project



Program Description Age(s)most appropriate college and assists them throughout their college years.

Single Stop Provides counseling, financial, and legal assistance. Adult / Family

Promise Academy Charter SchoolsIn September 2004, the HCZ opened its first of two Promise Academies, the second opening the following year. These academies currently offer classes to kindergarten through eighth grade and plan to add an additional grade each academic year until they offer services through the twelfth grade. The mission of these schools is to provide a high-quality, well-rounded, education in a safe, enriching environment.

Each school has implemented an extended school day and year that, when paired with the other programs HCZ offers, can result in the children spending as much as 10 hours a day participating in Harlem Children’s Zone programs created by a collaboration between Promise Academy and HCZ staff. They have also implemented a Saturday Academy for students needing additional help with their reading and math skills. The school also offers a health clinic for the students to receive free medical, dental, and metal-health services.

The 2008 figures from the New York academic assessment tests indicate 100 percent of the third graders in Promise Academy 2 and 97 percent in Promise Academy 1 being above the grade level in math, and 87 percent of the eighth graders scoring above grade level on math as well. The Promise Academy schools were also given an “A” in performance by the New York City Department of Education.

Potential Opportunities for MACSHaving the same community minded approach as the HCZ, MACS should consider continuing to enhance its connection with MYDC and develop marketing collateral describing this partnership and its unique benefit beyond classroom education in instilling the life lessons needed to succeed after graduation. Another key to be considered from HCZ was the outreach conducted by the school to those children not enrolled, but remaining a part of the community, through public school programs and the establishment of Beacon schools as a community center for children and their families to go after school hours and participate in enriching their child’s education.

A final area being conducted by HCZ for the purposes of enhanced marketing and strengthened grant applications is the development of a method for tracking performance through the collection of demographic data, participant surveys, and additional information already being collected for administrative purposes to monitor the success of their programs and identify community needs that could be addressed by their organization29.

9.0 Opportunity IdentificationUsing the information contained within this Market and Situational Analysis, those responsible for aiding in the development of the MACS Strategic Plan can work to identify the initiatives that should be undertaken during the next five years to further enable MACS in its mission of empowering children.

29 Harlem Children’s Zone: Business Plan. Executive Summary. Accessed 9/1/2009. www.hcz.org



Appendix A: K-8 Offerings in Allegheny CountyOffering School Street City State Zip Type01 - 05 BARRETT EL SCH 221 E 12TH AVE HOMESTEAD PA 15120 SD01 - 05 PARK EL SCH 4100 MAIN ST MUNHALL PA 15120 SD01 - 05 STO-ROX EL SCH 300 EWING RD MCKEES ROCKS PA 15136 SD02 - 06 SOUTH ALLEGHENY EL SCH 1707 WASHINGTON

BOULEVARDPORT VUE PA 15133 SD

03 - 05 CHARTIERS VALLEY INTRMD SCHOOL

2030 SWALLOW HILL RD

PITTSBURGH PA 15220 SD

03 - 05 EAST UNION INTRMD SCH 57 EAST UNION ROAD PO BOX 30

RUSSELLTON PA 15076 SD

03 - 05 WHITEHALL EL SCH 4900 CURRY RD PITTSBURGH PA 15236 SD03 - 06 WESTINGHOUSE EL SCH 320 MARGUERITE AVE WILMERDING PA 15148 SD03 - 08 HIGHLANDS MS 1350 BROADVIEW

BOULEVARDNATRONA HEIGHTS

PA 15065 SD

04 - 06 COLFAX UPPER EL SCH 430 COLFAX ST SPRINGDALE PA 15144 SD04 - 06 CORNELL INTRMD SCH 1600 CORNELL ST MCKEESPORT PA 15132 SD04 - 06 DICKSON INTRMD SCH 7301 SCHOYER AVE PITTSBURGH PA 15218 SD04 - 06 FAIRLESS INTRMD SCH 531 JONES AVE BRADDOCK PA 15104 SD04 - 06 RANKIN INTRMD SCH 235 4TH AVE RANKIN PA 15104 SD04 - 08 MCCLURE INTRMD SCH 500 LONGVUE DR MCKEESPORT PA 15131 SD04 - 12 MCNAUGHER SP ED CTR 2610 MAPLE AVE PITTSBURGH PA 15214 SD05 - 06 BOYCE MS 1500 BOYCE RD PITTSBURGH PA 15241 SD05 - 06 DAVID E WILLIAMS LOWER

MSPORTERS HOLLOW ROAD

CORAOPOLIS PA 15108 SD

05 - 06 MOSS SIDE MS 9000 GATEWAY CAMPUS BLVD

MONROEVILLE PA 15146 SD

05 - 06 NEIL ARMSTRONG 5-6 MS 5800 MURRAY AVE BETHEL PARK PA 15102 SD05 - 07 SHALER AREA MS 700 SCOTT AVE GLENSHAW PA 15116 SD05 - 08 CLAIRTON MS 501 WADDELL AVE CLAIRTON PA 15025 SD05 - 08 SOUTH FAYETTE MS 3700 OLD OAKDALE RD MCDONALD PA 15057 SD05 - 08 SOUTH PARK MS 2500 STEWART RD SOUTH PARK PA 15129 SD06 - 08 ALLEGHENY TRAD MID

ACAD810 ARCH STREET PITTSBURGH PA 15212 SD

06 - 08 AVONWORTH MS 256 JOSEPHS LANE PITTSBURGH PA 15237 SD06 - 08 BRENTWOOD MS 3601 BROWNSVILLE RD PITTSBURGH PA 15227 SD06 - 08 CARSON MS 200 HILLVUE LANE PITTSBURGH PA 15237 SD06 - 08 CHARTIERS VALLEY MS 50 THOMS RUN RD BRIDGEVILLE PA 15017 SD06 - 08 COLUMBUS MS 1805 BUENA VISTA

STREETPITTSBURGH PA 15212 SD

06 - 08 DAVID E WILLIAMS UPPER MS

0 PORTERS HOLLOW RD


06 - 08 DEER LAKES MS 17 EAST UNION ROAD PO BOX 20

RUSSELLTON PA 15076 SD

06 - 08 DORSEYVILLE MS 550 SAXONBURG RD PITTSBURGH PA 15238 SD06 - 08 ELIZABETH FORWARD MS 401 ROCK RUN RD ELIZABETH PA 15037 SD06 - 08 FRICK INTL STUDIES

ACADEMY107 THACKERAY ST PITTSBURGH PA 15213 SD



Offering School Street City State Zip Type06 - 08 GREENWAY MS 1400 CRUCIBLE ST PITTSBURGH PA 15205 SD06 - 08 HAMPTON MS 4589 SCHOOL RD ALLISON PARK PA 15101 SD06 - 08 HARRISON MS 129 WINDVALE DR PITTSBURGH PA 15236 SD06 - 08 INGOMAR MS 1521 INGOMAR

HEIGHTS RDPITTSBURGH PA 15237 SD

06 - 08 JEFFERSON MS 21 MOFFETT ST PITTSBURGH PA 15243 SD06 - 08 KEYSTONE OAKS MS 1002 KELTON AVE PITTSBURGH PA 15216 SD06 - 08 KNOXVILLE MS 324 CHARLES ST PITTSBURGH PA 15210 SD06 - 08 MARSHALL MS 5145 WEXFORD RUN

RDWEXFORD PA 15090 SD

06 - 08 MELLON MS 11 CASTLE SHANNON BOULEVARD


06 - 08 MILLIONES MS 3117 CENTRE AVE PITTSBURGH PA 15219 SD06 - 08 MOON MS 8353 UNIVERSITY

BOULEVARDMOON TOWNSHIP PA 15108 SD

06 - 08 OPTIONS CENTER 925 BRUSHTON AVENUE


06 - 08 PINE-RICHLAND MS 100 LOGAN RD GIBSONIA PA 15044 SD06 - 08 PITTSBURGH CLASSICAL

ACADEMY1463 CHARTIERS AVE PITTSBURGH PA 15220 SD

06 - 08 PLEASANT HILLS MS 404 NATIONAL DRIVE PITTSBURGH PA 15236 SD06 - 08 PROSPECT MS 161 PROSPECT STREET PITTSBURGH PA 15211 SD06 - 08 QUAKER VALLEY MS 201 GRAHAM ST SEWICKLEY PA 15143 SD06 - 08 REIZENSTEIN MS 129 DENNISTON AVE PITTSBURGH PA 15206 SD06 - 08 ROGERS CTR CREAT & PER

ARTS5525 COLUMBO ST PITTSBURGH PA 15206 SD

06 - 08 ROONEY ARTHUR J MS 3530 FLEMING AVENUE PITTSBURGH PA 15212 SD06 - 08 SCHILLER CLASSICAL

ACADEMY1018 PERALTA ST PITTSBURGH PA 15212 SD

06 - 08 SOUTH BROOK MS 779 DUNSTER ST PITTSBURGH PA 15226 SD06 - 08 SOUTH HILLS MS 595 CRANE AVENUE PITTSBURGH PA 15216 SD06 - 08 STEEL VALLEY MS 3114 MAIN ST MUNHALL PA 15120 SD06 - 08 STERRETT CLASSICAL

ACADEMY7100 REYNOLDS ST PITTSBURGH PA 15208 SD

06 - 08 STO-ROX MS 298 EWING RD MCKEES ROCKS PA 15136 SD06 - 08 WASHINGTON

POLYTECHNIC ACADEMY169 40TH ST PITTSBURGH PA 15201 SD

06 - 08 WEST ALLEGHENY MS 207 W ALLEGHENY RD IMPERIAL PA 15126 SD06 - 08 WEST MIFFLIN AREA MS 371 CAMP HOLLOW RD WEST MIFFLIN PA 15122 SD06 - 09 LINTON MS 250 ASTER ST PITTSBURGH PA 15235 SD06 - 12 NORTHSIDE URBAN

PATHWAYS CS914 PENN AVENUE PITTSBURGH PA 15222 CS

06 - 12 DUQUESNE MS/HS 300 KENNEDY AVENUE DUQUESNE PA 15110 SD07 - 08 FORT COUCH MS 515 FORT COUCH RD PITTSBURGH PA 15241 SD07 - 08 FOUNDERS HALL SCH 3600 O'NEIL

BOULEVARDMCKEESPORT PA 15132 SD

07 - 08 GATEWAY MS 4450 OLD WILLIAM PENN HWY




Offering School Street City State Zip Type07 - 08 INDEPENDENCE MS 2807 BETHEL CHURCH

RDBETHEL PARK PA 15102 SD

07 - 08 OBLOCK JHS 440 PRESQUE ISLE DR PITTSBURGH PA 15239 SD07 - 08 WILKINSBURG MS 747 WALLACE AVE PITTSBURGH PA 15221 SD07 - 08 WOODLAND HILLS JHS-

EAST126 MONROEVILLE AVE TURTLE CREEK PA 15145 SD

07 - 08 WOODLAND HILLS JHS-WEST

7600 EVANS ST PITTSBURGH PA 15218 SD

07 - 09 CORNELL JHS 1099 MAPLE STREET EXT


07 - 09 NORTH HILLS JHS 55 ROCHESTER RD PITTSBURGH PA 15229 SD07 - 12 CARLYNTON JSHS 435 KINGS HWY CARNEGIE PA 15106 SD07 - 12 EAST ALLEGHENY JSHS 1150 JACKS RUN RD NORTH

VERSAILLESPA 15137 SD

07 - 12 NORTHGATE MSHS 589 UNION AVE PITTSBURGH PA 15202 SD07 - 12 RIVERVIEW HS 100 HULTON RD OAKMONT PA 15139 SD07 - 12 SOUTH ALLEGHENY MS/HS 2743 WASHINGTON

BLVDMCKEESPORT PA 15133 SD

07 - 12 SPRINGDALE JSHS 501 BUTLER RD SPRINGDALE PA 15144 SD07 - 12 STUDENT ACHIEVEMENT

CTR925 BRUSHTON AVENUE


08 - 09 SHALER AREA IMTRMD SCH 1810 MOUNT ROYAL BLVD

GLENSHAW PA 15116 SD

KG - 01 SOUTH ALLEGHENY EARLY CHILDHOOD CTR

1 GLENDALE AVENUE MCKEESPORT PA 15133 SD

KG - 02 CHARTIERS VALLEY PRIMARY SCH

125 THOMS RUN RD BRIDGEVILLE PA 15017 SD

KG - 02 CURTISVILLE PRI CTR 1715 SAXONBURG BOULEVARD

TARENTUM PA 15084 SD

KG - 02 GREEN VALLEY PRIMARY SCH

3290 CRESTVIEW DR NORTH VERSAILLES

PA 15137 SD

KG - 02 MCANNULTY EL SCH 5151 MCANNULTY ROAD


KG - 03 ACMETONIA PRIMARY SCH 300 PEARL STREET CHESWICK PA 15024 SDKG - 03 CENTENNIAL EL SCH 1601 BEAVER AVENUE MCKEESPORT PA 15132 SDKG - 03 EDGEWOOD PRIMARY SCH 241 MAPLE AVE PITTSBURGH PA 15218 SDKG - 03 GEORGE WASHINGTON

SCH1818 SUMAC ST MCKEESPORT PA 15132 SD

KG - 03 SHAFFER PRIMARY SCH 37 GARDEN TERRACE PITTSBURGH PA 15221 SDKG - 03 WILKINS PRIMARY SCH 362 CHURCHILL RD PITTSBURGH PA 15235 SDKG - 04 ABRAHAM LINCOLN EL SCH 1524 HAMILTON RD PITTSBURGH PA 15234 SDKG - 04 BAKER EL SCH 2300 MORTON RD PITTSBURGH PA 15241 SDKG - 04 BENJAMIN FRANKLIN EL

SCH5400 FLORIDA AVE BETHEL PARK PA 15102 SD

KG - 04 BETHEL MEMORIAL EL SCH 3301 S PARK RD BETHEL PARK PA 15102 SDKG - 04 BURCHFIELD EL SCH 1500 BURCHFIELD RD ALLISON PARK PA 15101 SDKG - 04 EISENHOWER EL SCH 100 WARWICK DR PITTSBURGH PA 15241 SDKG - 04 EVERGREEN EL SCH 3831 EVERGREEN DR MONROEVILLE PA 15146 SD



Offering School Street City State Zip TypeKG - 04 GEORGE WASHINGTON EL

SCH515 CLIFTON RD BETHEL PARK PA 15102 SD

KG - 04 JEFFERY EL SCH 201 WETZEL RD GLENSHAW PA 15116 SDKG - 04 MARZOLF EL SCH 101 MARZOLF ROAD

EXTPITTSBURGH PA 15209 SD

KG - 04 MOSS SIDE EL SCH 5000 GATEWAY CAMPUS BLVD


KG - 04 PITCAIRN EL SCH 435 AGATHA ST PITCAIRN PA 15140 SDKG - 04 RAMSEY EL SCH 2200 RAMSEY RD MONROEVILLE PA 15146 SDKG - 04 RESERVE EL SCH 2107 LONSDALE ST PITTSBURGH PA 15212 SDKG - 04 ROGERS EL SCH 705 SCOTT AVE GLENSHAW PA 15116 SDKG - 04 SOUTH FAYETTE TWP EL

SCH3620 OLD OAKDALE RD MCDONALD PA 15057 SD

KG - 04 SOUTH PARK ELEM CENTER

2001 EAGLE PRIDE LANE

SOUTH PARK PA 15129 SD

KG - 04 STREAMS EL SCH 1560 ASHLAWN DR PITTSBURGH PA 15241 SDKG - 04 UNIVERSITY PARK EL SCH 320 NOEL DR MONROEVILLE PA 15146 SDKG - 04 WHITE OAK EL SCH 1415 CALIFORNIA AVE MCKEESPORT PA 15131 SDKG - 04 WILLIAM PENN EL SCH 110 WOODLET LN BETHEL PARK PA 15102 SDKG - 05 BURGWIN EL SCH 5401 GLENWOOD AVE PITTSBURGH PA 15207 SDKG - 05 PROPEL CS-EAST 24 S 18TH ST SUITE 100 PITTSBURGH PA 15203 CSKG - 05 PROPEL CS-MCKEESPORT 24 S 18TH ST SUITE 100 PITTSBURGH PA 15203 CSKG - 05 RENAISSANCE ACAD PGH

ALT OF HOPE CS120 S WHITFIELD ST PITTSBURGH PA 15206 CS

KG - 05 URBAN LEAGUE OF PITTSBURGH CS

327 N NEGLEY AVE PITTSBURGH PA 15206 CS

KG - 05 ALLARD EL SCH 170 SHAFER RD MOON TOWNSHIP PA 15108 SDKG - 05 ALLEGHENY TRAD EL ACAD 810 ARCH STREET PITTSBURGH PA 15212 SDKG - 05 ARSENAL EL SCH 215 39TH ST PITTSBURGH PA 15201 SDKG - 05 AVONWORTH EL SCH 1320 ROOSEVELT RD PITTSBURGH PA 15237 SDKG - 05 BANKSVILLE EL SCH 1001 CARNAHAN RD PITTSBURGH PA 15216 SDKG - 05 BON AIR EL SCH 252 FORDYCE ST PITTSBURGH PA 15210 SDKG - 05 BON MEADE EL SCH 1595 BRODHEAD RD MOON TOWNSHIP PA 15108 SDKG - 05 BRADFORD WOODS EL SCH FOREST ROAD BRADFORD

WOODSPA 15015 SD

KG - 05 CENTRAL EL SCH 401 ROCK RUN RD ELIZABETH PA 15037 SDKG - 05 CENTRAL EL SCH 4100 MIDDLE RD ALLISON PARK PA 15101 SDKG - 05 CHATHAM EL SCH 227 BONVUE ST PITTSBURGH PA 15214 SDKG - 05 CLAIRTON EL SCH 501 WADDELL AVE CLAIRTON PA 15025 SDKG - 05 CLARA BARTON EL SCH 764 BEVERLY DR WEST MIFFLIN PA 15122 SDKG - 05 CLAYTON EL SCH 1901 CLAYTON AVENUE PITTSBURGH PA 15214 SDKG - 05 CONCORD EL SCH 2350 BROWNSVILLE RD PITTSBURGH PA 15210 SDKG - 05 CRESCENT EL SCH 8080 BENNETT ST PITTSBURGH PA 15221 SDKG - 05 DIBLE EL SCH 1079 JEFFERSON RD PITTSBURGH PA 15235 SDKG - 05 DONALDSON ELEM SCH 600 DONALDSON ROAD OAKDALE PA 15071 SDKG - 05 DORMONT EL SCH 3200 ANNAPOLIS AVE PITTSBURGH PA 15216 SDKG - 05 DUQUESNE EL SCH 300 KENNEDY AVENUE DUQUESNE PA 15110 SDKG - 05 EAST HILLS EL SCH 2150 E HILLS DR PITTSBURGH PA 15221 SD



Offering School Street City State Zip TypeKG - 05 EDGEWORTH EL SCH 200 MEADOW LN SEWICKLEY PA 15143 SDKG - 05 ELIZABETH EL SCH 207 THIRD STREET ELIZABETH PA 15037 SDKG - 05 ELROY AVENUE EL SCH 3129 ELROY AVE BRENTWOOD PA 15227 SDKG - 05 FAIRMOUNT EL SCH 1060 ATLANTIC AVE BRACKENRIDGE PA 15014 SDKG - 05 FAIRVIEW EL SCH 710 DORSEYVILLE RD PITTSBURGH PA 15238 SDKG - 05 FAWN EL SCH 5591 RIDGE RD NATRONA

HEIGHTSPA 15065 SD

KG - 05 FORBES EL SCH 5785 SALTSBURG RD VERONA PA 15147 SDKG - 05 FOREST GROVE EL SCH 1 FOREST GROVE RD CORAOPOLIS PA 15108 SDKG - 05 FOSTER EL SCH 700 VERMONT AVE PITTSBURGH PA 15234 SDKG - 05 FRANKLIN EL SCH 2401 ROCHESTER RD SEWICKLEY PA 15143 SDKG - 05 FRED L AIKEN EL SCH 881 GREENTREE RD PITTSBURGH PA 15220 SDKG - 05 FRIENDSHIP EL SCH 201 S GRAHAM ST PITTSBURGH PA 15206 SDKG - 05 GILL HALL EL SCH 829 GILL HALL RD JEFFERSON

HILLSPA 15025 SD

KG - 05 GRANDVIEW EL SCH 101 EAST 9TH AVE TARENTUM PA 15084 SDKG - 05 GRANDVIEW EL SCH 845 MCLAIN ST PITTSBURGH PA 15210 SDKG - 05 GREENOCK EL SCH 1101 GREENOCK

BUENA VISTA RDMCKEESPORT PA 15135 SD

KG - 05 HANCE EL SCH 5518 MOLNAR DR GIBSONIA PA 15044 SDKG - 05 HARTWOOD EL SCH 548 SAXONBURG RD PITTSBURGH PA 15238 SDKG - 05 HEIGHTS EL SCH 1415 FREEPORT RD NATRONA

HEIGHTSPA 15065 SD

KG - 05 HOMEVILLE EL SCH 4315 ELIZA ST WEST MIFFLIN PA 15122 SDKG - 05 HOOVER EL SCH 37 ROBB HOLLOW RD PITTSBURGH PA 15243 SDKG - 05 HOSACK EL SCH 9275 PEEBLES RD ALLISON PARK PA 15101 SDKG - 05 HOWE EL SCH 400 BROADMOOR AVE PITTSBURGH PA 15228 SDKG - 05 HYDE EL SCH 110 WALLRIDGE DR MOON TOWNSHIP PA 15108 SDKG - 05 INGOMAR EL SCH 602 W INGOMAR RD PITTSBURGH PA 15237 SDKG - 05 INGRAM EL SCH 40 VANCOUVER ST PITTSBURGH PA 15205 SDKG - 05 J H BROOKS SCH 1720 HASSAM RD MOON TOWNSHIP PA 15108 SDKG - 05 J W BURKETT EL SCH 5501 STEUBENVILLE

PIKEMCKEES ROCKS PA 15136 SD

KG - 05 JEFFERSON EL SCH 11 MOFFETT ST PITTSBURGH PA 15243 SDKG - 05 JEFFERSON EL SCH 875 OLD CLAIRTON RD JEFFERSON

HILLSPA 15025 SD

KG - 05 KERR EL SCH 341 KITTANNING PIKE PITTSBURGH PA 15215 SDKG - 05 KNOXVILLE EL SCH 90 GEORGIA AVENUE PITTSBURGH PA 15210 SDKG - 05 LEMINGTON EL SCH 7061 LEMINGTON AVE PITTSBURGH PA 15206 SDKG - 05 LIBERTY EL SCH 601 FILBERT ST PITTSBURGH PA 15232 SDKG - 05 LINCOLN EL SCH 2 RALSTON PL PITTSBURGH PA 15216 SDKG - 05 LINCOLN EL TECH

ACADEMY328 LINCOLN AVE PITTSBURGH PA 15206 SD

KG - 05 LINDEN EL SCH 725 S LINDEN AVE PITTSBURGH PA 15208 SDKG - 05 MADISON EL SCH 3401 MILWAUKEE ST PITTSBURGH PA 15208 SDKG - 05 MANN EL SCH 2819 SHADELAND AVE PITTSBURGH PA 15212 SDKG - 05 MARKHAM EL SCH 165 CRESCENT DR PITTSBURGH PA 15228 SD



Offering School Street City State Zip TypeKG - 05 MARSHALL EL SCH 5135 WEXFORD RUN

RDWEXFORD PA 15090 SD

KG - 05 MCCLEARY EL SCH 5251 HOLMES ST PITTSBURGH PA 15201 SDKG - 05 MCCLELLAN EL SCH 360 SCHOOL LN PITTSBURGH PA 15236 SDKG - 05 MCKEE EL SCH 1501 OAKDALE RD OAKDALE PA 15071 SDKG - 05 MCKNIGHT EL SCH 500 CUMBERLAND RD PITTSBURGH PA 15237 SDKG - 05 MILLER EL SCH 61 REED ST PITTSBURGH PA 15219 SDKG - 05 MOORE SCH 3809 DALEWOOD ST PITTSBURGH PA 15227 SDKG - 05 MT VERNON EL SCH 2400 GREENOCK

BUENA VISTA RDMCKEESPORT PA 15135 SD

KG - 05 MYRTLE AVE SCH 3724 MYRTLE AVE PITTSBURGH PA 15234 SDKG - 05 NEW EMERSON EL SCH 1922 PENNSYLVANIA

AVEWEST MIFFLIN PA 15122 SD

KG - 05 NEW ENGLAND EL SCH 2000 CLAIRTON RD WEST MIFFLIN PA 15122 SDKG - 05 OHARA EL SCH 115 CABIN LN PITTSBURGH PA 15238 SDKG - 05 OSBORNE EL SCH 1414 BEAVER ST SEWICKLEY PA 15143 SDKG - 05 PAYNTER EL SCH 3454 PLEASANTVUE DR PITTSBURGH PA 15227 SDKG - 05 PEEBLES EL SCH 8625 PEEBLES RD PITTSBURGH PA 15237 SDKG - 05 PENN HEBRON EL

ACADEMY102 DUFF RD PITTSBURGH PA 15235 SD

KG - 05 PHILLIPS EL SCH 1901 SARAH ST PITTSBURGH PA 15203 SDKG - 05 POFF EL SCH 2990 HABERLEIN RD GIBSONIA PA 15044 SDKG - 05 PROSPECT EL SCH 45 COWAN ST PITTSBURGH PA 15211 SDKG - 05 RICHLAND EL SCH 3811 BAKERSTOWN RD GIBSONIA PA 15044 SDKG - 05 SHENANDOAH EL SCH 700 IDAHO AVENUE VERONA PA 15147 SDKG - 05 SHERADEN EL SCH 3128 ALLENDALE ST PITTSBURGH PA 15204 SDKG - 05 SPRING HILL EL SCH 1351 DAMAS ST PITTSBURGH PA 15212 SDKG - 05 WASHINGTON EL SCH 2501 MAIN ST PITTSBURGH PA 15235 SDKG - 05 WASHINGTON EL SCH 735 WASHINGTON RD PITTSBURGH PA 15228 SDKG - 05 WEST LIBERTY EL SCH 785 DUNSTER ST PITTSBURGH PA 15226 SDKG - 05 WEXFORD EL SCH 250 BROWN RD WEXFORD PA 15090 SDKG - 05 WHITTIER EL SCH 150 MERIDAN ST PITTSBURGH PA 15211 SDKG - 05 WILLIAM PENN EL SCH 200 PENN SCHOOL DR VERONA PA 15147 SDKG - 05 WILLIAM PENN EL SCH 392 WILLIAM PENN RD MONONGAHELA PA 15063 SDKG - 05 WILSON EL SCH 100 BRUNO LANE IMPERIAL PA 15126 SDKG - 05 WOOLSLAIR EL SCH 501 40TH ST PITTSBURGH PA 15224 SDKG - 05 WYLAND EL SCH 2284 WYLAND AVE ALLISON PARK PA 15101 SDKG - 06 AVALON EL SCH 721 CALIFORNIA AVE PITTSBURGH PA 15202 SDKG - 06 BELLEVUE EL SCH 435 LINCOLN AVE PITTSBURGH PA 15202 SDKG - 06 CARNEGIE EL SCH 301 FRANKLIN AVE CARNEGIE PA 15106 SDKG - 06 CENTER EL SCH 201 CENTER NEW

TEXAS RDPITTSBURGH PA 15239 SD

KG - 06 CORNELL EL SCH 1099 MAPLE STREET EXT


KG - 06 CRAFTON EL SCH 1874 CRAFTON BLVD PITTSBURGH PA 15205 SDKG - 06 HIGHCLIFF EL SCH 156 PEONY AVE PITTSBURGH PA 15229 SDKG - 06 HOLIDAY PARK EL SCH 4795 HAVANA DR PITTSBURGH PA 15239 SD



Offering School Street City State Zip TypeKG - 06 MCINTYRE EL SCH 200 MCINTYRE RD PITTSBURGH PA 15237 SDKG - 06 NORTHWAY EL SCH 495 BROWNS LANE PITTSBURGH PA 15237 SDKG - 06 PERRYSVILLE EL SCH 950 PERRY HIGHWAY PITTSBURGH PA 15237 SDKG - 06 PIVIK EL SCH 100 SCHOOL RD PITTSBURGH PA 15239 SDKG - 06 REGENCY PARK EL SCH 606 MILLERS LN PITTSBURGH PA 15239 SDKG - 06 ROSS EL SCH 90 HOUSTON RD PITTSBURGH PA 15237 SDKG - 06 SEVILLE EL SCH 100 ENGER AVE PITTSBURGH PA 15214 SDKG - 06 STEVENSON EL SCH 313 HOLIDAY PARK DR PITTSBURGH PA 15239 SDKG - 06 TENTH STREET EL SCH 901 PENNSYLVANIA

AVEOAKMONT PA 15139 SD

KG - 06 VERNER EL SCH 700 1ST ST VERONA PA 15147 SDKG - 06 WEST VIEW EL SCH 47 CHALFONTE AVE PITTSBURGH PA 15229 SDKG - 08 MANCHESTER ACADEMIC

CS1214 LIVERPOOL STREET

PITTSBURGH PA 15233 CS

KG - 08 PROPEL CS-HOMESTEAD 24 S 18TH ST SUITE 100 PITTSBURGH PA 15203 CSKG - 08 CARMALT ACADEMY OF SCI

& TECH1550 BREINING ST PITTSBURGH PA 15226 SD

KG - 08 COLFAX EL SCH 2332 BEECHWOOD BLVD


KG - 08 GREENFIELD EL SCH 1 ALGER ST PITTSBURGH PA 15207 SDKG - 08 LINCOLN EL TECH

ACADEMY328 LINCOLN AVENUE PITTSBURGH PA 15206 SD

KG - 08 MORNINGSIDE EL SCH 1802 JANCEY ST PITTSBURGH PA 15206 SDKG - 08 SCHAEFFER EL SCH 1235 CLAIRHAVEN ST PITTSBURGH PA 15205 SDKG - 08 STEVENS THADDEUS EL

SCH822 CRUCIBLE ST PITTSBURGH PA 15220 SD

KG - 08 SUNNYSIDE EL SCH 4801 STANTON AVENUE PITTSBURGH PA 15201 SDKG - 08 VANN ROBERT LEE EL SCH 631 WATT ST PITTSBURGH PA 15219 SDKG - 08 WESTWOOD EL SCH 508 SHADYHILL ROAD PITTSBURGH PA 15205 SDKG - 12 PA LEARNERS ONLINE

REGIONAL CYBER CSALLEGHENY INTERMEDIATE UNIT #3

HOMESTEAD PA 15120 CS

KG - 12 DUQUESNE CONSOLIDATED SCH

300 KENNEDAY AVE DUQUESNE PA 15110 SD

KG - 12 PIONEER ED CTR 775 DUNSTER ST PITTSBURGH PA 15226 SDKG - KG FOSTER KINDERGARTEN

CTR800 RUSSELLWOOD AVE

MCKEES ROCKS PA 15136 SD

KG - KG FRANKLIN PRIMARY CTR 220 EAST OLIVER RD MUNHALL PA 15120 SD


MACS Strategic Plan 2010-2015Appendix B: Strategic Planning Session Notes

Appendix B: Strategic Planning Session Notes

Strategic Planning Notes – September 9, 2009

The initial meeting of the Manchester Academic Charter Schools (MACS) Strategic Planning Core Committee (Committee) was held on Wednesday, September 9, 2009 from 3:00 PM until 5:00 PM on campus at MACS.

9/9/09 Agenda

Introductions and Welcome 3:00 PMExplanation of Planning Process 3:10Review of Situational and Market Analysis Report 3:15Environmental Scan 3:45

Macro Environment 3:50Industry Environment 4:00Competitive Environment 4:10Internal Environment 4:20

Introduction to Mission, Vision, and Values 4:30Planning Logistics 4:45Review and Wrap Up 4:55Adjourn 5:00

Situational and Market Analysis Report

Market research conducted by The Hill Group to inform the strategic planning process was provided to committee members in an initial draft of the Situational and Market Analysis Report. Consultants reviewed the research findings with the committee and solicited feedback. The following suggestions were made by committee members:

Update Board of Trustees section with current members Incorporate student home zip code in Home District Representation

to display home area concentrations among enrolled and waiting list students [some data forthcoming]

Incorporate Private and Parochial schools as an additional competitor category

Expand PSSA comparison to show PSSA testing results across the past three years by subject, grade, and classification for both IU comparison (Figure 8) and cyber school comparison (Figure 10)

Review newly released information on school status and grade offered in Allegheny County and update report as appropriate



These changes were incorporated into a new version of the Report dated September 17, 2009.

Environmental Scan

The Environmental Scan exercise is meant to capture a comprehensive list of issues throughout four levels of the market environment which could impact MACS:

Macro Environment – economy, technology, politics, society, etc.

Industry Environment – changes in structure, finance, regulation, products, customers and needs.

Competitive Environment – who are our competitors (others who may provide the same services as us), how do they compete with us?

Internal Organizational Environment – changes in organizational structure, culture, climate, productivity, work environment, service, distinctive strengths & weaknesses.

The Committee’s brainstorm for each of the environments is recorded in the tables that follow. The first column captures an issue and the second column captures the anticipated, corresponding effect that the issue may have on MACS.

Macro Environment

Green technologies (+) jobs, prep for students Metropolitan government (-) could impact charter status $ inflation (+) more students, less money with families (-) taxes resistance

against charters State laws regarding charters (-) teacher loss, vulnerability budget issues

(+) potential to be more pro-charter Neighborhood gentrification Foundation/funding community (-) scarce money, less funding Economy (-) still recession less money, students/families impacted by job

loss Globalization (-) must prepare students for this Technology (-) tough to keep up, teachers training (+) better learning

tools/resources Potential for international cyber schools



Industry Environment

Heavily reliant on one district (90% PPS) Fate of NCLB Emphasis on teacher quality, ongoing evaluation Impact of unions Dynamic, always-new curriculum, outdated texts Increase student evaluation (even in K.) Documented demand for services (wait list), lack of competitors Emphasis to innovate (change start times, etc.) Changing (?) need for non-academic services (counseling, etc.) Increased IEPs Potential for saturation of charter school market

Competitive Environment

PPS borrowing our best practice innovations and evaluating our ability to innovate

Corporate partners could differentiate us from competitors What is the perfect size of school? Wrap-around service as competitive advantage (MYDC) Pittsburgh promise is good for us, is competitive advantage (for city kids

only)

Internal Environment

Board composition Could use more volunteer mentors MACS as a community, not just a school At physical capacity in current building MACS doesn’t own building - this is a risk Cooperation/coordination could improve within MYDC Need better data collection, storage, reporting system and technology Need more updated IT. Infrastructure More appropriate staff email addresses Need to better attract, retain, train teacher Our teachers need job security that is on par with PPS Better communications with local Manchester community Negative perception of Manchester neighborhood Internal capacity to meet demand Have recent expansion feasibility study Can build on top of gym to double capacity at $20 MM Is a bigger school aligned with our mission? Would we expand to more K-8, or go to K-12?



Next Steps

The second retreat, to be held on September 21, 2009 (3:30 PM until 7:00 PM at MACS), will include a review of the Environmental Scan, but the majority of the afternoon will be dedicated to reviewing, validating, and revising MACS’s Vision for the future, Mission Statement, and Core Beliefs.



Strategic Planning Notes – September 21, 2009

The second meeting of the Manchester Academic Charter Schools (MACS) Strategic Planning Core Committee (Committee) was held on Monday, September 21, 2009 from 3:30 PM until 7:00 PM on campus at MACS.

9/21/09 Agenda

Introductions and Welcome 3:30 PMReview Notes from Meeting 1 3:35Review Market Research Updates 3:45Continue and Validate Environmental Scan 4:00Review Current Vision, Mission, and Values 4:20Review, Critique, and/or Refine Vision 4:25BREAK 5:15Review, Critique, and/or Refine Mission 5:30Review, Critique, and/or Refine Values 6:00Discuss Stakeholder Feedback Opportunity 1 6:30Review, Wrap Up, and Next Steps 6:45Adjourn 7:00

Situational and Market Analysis Report

A second draft of market research conducted by The Hill Group to inform the strategic planning process was provided to committee members in an initial draft of the Situational and Market Analysis Report. Consultants reviewed the research findings with the committee and solicited feedback. The following suggestions were made by committee members:

Change the “Board of Directors” to “Board of Trustees” Add source information to Appendix B

These changes were incorporated into a new version of the Report dated September 21, 2009.

Environmental Scan (Continued)

The Environmental Scan exercise is meant to capture a comprehensive list of issues throughout four levels of the market environment which could impact MACS:

Macro Environment – economy, technology, politics, society, etc.

Industry Environment – changes in structure, finance, regulation, products, customers and needs.



Competitive Environment – who are our competitors (others who may provide the same services as us), how do they compete with us?

Internal Organizational Environment – changes in organizational structure, culture, climate, productivity, work environment, service, distinctive strengths & weaknesses.

The Committee’s brainstorm for each of the environments is recorded in the tables that follow. The first column captures an issue and the second column captures the anticipated, corresponding effect that the issue may have on MACS.

Macro Environment

Green technologies (+) jobs, prep for students Metropolitan government (-) could impact charter status $ inflation (+) more students, less money with families (-) taxes resistance

against charters State laws regarding charters (-) teacher loss, vulnerability budget issues

(+) potential to be more pro-charter Neighborhood gentrification Foundation/funding community (-) scarce money, less funding Economy (-) still recession less money, students/families impacted by job

loss Globalization (-) must prepare students for this Technology (-) tough to keep up, teachers training (+) better learning

tools/resources Potential for international cyber schools Changing nature/expectations of school (year round, new innovations)

Industry Environment

Heavily reliant on one district (90% PPS) Fate of NCLB Emphasis on teacher quality, ongoing evaluation Impact of unions Dynamic, always-new curriculum, outdated texts Increase student evaluation (even in K.) Documented demand for services (wait list), lack of competitors Emphasis to innovate (change start times, etc.) Changing (?) need for non-academic services (counseling, etc.) Increased IEPs Potential for saturation of charter school market Need to differentiate MACS from other charter schools (sometimes)

Competitive Environment



PPS borrowing our best practice innovations and evaluating our ability to innovate

Corporate partners could differentiate us from competitors What is the perfect size of school? Wrap-around service as competitive advantage (MYDC) Pittsburgh promise is good for us, is competitive advantage (for city kids

only) Need to do more independent marketing to differentiate PPS seems to have ability/resources to make big changes After school program with MYDC is a big benefit/differentiator – MACS

needs to make sure this continues Lower marketing emphasis compared to some competitors Several competitors leverage “heavy hitters” very well

Internal Environment

Board composition Could use more volunteer mentors MACS as a community, not just a school At physical capacity in current building MACS doesn’t own building - this is a risk Cooperation/coordination could improve within MYDC Need better data collection, storage, reporting system and technology Need more updated IT. Infrastructure More appropriate staff email addresses Need to better attract, retain, train teacher Our teachers need job security that is on par with PPS Better communications with local Manchester community Negative perception of Manchester neighborhood Internal capacity to meet demand Have recent expansion feasibility study Can build on top of gym to double capacity at $20 MM Is a bigger school aligned with our mission? Would we expand to more K-8, or go to K-12? Have struggled with external IT vendors Can we measure MACS impact on families? (Follow up with alumni) No fights at MACS – safe place May need more PR to raise money, enhance image, etc. Need to understand diverse targets and develop distinct value

propositions

Vision



Place yourself in the year 2019. You are making a report to the Board of Directors. Be imaginative and address the following questions. Do not limit yourself.

Ten years from now…

Students move at their own pace Students who have alumni parents More diverse student population Expanded technology able to teach more classes Expansion of facilities “Cradle through College” services Enhanced professional development More global focus, languages, curriculum about 500 students, multiple classes per grades True community center, comprehensive Even better test scores Alumni as productive citizens – enabled to achieve their goals Alumni give back to school in many ways – ability to make choice

Mission

MACS Current Mission Statement

The Mission of Manchester Academic Charter School is to empower each child to grow to be an essential component of their community by presenting a safe and nurturing atmosphere, utilizing neighborhood and community resources and preparing each child to meet academic standards through technological innovations, individual learning styles, and incorporating innovative teaching techniques thus preparing our students for the challenges of the 21st century.

Basic Elements

1. What function(s) do we perform?

Educate and prepare for High School and beyond Foster positive view on learning Facilities and equipment Nurture children, families Foster dreams and provide tools to achieve them ** Socialize – help children get along with one another Acceptance for all Safe/secure environment Sense of belonging

2. For whom do we perform this function?



Students K-8 Families Community

3. How do we go about filling this function?

Safe nurturing/holistic environment, rapport, long-term relationship Partnerships Excellent teachers ** Positive male role models Individualized approach ** Flexibility, innovation, ability to take risk ** Sense of responsibility for entire community Inclusive Community engagement Good curriculum Family involvement

4. Why do we exist?

To prepare students for future To better community Prepare for challenges of future or “21st century” Choice/options/alternative for people who wouldn’t normally have

one

Core Beliefs

1. What attributes set us apart from other organizations?2. What do our faculty, administration, and staff have in common that makes

us successful?3. What criteria do you consider when making a decision that will impact the

school or students?4. What attitude or behavior characteristics are critical to success as a

member of the MACS team?5. What ideas, philosophies, or principles are you unwilling to compromise?

All students can learn – what does success mean for each student? Empowered faculty Committed to safe nurturing environment Everyone wants to be here Teachers have knowledge base Teachers care, want to teach, teach from the heart Sense of ownership Committed to success of all kids



More than one way to do something – creativity Individual success, varying definitions of success Innovation Quantitative and qualitative measures of success Whole family inclusion, we value them, they buy in All students/children have a right to best education ** Quality, broad education empowering students to make choices,

which is essential to quality of life

Next Steps

The third retreat, to be held on October 5, 2009 (3:30 PM until 7:00 PM at MACS), will include a continuation of reviewing, validating, and revising MACS’s Vision for the future, Mission Statement, and Core Beliefs as well as SWOT Analysis



Strategic Planning Notes – October 5, 2009

The third meeting of the Manchester Academic Charter Schools (MACS) Strategic Planning Core Committee (Committee) was held on Monday, October 5, 2009 from 3:30 PM until 7:00 PM on campus at MACS.

10/05/09 Agenda

Introductions and Welcome 3:30 PMReview Notes from Meeting 2 and Stakeholder Feedback 3:35Further Refine Mission, Vision, and Beliefs 3:45Explanation of SWOT Analysis 4:30Opportunities Brainstorm 4:40BREAK 5:00Threats Brainstorm 5:10Weaknesses Brainstorm 5:30Strengths Brainstorm 5:50Issue Prioritization (Highest Priority) 6:10Issue Soapbox 6:20Issue Prioritization (Other Priority Issues) 6:25Preliminary Identification of Strategic Initiative Areas 6:30Set Dates for Final Three Meetings 6:45Review and Wrap Up 6:55Adjourn 7:00

Vision

Potential Draft Statements as of 10/5/09

Three draft vision statements, developed by The Hill Group, were presented to the committee for review:

1. We will build upon our stature as a Blue Ribbon School and become a pillar of support for our diverse student body and flourishing alumni, their engaged families, and the revitalized communities in which we operates

2. Our alumni will excel both personally and professionally, be seen as leaders in the community, and will remain engaged in the MACS family.

3. We will be continue to be recognized as an educational center of excellence, our students well-rounded, our families actively engaged, our teachers innovative and empowered, our alumni personally and professionally successful, and our community strengthened.

Committee Discussion

#3 is the most appropriate



Make more ambitions, not “continue to be…” Make “we are educational center of excellence” Students, alumni, and teachers should all be strengthened, engaged, and

successful Tense could be improved Is “well-rounded” and “personally, professionally successful” bold enough? Vision could also include: smaller class size at elementary level, expanded

technology in science classrooms, green facility, LEED certified, and more empowered, informed staff

Revised Potential Vision

We will be an educational center of excellence – our students high achieving, our families actively engaged, our teachers innovative and empowered, our alumni personally and professionally successful, and our community strengthened.

Mission

Potential Draft Statements as of 10/5/09

Eight draft mission statements, developed by The Hill Group, were presented to the committee for review:

1. We enable all children to become personally and professionally successful by providing an academically-superior education in a nurturing, holistic environment

2. We provide an academically-superior education to enable all children, regardless of background, to become personally and professionally successful through a nurturing, holistic environment

3. We foster and enable the dreams of all children by providing an outstanding education in a nurturing, holistic environment and provide the community with choice where it was lacking

4. We foster the dreams of all children by providing an outstanding education in a nurturing, holistic environment

5. To empower each child to become a positive influence in the community by providing access to high-quality education in a safe and nurturing environment



6. To improve children, their families, and the community by providing a high-quality, inclusive, and accessible education for kindergarten through eighth grade

7. To provide all students the opportunity for an excellent education in a nurturing, holistic environment

8. To provide a dynamic education to a diverse student body emphasizing continuous improvement for the school, its students, and the community.


#4 seems most appropriate Like “foster dreams” Like “high-quality” or similar descriptor of education What does “nurturing” mean?

o Safe, supportive o Differentiatoro Consider the whole childo “Inviting” “welcome” “empathy”

Should not use language "choice where it was lacking" "Dynamic" and "innovative" are important aspects

Revised Potential Mission


Core Beliefs

Potential Draft Beliefs as of 10/5/09

Eight potential core beliefs, developed by The Hill Group, were presented to the committee for review:

1. Every child has the right to obtain an excellent education, and MACS is obligated to fulfill this right.

2. All students can learn.

3. There are many paths to learning, and the same path may not be best for all students.



4. Empowering faculty is a fundamental component for empowering students.

5. Knowledge can best be obtained in a safe, nurturing environment enriched by the students, family, faculty, and community.

6. Education extends beyond the classroom; and family, beyond the home.

7. Innovation is indispensable for continuous improvement of the MACS educational experience.

8. Success cannot only be measured by academic achievement but also by an individual’s contributions to society.


Make all of them shorter, particularly #8 "Innovation" is too vague, try "creativity" Add something about family engagement Consider "All students have ability to learn at a high level" May not want to use "empowering" as it is overused Add something about high standards and expectations Use "caring school community"

Revised Potential Core Beliefs

1. Every child has the right to obtain an excellent education.2. All students can learn.3. There are many paths to learning4. Empowering faculty is a fundamental component for empowering

students.5. Knowledge can best be obtained in a safe, nurturing environment.6. Education extends beyond the classroom7. An engaged family is critical for student success.8. Creativity is indispensable for continuous improvement.9. Success is measured by academic achievement and an individual’s

contributions to society.

SWOT Analysis

The committee conducted an external analysis by brainstorming organizational opportunities and threats and an internal analysis by brainstorming organizational strengths and weaknesses.



Opportunities

Expand to High School Increase building use on weekends, summer Tap into alumni for marketing, fundraising support Young families are moving back to Manchester Expansion to other neighborhoods Demand for additional services (not just education) Federal - level funding opportunities Collaboration with local universities (training school, other projects) Growing popularity of alternative schools/charters Waiting list Opportunity to partner with children-oriented programs on North Side Future up swing in Foundation funding Corporate support Pittsburgh promise = increased enrollment Improving perception of Pittsburgh especially among young professionals Collaboration with MYDC Per diem from PPS is high Economy leading to more demand for low-cost, high-quality Increasing real estate values in neighborhood (good facility investment)? Change in Charter law (10 yr - 11yr, cap limit increases)

Threats

Threat from competitors (Propel, Cardinal Wright, others) Federal and state opinion on importance of education Perception of Manchester Potential clashes with Pittsburgh Federation of Teachers Interdependence of MACS - MYDC Changing trends in pedagogy International push for global workforce Global economy leading to outsourced jobs, industries Reliant on PPS Reliant on current Charter law Innovation at PPS Potential for school disasters Changing teacher requirements

Strengths

Size Relationship with MYDC (wrap-around services) Financial stability Strong track record, good reputation Nurturing environment



Student retention Very safe, secure Good at building partnerships Parents are engaged Unique story/history Teachers as professionals, innovators freedom, autonomous Flexibility Engaged board, administration, faculty Training wheels program as a feeder New facility Superior academic performance Middle states accreditation Students buy in

Weaknesses

Lack of long-term stability of teaching positions I.T. infrastructure Information systems Do not own building Lack of opportunities for faculty collaboration/P.D. Confusion between MACS-MYDC No robust orientation for new staff Retention of faculty Lack of career ladder Size (limits loans, etc.) Limited marketing and public relations Lack of timely consistent messages (communication) Lack of consistent policies/procedures Financial limits (no track record of pursuing private funds) Lack of Alumni follow-up measurement Loss of control after 8th grade Heavily dependent on one money resource Loss of contact with Alumni, no Alumni development program Not enough university partnerships Not enough physical space Lack of distinct extracurricular activities Technology training for students

Issue Prioritization

Committee members were given one red dot to identify the highest priority issue (strength, weakness, opportunity, or threat) impacting the ability of MACS to achieve its mission and vision. Each member was given five yellow dots to identify other priority issues they considered somewhat important.




High Priority Issues

0 1 2

(S) Size

(S) Relationship with MYDC (wrap around services)

(W) Lack of long-term stability of teaching positions

(S) Financial stability

(O) Expand to High School

(T) Threat from competitors (propel, Card.Wright,others)

(T) Federal and state opinion on importance ofeducation

(S) Strong track record, good reputation

(S) Nurturing environment

Hig

h Pr

iorit

y Is

sues

High Priority Issues

;



Other Priority Issues

0 1 2 3 4 5


(T) Threat from competitors (propel, Card. Wright, others)

(O) Young families are moving back to Manchester

(O) Expansion to other neighborhoods

(O) Demand for additional services (not just education)

(O) Federal - level funding opportunities

(O) Collaboration with local universities (training school, otherprojects)

(T) Perception of Manchester

(T) Potential clashes with Pittsburgh Federation of Teachers

(T) Interdependence of MACS - MYDC

(T) Changing trends in pedagogy

(T) International push for global workforce

(T) Global economy leading to outsourced jobs, industries

(S) Good at building partnerships

(S) Parents are engaged

(S) Unique story/history

(S) Teachers as professionals, innovators freedom, autonomous

(W) I.T. infrastructure

(W) Information systems

(W) Do not own building

(W) Lack of opportunities for faculty collaboration/P.D.

(W) Confusion between MACS-MYDC

(W) No robust orientation for new staff


(O) Tap into alumni for marketing, fundraising support

(S) Student retention

(S) Very safe, secure



(S) Size

(O) Increase building use on weekends, summer

Oth

er P

riorit

y Is

sues

Other Priority Issues


Next Steps

The fourth retreat, to be held on October 19, 2009 (3:30 PM until 7:00 PM at MACS), will include a continuation of revising MACS’s Vision for the future, Mission Statement, and Core Beliefs and interpreting the Issue Prioritization exercise to develop strategic initiative areas. We’ll also begin the development of strategies using a TOWS Matrix.


High and Other Priority Issues

1

1

1

11

1

111

1111111

11111

111111111

211

22

24

33

4

0 1 2 3 4 5 6

(O) Young families are moving back to Manchester

(O) Expansion to other neighborhoods

(O) Demand for additional services (not just education)

(O) Federal - level funding opportunities

(O) Collaboration with local universities (training school,other projects)

(T) Perception of Manchester

(T) Potential clashes with Pittsburgh Federation ofTeachers

(T) Federal and state opinion on importance of education

(T) Interdependence of MACS - MYDC

(T) Changing trends in pedagogy

(T) International push for global workforce

(T) Global economy leading to outsourced jobs, industries

(S) Good at building partnerships

(S) Strong track record, good reputation

(S) Parents are engaged

(S) Unique story/history

(S) Teachers as professionals, innovators freedom,autonomous

(W) I.T. infrastructure

(W) Information systems

(W) Do not own building

(W) Lack of opportunities for faculty collaboration/P.D.

(W) Confusion between MACS-MYDC

(W) No robust orientation for new staff

(S) Nurturing environment

(O) Tap into alumni for marketing, fundraising support


(T) Threat from competitors (propel, Card. Wright, others)

(S) Student retention

(S) Very safe, secure


(O) Increase building use on weekends, summer



(S) Size

Hig

h an

d O

ther

Prio

rity

Issu

es

High Priority Issues Other Priority Issues


Strategic Planning Notes – October 19, 2009

The fourth meeting of the Manchester Academic Charter Schools (MACS) Strategic Planning Core Committee (Committee) was held on Monday, October 19, 2009 from 3:30 PM until 7:00 PM on campus at MACS.

10/19/09 Agenda

Introductions and Welcome 3:30 PMReview Notes from Meeting 3 and Stakeholder Feedback 3:35Further Refine Mission, Vision, and Beliefs 3:45Strategic Initiative Areas 4:00Discussion of Strategic Initiative AreasConfirmation of Strategic Initiative AreasLong-term goals for Strategic Initiative AreasTOWS Analyses 4:45BREAK 5:15TOWS Analyses (continued) 5:30Discuss additional stakeholder feedback sessions 6:30Review and Wrap Up 6:45Adjourn 7:00

Mission

The following revised mission statement was presented to the committee for reaction:


Committee discussion:

What is nurturing? Is this the most appropriate word?o Safeo Caringo Supportiveo "Family feel"o Almost personal relationshipo Individualized

Foster? Is this the most appropriate word?

The committee accepted the mission statement as written

Vision



The following potential vision statement was presented to the committee for reaction:

We will continue to be an educational center of excellence and a community pillar of support where families are engaged, teachers are empowered, students excel, and alumni flourish.


Re-order the phraseso Studentso Familieso Teacherso Alumni

The following is the revised vision statement

We will continue to be an educational center of excellence and become a community pillar of support where students excel, families are engaged, teachers are empowered, and alumni flourish.

Core Beliefs

The following potential core beliefs were presented to the committee for reaction:

1. Every child has the right to obtain an excellent education. 2. All students can learn. 3. There are many paths to learning 4. Empowering faculty is a fundamental component for empowering

students. 5. Knowledge can best be obtained in a safe, nurturing environment. 6. Education extends beyond the classroom 7. An engaged family is critical for student success. 8. Creativity is indispensable for continuous improvement. 9. Success is measured by academic achievement and an individual’s

contributions to society.


#4 – replace the words “empowering” and “component” Combine statements #2 and #3 Include language similar to “strong, professional faculty is essential for

student success” #6 – focus this on collaboration with community partners



#8 – replace “continuous improvement” with something more appropriate; continuous improvement can occur without creativity, long-term success cannot

Consider #9 – make more individually focused; add word “individual”; move “contributions to society” language to a new belief

Consider creating #10 – long-term success is measured by an individual’s contribution to society and personal growth and maturity

The following are the revised core beliefs

1. Every child has the right to obtain an excellent education. 2. All students can learn and there are many paths to learning.3. Strong, professional faculty is essential for student success. 4. Knowledge can best be obtained in a safe, nurturing environment. 5. Education extends beyond the classroom and into the community.6. An engaged family is critical for student success. 7. Creativity is indispensable for long-term success. 8. Success is measured by one’s individual academic achievement, personal

growth and maturity, and contribution to society.

Issue Prioritization Discussion

The committee reacted to the issue prioritization results and had the following questions or comments:

(S) Size as an issue is ambiguous; some committee member intended to communicate the number of students and small community atmosphere as a strength, but see the physical capacity as a weakness.

The issue of diversity of student population did not arise in the SWOT Analysis or the Issue Prioritization, but the committee considers it an important issue.

In future, committee would like to be more specific about the use of alumni (i.e. leverage them to learn about program strengths and weaknesses)

More data is necessary to validate the issue related to changing neighborhood demographics



Strategic Initiative Areas

Committee members were asked to review the SWOT Analysis and Issue Prioritization outcomes and identify up to six strategic initiative areas to organize the development of goals and objectives.

The committee agreed that the following areas, or themes, were appropriate moving forward

1. Academic Affairs – Ensuring that MACS’ record of superior academic achievement continues in the future

2. Teacher Empowerment – Providing staff and faculty the environment necessary to stimulate professional development and high-quality learning

3. Internal Operations – Enhancing our internal infrastructure and organizational capacity to support programs and services

4. Comprehensive Programs and Services – Becoming a pillar of support for our students, staff, families, and community through non-academic programs and services

5. Creativity and Innovation – Promoting a dynamic learning environment that continues to be on the leading edge of educational best practices

6. Institutional Advancement – Publicizing the success of MACS through marketing, public relations, outreach, advocacy, and development



TOWS Analysis



Next Steps

The next strategic planning committee meeting is Monday, November 2 from 3:30 PM until 7:00 PM at MACS.

The purpose of the meeting is to:

Continue thinking strategically about MACS’ future Utilize a gap analysis to envision the future state in each strategic initiative

area (What MACS will look like in the future) Articulate the current state for each strategic initiative area (what MACS

looks like now) Identifying the activities in the gap that will bridge the current state (MACS

now) with the desired state (MACS in the future)


MACS Strategic Plan 2010-2015Appendix C: Stakeholder Feedback Opportunities

Appendix C: Stakeholder Feedback Opportunities

Focus groups and interviews were conducted with teachers and parents in order to gain insight on strategic plan development.

Teacher Focus Group Notes – September 30, 2009

A focus group with elementary and middle school teachers was conducted on September 30 to garner input on strategic drivers and organizational weaknesses.

Vision

Place yourself in the year 2019. You are making a report to the Board of Directors. Be imaginative and address the following questions. Do not limit yourself.

Ten years from now…

Innovative elementary offerings Caught up with technology State of the art facilities Tutoring services for students Prepared students (technology) Community nights (not just families) Diverse and multicultural Students volunteering in communities Safer, more vibrant Manchester – MACS and partners proactively

involved More students, bigger school Community (mental health, resources center, etc.) services – family

services No more “gray area” between MACS and MYDC More school unity More school spirit

Mission

5. What function(s) do we perform?

Education Prepare for next stage in life – High School

o Academicallyo Technologyo Socially



Provide a safe environment Alternative/choice Services for 3 years old to 8th grade (MYDC as feeder) Provide basic needs

6. For whom do we perform this function?

Students K-8 Parents Families Community – same parents all the time, more community events For us! (staff) Alumni, graduates Community partners

7. How do we go about filling this function?

Flexible teachers – free-thinking Teachers as decision makers Family management Small class sizes in middle school (<10) Relationship with parents Teaching assistants in elementary classes Nurturing Personal relationships Strong peer relationships Curriculum – creative – dynamic able to change – teacher freedom

8. Why do we exist?

Create a complete childo Academicallyo Physicallyo Emotionallyo Socially

To provide an alternative Catalyst for systemic change To be place of refuge in Manchester Alumni as contributors, productive, successful

Core Beliefs

All children can learn No “can’t” We are family! “Whatever it takes”



Kids are individuals Easy-going, positive school environment High standards/expectations Close knit staff We can see beyond our own environment and appreciate

Organizational Weaknesses

The following weaknesses should be incorporated into the SWOT Analysis. Brackets are used to indicate the number of similar responses.

Communication (internal, coordination, etc.) [5] Technology (all types instructional, admin, students, staff) [3] Procedures/protocol Tech training fro students is lacking (Microsoft Office) Follow through continuation of programs – communication dedication, etc.,

long-term program planning [3] Not connecting to all families No departments (other teachers for collaboration) Personal space MYDC-MACS breakdown [2] Compartmentalized, separation of grades, middle versus elementary

school Science resources – not enough Physical space – not enough [2] Need more extracurricular Brand image - recognition Parents from outside of neighborhood are not engaged Need to outreach to alumni/graduates more



Parent Interview Notes – October 12, 2009

Interviews were conducted with MACS parents attending the school’s parent-teacher conference night to garner input on organizational strengths, weaknesses, opportunities, and threats.

Parents were asked to respond to three questions:

1. What are the three things you like best about MACS?

“family feel” environment That the teachers truly care Overall educational program Small school environment, intimacy Feels like a small community Consistency of staff and faculty Sibling preference (for admissions) Structure of the curriculum Small size Safety and security of the school Family oriented feeling Part of the community I grew up in Intimate environment Two teachers in elementary classrooms Teacher-parent relationships Emphasis on good manners

2. If you could change three things about this school, what would you change?

Larger school, add more physical space More Saturday programs (academic and others) Transportation (busing) for all students

Improved use of technology for parent interaction (have a web-based dashboard system for parents)

Send official documents/mailings to both parents (for a separated family)

Increased parking for parents Should not have shared lockers for students

3. In the future, what would you like the school to do, add, or try?

Have more community members involved in the school Add a high school for 9-12 grades Football team More foreign language classes



More summer camp Add high school prep classes to help students adjust More athletics (teams or intramurals) Extension to a high school Increase size to offer to more students More tutoring services available


MACS Strategic Plan 2010-2015Appendix D: Physical Expansion Analysis

Appendix D: Physical Expansion Analysis - Partial

As part of the strategic planning process, The Hill Group was engaged to help MACS think through potential physical expansion options.

To do this, The Hill Group worked with MACS to:

1. Articulate physical expansion options2. Develop objective evaluation criteria used to assess each option3. Assign weights to each criterion to define relative importance4. Assess each alternative across each criterion5. Assign ranks to each alternative across each criterion to identify, quantitatively,

the most appropriate physical expansion option.

At this point in time, this process is as far along as possible without knowing additional information on the success of MACS alumni. MACS is currently working to gather this information that will be critical to assessing MACS’ current success and achievement of mission and vision – heavily-weighted expansion criteria.

The following pages provide an overview of the expansion options, weights, ranks, and the dynamic decision-support tool that MACS can use to help make this decision – and manner others – in the future.


organizational assessment… · web viewstanley m. pittman, bs. tina l. henderson, abs, macs...

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