Boston Partners in Education Inc

Transcription

1 Boston Partners in Education Inc General Information 44 Farnsworth Street Boston, MA (617) Website Organization Contact Pamela Civins Year of Incorporation

2 Statements & Search Criteria Mission Statement Boston Partners in Education (Boston Partners) enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support. Our theory of change which we have seen borne out in thousands of cases across more than four decades is that with the involvement and support of volunteer academic mentors, Boston Public Schools (BPS) students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time. The primary impacts we hope to achieve are closing the achievement gap, decreasing the dropout rate, and increasing student academic performance within BPS. Background Statement Founded in 1966, Boston Partners enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support. We recruit, train, place, and support volunteers of all ages and backgrounds to work with Boston Public Schools (BPS) students in grades K-12 during the school day. Our volunteers, known as academic mentors, have touched the lives of thousands of BPS students, making a positive impact on their academic and personal development. The primary impacts we hope to achieve are closing the achievement and opportunity gaps, decreasing the dropout rate, and increasing student academic performance within BPS. Boston Partners operates four programs (Motivate, Accelerate Math and ELA, Aim High STEM and Humanities, and Power Lunch) and one sponsorship initiative (the Big Cheese Reads) culminating in our annual gala. The support our volunteer academic mentors provide helps students succeed academically and build confidence. For over 50 years now, we have focused on reaching students who might otherwise "fall through the cracks" those children who are English language learners, who face economic disadvantages, are struggling academically and personally, and can succeed with the encouragement and guidance of a caring adult academic mentor. Our longstanding knowledge of the Boston Public Schools allows us to further the priorities of the district by doing what we do best: finding struggling students extra support during the school day; and, ensuring that community members can make a significant contribution in Boston by mentoring public school students of all ages. This has been a priority of our since the beginning now is the time to act locally. Of the students served in for whom we have demographic information:: 47% identified as female, 53% as male. Ages of the students: 50% grades K-5, 50% grades Student ethnicities: 31% Black, 31% Hispanic, 5% White, 8% Asian, 5% Other/Multi-Racial, and 25% unidentified. English is not the home language of 40% of students. According to BPS, 70% of students are considered economically disadvantaged, which indicates participating in one or more of these stateadministered programs: SNAP, TAFDC, DCF foster care, and MassHealth. 2

3 Impact Statement Boston Partners in Education reached a milestone celebrating 50 years of serving the Boston community in This year, we were proud to: - Reach 3,741 K-12 students in 58 schools through the efforts of 517 volunteer academic mentors and Big Cheese readers. Our services are available to all teachers in the Boston Public Schools (BPS). - Transform our long-running School Volunteer Program into three distinct offerings targeting different settings: Motivate (grades K-2, whole class); Accelerate (grades K-8, small group and 1:1); and Aim High (grades 9-12, small group and 1:1). The new offerings feature updated logic models, metrics, and procedures designed to better capture student needs and simplify the student nomination process for BPS teachers. - Implement new check in and match monitoring systems for School Partnerships, including regular site visits to classrooms and observing mentors interactions with their student(s) and teacher. With new online student nominations forms, we have expedited the process for a teacher to request an academic mentor. The new nomination form has also unexpectedly increased the popularity of oneon-one mentor matches, as opposed to small groups. We also have access to additional student data, like the BPS school climate survey, which measures student attitudes towards learning, adults, and their school environment. This data will give us a greater understanding of how our programs affects the youth we serve. - Complete work on our 50th Anniversary campaign. We engaged an Encore Fellow to direct the campaign from February 2016 through April 2017 and hired PR firm Denterlein to lead marketing efforts beginning in August The 50th Anniversary campaign successfully launched in September 2016 at an event featuring Superintendent Tommy Chang at BPS s central office and continued throughout the year as we celebrated our volunteers and our community s impact on BPS students. The campaign culminated in our 50th Anniversary Gala in April 2017, where we raised a record-breaking $700,000 to support our academic mentoring offerings. Our ongoing 50 Years, 50 Stories feature can be found on our website: stories/ - Educate teachers about Boston Partners, orient them in how to utilize our services, and demonstrate the impact our volunteers have on their students. For example, our placement team regularly conducts outreach sessions in schools in order to share more information with teachers on how to best utilize our volunteers and services in the classroom. Needs Statement Volunteer Recruitment: Boston Partners organizational goal is to serve at least 25%, or 750, more students in one-on-one and small group mentoring in the next three to five years. During the academic year, we received an unexpected increase in teacher requests for one-on-one mentors, which utilize volunteer resources differently than small group matches of 2-4 students. As a result, over 400 students were on a waitlist for mentors, as we did not have enough volunteers to meet the demand. The challenge we face is filling these outstanding teacher requests with approximately more volunteer academic mentors. Brand Awareness: Brand awareness is key to reinforcing our organizational identity as a crucial partner in the Boston Public Schools. We want to ensure that administrators, teachers, and BPS partners thoroughly understand and effectively utilize our academic mentoring services. Beyond BPS, we also wish to strengthen our brand awareness for volunteer recruitment, especially in the neighborhoods of our partner schools. Our goal is to increase the number of volunteer academic mentors who are from those immediate communities and who identify as people of color, thus better reflecting the makeup of our students. 3

4 CEO/Executive Director Statement Since 1966, Boston Partners in Education has been dedicated to helping academically at-risk students of the Boston Public Schools succeed in both their schoolwork and their lives. We believe that a quality education is something that should be available to every person. However, in order for that to happen, many resources need to come together: money, time, and caring adults among them. At Boston Partners, we have become adept at weaving these strands together to create a cohesive network of support for our students. Our volunteer librarians helped the district set up the first central libraries in elementary schools during the late 1960 s. When the busing crisis in the city left it unsafe for students to travel to school in the mid-1970 s, our volunteers were there to escort them, too. Today, Boston Partners continues to be on the frontline, now focusing 100% of our efforts on student academic achievement, meeting our young people where they are, in the classroom. These children are the future leaders of our city and our country, and in order to lead effectively, they first need to learn to read, write, problem solve, and think critically. Our volunteers not only provide students with academic support, but they also help build their self-confidence and motivate them to set and reach goals. Boston Partners has celebrated 50 years of service to our community, and we are looking forward to our future. In September 2015, we launched our latest three-year strategic plan. We want to be serving 750 more students, a 25% increase, in three to five years through one-on-one and small group matches. To do this, we will focus programs on grades K-8 literacy and math, as well as high school humanities and STEM related subjects, addressing the academic and mentoring support needs of elementary, middle and high school students. As Superintendent Dr. Tommy Chang reiterated at our joint event with BPS in fall 2016, Over the years, Boston Partners in Education has provided academic and mentoring support for tens of thousands of students by connecting community members to our young people." Boston Partners volunteer academic mentors are there for students every week during the school year, helping them improve their grades and attendance, as well as gain the confidence they will need en route to ontime graduation and beyond. Even after 50 years of supporting Boston s students, there is still work to be done. Ensuring that our youth receive extra support in school is what we do best, and we will continue to serve our community in the years to come. Service Categories Educational Services Geographic Areas Served Boston Partners in Education serves students from any school in the Boston Public Schools district. We reach BPS students in every neighborhood of Boston, including Allston, Brighton, Charlestown, Chinatown, Dorchester, East Boston, Hyde Park, Mattapan, Jamaica Plain, Roslindale, Roxbury, the North End, the South End, and South Boston, and West Roxbury. Please review online profile for full list of selected areas served. 4

5 Programs Power Lunch Description Power Lunch sparks enthusiasm for reading in kindergarten through third grade students by matching them with volunteer reading mentors from participating corporations in the Boston area. In Power Lunch, a volunteer reading mentor and student meet during the child's lunchtime once a week. The volunteer talks with and listens to the child, reads aloud to the child, and encourages the child to share in his or her enthusiasm for books. Volunteers encourage children to develop an interest in reading, expose students to new ideas and experiences, help students articulate their thoughts through conversation, and build students' selfesteem and confidence. Each reading mentor serves as a role model, providing guidance in school and career choices while encouraging an enthusiasm for books and reading. During their weekly meetings, reading mentors and their students read aloud, play word games, talk about common interests and hobbies and, of course, have fun! Budget Category Population Served Program Short Term Success Education, General/Other Elementary & Secondary Education Children Only (5-14 years), Minorities, In , Power Lunch reached 87 grade K-3 students in 5 BPS schools, matching them with 157 corporate volunteers. 5

6 Program Long term Success The goal of Power Lunch is to inspire young children to develop a love of reading in a confidence-building setting. Long-term outcomes for students include: A lasting love of reading and learning; More developed reading skills and measurable increases in their enthusiasm for reading; Improved self-confidence and self-esteem; Increased classroom participation; and Stronger communication skills, especially with adults. Through their mentoring sessions, Power Lunch volunteers help young students build the fundamental literacy skills and selfconfidence they ll need to succeed in secondary school and beyond. According to Double Jeopardy, an Annie E. Casey Foundation report released in April 2011 based on a longitudinal study of how third-grade reading levels and poverty impacted high school graduation, one in six children who are not reading proficiently in third grade fail to graduate from high school on time. For participating students, Power Lunch is one more activity during the school day that helps them build a crucial early start toward on-time graduation. In a 2008 retrospective study polling seventh- and eighth-graders who had participated in Power Lunch in elementary school, 90% of respondents said that Power Lunch changed their attitude about reading, and 100% said they would recommend Power Lunch to other students. Program Success Monitored By Examples of Program Success To evaluate the success of Power Lunch, we administer pre- and post-program surveys to students examining attitudes toward reading, school, and class participation. We then compare the results of these surveys to gauge student progress over the school year. Volunteers receive regular check-in s to gauge how students are performing academically, behaviorally, and motivationally. Teachers complete annual surveys on students' progress and the effectiveness of the program. We also track the number of students and volunteers served; the number of books read; and our volunteer retention rate. Where possible, we collect student report cards to analyze literacy grade improvements. Hard copy surveys are distributed by school-based Site Coordinators and analyzed by the Power Lunch Program Manager and other staff using a custom tool. This year, we began using GetFeedback.com to administer online surveys and analyze responses in our salesforce.com database. Of the Power Lunch students, teachers and volunteers for whom we received survey data in , the year-end results were as follows: 70% of Power Lunch students increased their Writing & Listening GPA, while 85% improved their overall GPA. 58% of students improved their School Leadership and Development GPA 6

7 Big Cheese Reads Description The Big Cheese Reads Initiative, a sponsorship program linked to our annual Gala, connects middle school students with business, community, and cultural leaders in order to emphasize the important link between literacy and career success. Since its inception in 2004, more than 250 corporate and community leaders have visited classes to support the initiative. Big Cheeses visit a middle school classroom at least once during the school year to read a short selection aloud to the class, give a brief personal account of the ways reading and learning have impacted their lives and career achievements, and respond to questions from the students. The Big Cheese Reads is also a fundraising initiative. Sponsorship helps us continue to provide quality educational assistance and positive adult role models to our city's children. Funds raised through the initiative enable us to recruit, train, place, and support more volunteers in BPS classrooms. Budget Category Population Served Education, General/Other Educational Programs K-12 (5-19 years), Minorities, Program Short Term Success In , 104 Big Cheese Readers visited 107 classrooms in 20 Boston Public Schools, reading and sharing career advice with over 2,544 students. Survey data obtained in demonstrated universal satisfaction from teachers and Big Cheese Readers: Over 95% of teachers for whom we received survey data rated the overall program as very good or excellent. 100% of Big Cheese Readers for whom we received survey data also rated the program as very good or excellent. Program Long term Success For participating students, the goals of the program are to: Reinforce their classroom learning by demonstrating the powerful bridge between literacy and career success; Broaden their knowledge of potential career opportunities; Connect with positive, successful role models who serve as examples of the value of learning, hard work, and responsibility. Since the inception of the Big Cheese Reads, we have hosted readings by executives from State Street Corporation, Harvard University, Boston Financial Data Services, John Hancock, Partners HealthCare, Bank of America, KPMG LLP, and Bank of New York Mellon, among other companies. A number of Big Cheeses from the public and arts sectors have also met with students, including Mayor Martin J. Walsh, Keith Lockhart of the Boston Pops, Ray Magliozzi of the popular NPR radio show Car Talk, and Danny Amendola of the New England Patriots. 7

8 Program Success Monitored By We survey Big Cheese Readers, teachers, and students to gain their feedback on the program's success. In , the Big Cheese Readers and teachers who participated in the program rated it an average of 3.75 out of 4 stars. One one post-visit survey, a student commented: You made our class think about the future and the story that you read really meant something. That something was to never give up and follow your dreams. Examples of Program Success In March 2017, Boston Partners partnered with Malcolm Mitchell of the New England Patriots and his foundation, Read with Malcolm, to organize a collaboration event focused on reading with the Mildred Avenue K-8 School. The event involved 331 students from kindergarten to 8th grade and received great publicity. - A Super Message from Patriots Player Malcolm Mitchell - In order to succeed, you must read! : For more information on the Big Cheese Reads, including perspectives from this year's Gala honoree, other "Big Cheeses" and our Executive Director, please see the following entries on our blog: -Big Cheese Reader and former Boston Partners Board Chair, Joe Antonellis: 8

9 Motivate Description Motivate is tailored for our tiniest learners in grades pre K-2 and designed for early childhood development needs. Motivate mentors work with the whole class of students, helping to run academic activities and smooth transition time. Volunteers get hands-on classroom experience, while setting positive examples for good behavior. Budget In , Motivate matched 574 grade 2-5 students in 14 BPS schools with 32 volunteer academic mentors. These children improved their math and English Language Arts (ELA) and subject area grades while also improving classroom behavior. Category Population Served Education, General/Other Education, General/Other Children Only (5-14 years), Minorities, Program Short Term Success In , Motivate matched 574 grade 2-5 students in 14 BPS schools with 32 volunteer academic mentors. Our growth from 298 students served in FY16 to 574 students in FY17, is a total growth of 276 students. This represents about a third of our total goal of serving 750 more students over the next five years. In year-end surveys, teachers rated the program a 9 out of 10 (with 10 being the highest). Teachers ratings of mentors impact on their students overall classroom performance was also very positive. 91% of teachers felt their mentor was excellent at improving their students overall academic performance. One teacher noted Boston Partners and my mentor made a positive impact in my classroom this year. Another teacher shared that their mentor was so flexible; she would show up and immediately jump right into whatever they were doing. These responses further affirm the usefulness of the Motivate model in early education classrooms. Program Long term Success Our long-term vision is that Motivate students will develop the academic and socio-emotional skills that are foundational to elementary school and beyond, while providing teachers grades pre-k-2 the necessary support they need to help students succeed. The program is also intended to help close the achievement gap between minority and white students and foster multi-year supportive mentoring relationships. 9

10 Program Success Monitored By Examples of Program Success To evaluate the impact Motivate has on students, Boston Partners collects teacher evaluations and conducts classroom check-ins. Through this qualitative data, we know the program is effective at building a positive classroom environment and providing one-onone and small group support when students need it. As we further tailor our preparation (training, expectation setting) of and support systems (check-ins, support sessions) for mentors, this data can help guide us. One important finding from our survey was that the majority of teachers made a nomination because they wanted their whole class to receive support. Another third of teachers requested a Motivate mentor to support small groups of varying students during their center time. As one teacher explained, Having another adult to help facilitate learning, specifically during Center Time has been tremendously helpful. 100% of teachers with Motivate mentors who responded to the survey felt that their mentors had a good relationship with their students. One teacher noted that their mentor was great, kind, firm, and experienced with this grade level. 100% of the teachers who responded to the year-end survey would recommend the volunteer to continue next year. 10

11 Accelerate Description Accelerate can assist any student in grades K-8 identified by their teacher as needing extra academic or socio-emotional support. Accelerate mentors work 1-on 1 with a student, or in small groups, during regular classroom instruction time. Accelerate is designed to help students who lack the skills, motivation or interest in English Language Arts (ELA) or math. Weekly Accelerate ELA and Math mentoring sessions, lasting for at least one hour, are held in the classroom during the students' subject block. Our trained volunteer academic mentors work with a child one-on-one or with small groups of two to four children during that time. Mentors support students in ways such as doing drills, reviewing previous lessons, giving and receiving feedback from teachers, and providing encouragement, attuned to the age and needs of the student(s). Budget Category Population Served Program Short Term Success Education, General/Other Education, General/Other Children Only (5-14 years), Minorities, In , Accelerate ELA matched 122 grade pre K-8 students in 26 BPS schools with 74 volunteer academic mentors. These children improved their reading, writing, and core subject area grades while also building their self-confidence. In , Accelerate Math matched 176 grade K-8 students in 24 BPS schools with 81 volunteer academic mentors. These children improved their math and core subject area grades while also building their self-confidence. Program Long term Success The primary goals of Accelerate ELA and Math are to help BPS students in grades K-8 develop strategic ELA/mathematical skills and and love of the subject that they'll need to be successful in ELA and math at the secondary level and beyond. Our long-term vision is that Accelerate ELA and Math students will pass their MCAS/PARCC exams, improve their grades, attendance, and attitude toward school, and eventually graduate from high school on time. The program is also intended to help close the achievement gap between minority and white students and foster multi-year supportive mentoring relationships. 11

12 Program Success Monitored By Examples of Program Success To evaluate the impact Accelerate ELA and Math has on students, Boston Partners collects report card grades and analyzes each student's grade changes in math and in other core subjects over the course of the year. Boston Partners also surveys academic mentors and teachers and conducts check-ins and classroom observations during the school year. Teachers complete surveys for each student in the program at the end of the school year. Finally, students take post-mentee surveys to determine how their attitude and confidence about the subject has changed over the year. We also ask students to provide feedback about their experiences working with a mentor over the year. Of the Accelerate students for whom we received complete outcome data in , the year-end results were as follows: 76% of Accelerate ELA and Math students improved their overall GPA. 69% of Accelerate students improved their School Leadership and Student Development GPA Students in one on one matches were asked to complete a student survey with their academic mentor. 96% of students surveyed answered yes when asked in their mentor helped them improve in school, and 100% of students answered yes when asked if their mentor made them feel like they can succeed in school. Of the Accelerate teachers and volunteers for whom we received survey data in , the year-end results were: 97% of teachers said Accelerate Math was excellent or good at improving their students academic achievement; 96% for improving students self-confidence. 77% of volunteers reported that working with their students was excellent or good at improving students overall academic performance. 12

13 Aim High Description Aim High supports students in grades 9-12 who have small gaps in skills and knowledge, and just need that extra push to find success. Aim High mentors work 1-on-1 or with a small group of students in humanities or STEM subjects. Aim High helps students build confidence, resilience and prepare for their future aspirations. Aim High focuses on reaching students early in their high school career, to help instill and reinforce the study habits and confidence they will need in the coming years; in , two-thirds of Aim High students were in grades 9 or 10. Budget Category Population Served Program Short Term Success Program Long term Success Program Success Monitored By Education, General/Other Education, General/Other Adolescents Only (13-19 years), Minorities, In , Aim High STEM matched 135 grade 9-12 students in 9 BPS schools with 52 volunteer academic mentors. In , Aim High Humanities matched 55 grade 9-12 students in 8 BPS schools with 28 volunteer academic mentors. The goal of Aim High STEM and Humanities is to help BPS students in grades 9-12 reinforce learning strategies in STEM and humanities subjects (primarily English and History). Aim High helps students build confidence, resilience and prepare for their future aspirations. Our long-term goal for Aim High is to help BPS continue the upward trend for its high school students: in 2015, the 4-year graduation rate of 70.7% was the highest it s ever been, and 75% of students passed all grade 10 MCAS tests. For students on the bubble, Aim High can be the crucial intervention that enables their success. To evaluate the impact Aim High STEM has on students, Boston Partners collects report card grades and analyzes each student's grade changes in math, science and in other core subjects over the course of the year. Boston Partners also surveys STEM mentors and teachers and conducts classroom observations and check-ins during the school year. Teachers complete surveys for each student in the program at the end of the school year. Finally, students take post-mentee surveys to determine how their attitude and confidence about STEM learning has changed over the year. We also ask students to provide feedback about their experiences working with a mentor over the year. 13

14 Examples of Program Success Of the Aim High STEM students for whom we received complete outcome data in , the year-end results include: In year-end surveys to students, 100% indicated their mentor makes them feel like they can succeed in school, and 95% of students reported that their mentor has helped them improve in school. 85% of students looked forward to working with their mentor, and the same percentage would like to continue working with one. Of the Aim High STEM teachers and volunteers for whom we received survey data in , the year-end results include: 90% of teachers who responded to our survey said that the Aim High mentor had an excellent or good impact on the student s overall academic improvement, 88% said that having a mentor was excellent or good at increasing student self-confidence, 71% of volunteers reported that working with their students was excellent or good at improving students overall academic performance. 100% of volunteers looked forward to working with their student. 14

15 Management CEO/Executive Director Executive Director Term Start Jan Ms. Pamela C. Civins Experience Pamela Civins, Executive Director of Boston Partners in Education, is responsible for leading the organization, ensuring that day-to-day management is strong. This includes strategic planning and ongoing academic programming, operations and financial management, as well as staff management and development. In addition, Pamela serves as Boston Partners' primary ambassador to a broad range of constituents. Pamela brings to the position over 15 years of education experience within the nonprofit sector, including managerial oversight of education and literacy programs for girls and women in Pakistan, Nepal and India during her time at World Education, Inc. in Boston. Just prior to joining Boston Partners in Education in January 2006, Pamela held the position of Co-Executive Director at the National Center for Fair & Open Testing in Cambridge, MA. The national nonprofit's work focused on education policy with regards to assessment and testing reform in the US K-12 and post secondary schools. Pamela began her passion for volunteer service through the United States Peace Corps in Nepal, teaching English to students in the Nepali public school system and training incoming Peace Corps volunteers to teach English as a second language. Since moving to the Boston area in 1998, she has continued to volunteer her time, and is currently a member of the steering committee of DotOUT in Dorchester, as well as an academic mentor for Boston Partners. Pamela received her BA from the University of Colorado, a MIIM (Masters in Intercultural & International Management) from the School for International Training, and a M.Ed from Harvard University. Former CEOs Name Term Mr. Joel H. Lamstein July Dec 2005 Ms. Frances Moseley Sept July 2005 Senior Staff Ms. Pamela Civins Title Executive Director Experience/Biography Ms. Judy Harrington Title Director of Development Experience/Biography 15

16 Mr. Jim Laudisio Title Director of Operations Experience/Biography Ms. Erin McGrath Title Program Director Experience/Biography Mr. Marc Saunders Title Director of Education & Training Experience/Biography Staff Information Full Time Staff Part Time Staff Volunteers Contractors Retention Rate % Staff Demographics - Ethnicity African American/Black 2 Asian American/Pacific Islander 2 Caucasian 13 Hispanic/Latino 2 Native American/American Indian 0 Other 0 0 Staff Demographics - Gender Male Female Unspecified Formal Evaluations CEO Formal Evaluation CEO/Executive Formal Evaluation Frequency Senior Management Formal Evaluation Annually 16

17 Senior Management Formal Evaluation Frequency NonManagement Formal Evaluation Non Management Formal Evaluation Frequency Annually Annually Plans & Policies Organization has a Fundraising Plan? Organization has a Strategic Plan? Years Strategic Plan Considers Date Strategic Plan Adopted Sept 2015 Does your organization have a Business Continuity of Operations Plan? Management Succession Plan? Organization Policy and Procedures Nondiscrimination Policy Whistleblower Policy Document Destruction Policy Directors and Officers Insurance Policy Is your organization licensed by the Government? Registration Permit? 3 No Under Development No No Exempt Exempt Risk Management Provisions General Property Coverage and Professional Liability Improper Sexual Conduct/Sexual Abuse Directors and Officers Policy Disability Insurance Employee Dishonesty Employment Practices Liability Inland Marine and Mobile Equipment Life Insurance Medical Health Insurance Workers Compensation and Employers' Liability 17

18 Board & Governance Board Chair Board Chair Mr. Michael V. McKenna Company Affiliation Term June 2017 to June Board Members Name Affiliation Status Mr. Joseph C. Antonellis Retired, State Street Corporation Voting Ms. Sandra Best Bailly Simmons College Voting Ms. Pamela Boone State Street Corporation Voting Ms. Heather Brack JSI Voting Ms. Marion Colombo TD Bank Voting Mr. John Durocher Salesforce.com Voting Ms. Beth Gragg Independent Training Consultant Voting Mr. John Heveran Liberty Mutual Insurance Voting Ms. Meg Jordan Community Volunteer Voting Mr. Alok Kapoor Fidelity Investments Voting Mr. Joel H. Lamstein John Snow Inc. & World Education Inc. Voting Mr. Darrin Lang LABUR Voting Mr. Michael LeBlanc Illumio Voting Mr. Nicholas A. Lopardo Susquehanna Capital Management LLC Voting Mr. Ivan Matviak State Street Global Exchange Voting Mr. Michael McKenna AT&T Voting Mr. John Plansky State Street Corporation Voting Ms. Emmanuelle Renelique Awakening Excellence Adult Day Health Center Voting Mr. Robert P. Sacco IBM Voting Ms. Edwidge Sacco KPMG LLP Voting Mr. Jay A. Shuman Boston Financial Data Services Voting Mr. Grant Simpson Doors Residential Voting Mr. Andrew Thorne PricewaterhouseCoopers LLP Voting Mr. Jib Wilkinson Deloitte Consulting LLP Voting Mr. Brad Wilson StoneTurn Group Voting Board Demographics - Ethnicity African American/Black Asian American/Pacific Islander

19 Caucasian 20 Hispanic/Latino 0 Native American/American Indian 0 Other 0 0 Board Demographics - Gender Male Female Unspecified Board Information Board Term Lengths Number of Full Board Meetings Annually Board Meeting Attendance % Written Board Selection Criteria? Written Conflict of Interest Policy? Percentage Making Monetary Contributions Percentage Making In-Kind Contributions Constituency Includes Client Representation % 97% 41% No Standing Committees Board Governance Development / Fund Development / Fund Raising / Grant Writing / Major Gifts Executive Marketing Program / Program Planning Special Events (Golf Tournament, Walk / Run, Silent Auction, Dinner / Gala) 19

20 Impact Goals Boston Partners in Education enhances the academic achievement and nurtures the personal growth of Boston s public school students by providing them with focused, individualized, in-school volunteer support. It is our vision that with the commitment and involvement of the entire community, all students in Boston will develop the skills, self-confidence and motivation to recognize and achieve their full potential. To accomplish this, we recruit, train, place, and support community and corporate volunteers of all ages and backgrounds to serve as academic mentors in the Boston Public Schools (BPS) to students in need. In , we matched over 3,700 students in 58 BPS schools with 517 academic mentors. Our theory of change which we have seen borne out in thousands of cases across five decades is that with the involvement and support of volunteer academic mentors, Boston Public Schools students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time. We focus on reaching students who might otherwise "fall through the cracks" those children who have gaps in their learning, are struggling academically and personally, and can succeed with the encouragement and guidance of a caring academic mentor. The primary impacts we hope to achieve are: Closing the achievement and opportunity gaps between minority and white students Decreasing the dropout rate Increasing on-time graduation rates Increasing student academic performance within BPS Our immediate goal as highlighted in our latest three-year strategic plan launched in remains to serve 25% more students in one-on-one and small group mentor matches in the Boston Public Schools within the next three to five years. Strategies Boston Partners growth goals are centered around our strategic plan, launched in September The outcomes of the strategy will allow Boston Partners in Education (Boston Partners) to expand our services to connect hundreds more BPS students with academic mentors from the community. The culmination of several consulting engagements, our plan has four key goal areas: Programming: Redesign our programs so we provide academic mentor support to 25% more students, while improving the quality of each program, over three years. Marketing and Communications: Expand our reputation as a leader in K-12 student support and heighten awareness of our in-class academic mentoring services among multiple constituencies. Development: Hit specific fundraising targets to meet programming and marketing goals. Governance: Ensure our Board of Directors is actively engaged; is committed to transparency and has adopted best practices for nonprofit governance; is inclusive and diverse in membership; maintains a strong leadership team; and fulfills its fiduciary responsibilities. 20

21 Capabilities Boston Partners made several key organizational investments to enable success. Major accomplishments have included: Refined our program data evaluation. We converted to all electronic nomination forms, simplifying the process for teachers to nominate students for academic mentors, as well as creating more accurate nominations. We have already experienced an increase of requests for one-on-one mentors, indicating need for our services. Our Partnerships staff increased communication with volunteer academic mentors and teachers to at least monthly check-ins via , as well as phone calls and in-person meetings. Partnerships staff also conducted classroom observations to ensure that mentor-mentee matches are performing at high quality and that volunteers are properly supported by the school partners. This school year, we will have access to BPS s School Climate Surveys, enabling us to compare Accelerate ELA students engagement in school and learning against their peers. Initiated organization rebranding. In this multi-step process to revitalize the Boston Partners in Education brand, we successfully launched a redesigned website in spring 2015 with the help of a Common Impact grant and volunteers from Fidelity Investments. We have again engaged Common Impact and volunteers from John Hancock to redesign our printed collateral to market standards, using our new brand colors, refreshed images, and redesigned academic mentoring offerings. This partnership with John Hancock will continue through summer 2017 and result in several new printed marketing pieces: a volunteer recruitment brochure, teacher recruitment brochure, corporate opportunities brochure, and pop-up sign for outreach events. Furthermore, we will host a Harvard Business School Community Action Partners (CAP) Brainstorm consulting session in October 2017 to strategically map the steps we need to take to continue our rebranding. Expanded our staff, prioritizing opportunities to broaden our programming, marketing, and development. The Partnerships staff who manage our academic mentoring programs now include four full-time Partnerships Managers, the most we ve ever hired on staff. This staffing complements our organizational goals of serving 750 more students in the next three to five years. In February 2017, we added our new Corporate Relations Manager to the development team. This role now prospects and maintains our partnerships with local corporations, particularly in fundraising for our annual gala, the Big Cheese Reads Initiative, and Power Lunch. We have again been granted three full-time AmeriCorps members for , including a Development Coordinator who will focus on the major gifts program; a Branding Coordinator who will embed the Boston Partners brand in our school partners and community; and another AmeriCorps Ambassador of Mentoring to conduct outreach in our target neighborhoods. By FY18, we anticipate creating a full-time staff position for community outreach. We also concluded a successful engagement with an Encore Fellow who served as the 50th Anniversary Coordinator. Indicators To ensure progress against our strategic plan goals, we have: Established milestones and timelines for each action item in each of the five goal areas and created customized tracking systems to share updates and adjust as needed; Incorporated strategic plan work into weekly check-ins, monthly team meetings, and regular staff and Board meetings; and Created staff/board committees for all goal areas to provide oversight and guidance. 21

22 Progress Major accomplishments include: Remodeled the School Volunteer Program into three separate programs, each with problem statements, logic models, and SMART goals: Motivate targets early childhood development needs in grades K-2, providing a whole-class academic mentor. Accelerate supports students grades K-8 in one-on-one or small group matches in math and ELA. Aim High supports high school students grades 9-12 in one-on-one or small group matches in STEM and humanities subjects. Redesigned our volunteer and teacher check-in process, leading to increased engagement and better match quality. Worked with the Boston Public Schools Office of Data and Accountability to design a streamlined process for obtaining student and parent permission to collect outcome data. Launched the new electronic student nomination process and online form in August The new process provides teachers a simpler, more intuitive, and more targeted interface for nominating students who are appropriate matches for academic mentor intervention, at both the elementary and secondary level. Identified several Performance Partners schools partner schools with high levels of engagement in our programs that serve as models for how our services can benefit students. We selected three schools out of the 63 where we have mentors our Performance Partners: The Chittick Elementary School in Mattapan, the Burke High School in Dorchester, and the Jackson/Mann K-8 School in Allston. As we pilot new mentoring approaches in these schools, our ultimate goal is to reach more students across the city. Researched strategies for volunteer recruitment and retention and developing SMART goals for increasing volunteer engagement and satisfaction. Building strong, multi-year relationships with volunteers is crucial to increasing match quality and school engagement. Our AmeriCorps Ambassador of Mentoring (AOM) who has served as Community Engagement Coordinator this year has increased outreach in our target neighborhoods of Roxbury, Dorchester, and Mattapan. In addition to attending annually-scheduled recruitment events, she has deepened relationships with local businesses and residents who may not have known that Boston Partners supports their neighborhood children and schools. This work will be continued and developed with the renewed AOM role in Successfully engaged an Encore Fellow to lead our 50th Anniversary campaign planning for a 15- month engagement. As a member of the development team, she led several of the 50th Anniversary Gala Board of Directors committees. She also supported the planning of friendraiser parties and Leadership Breakfasts to strengthen the potential donor networks of the Board. Her efforts contributed to our record-breaking $700,000 raised during the 50th campaign. Enlisted the services of Denterlein, a Boston-based public relations firm, to help build our brand visibility and promote volunteerism and support. 22

23 Financials Fiscal Year Fiscal Year Start Sept 01, 2016 Fiscal Year End Aug 31, 2017 Projected Revenue $1,494, Projected Expenses $1,484, Endowment? No Credit Line? Reserve Fund? Months Reserve Fund Covers 6 Detailed Financials Revenue and Expenses Fiscal Year Total Revenue $1,157,047 $1,251,661 $1,153,108 Total Expenses $1,167,995 $1,067,016 $979,515 Revenue Sources Fiscal Year Foundation and Corporation -- $301,178 $368,595 Contributions Government Contributions $81,250 $80,000 $80,000 Federal State Local $81,250 $80,000 $80,000 Unspecified Individual Contributions $427,790 $195,493 $159,511 Indirect Public Support Earned Revenue Investment Income, Net of Losses $506 $503 $339 Membership Dues Special Events $491,736 $509,319 $468,637 Revenue In-Kind $152,231 $162,233 $69,850 Other $3,534 $2,935 $6,176 23

24 Expense Allocation Fiscal Year Program Expense $856,359 $745,650 $739,733 Administration Expense $84,466 $156,183 $106,030 Fundraising Expense $227,170 $165,183 $133,752 Payments to Affiliates Total Revenue/Total Expenses Program Expense/Total Expenses 73% 70% 76% Fundraising Expense/Contributed Revenue 23% 15% 12% Assets and Liabilities Fiscal Year Total Assets $761,225 $774,346 $586,520 Current Assets $671,538 $663,150 $569,291 Long-Term Liabilities $0 $0 $0 Current Liabilities $1,803 $3,976 $795 Total Net Assets $759,422 $770,370 $585,725 Short Term Solvency Fiscal Year Current Ratio: Current Assets/Current Liabilities Long Term Solvency Fiscal Year Long-Term Liabilities/Total Assets 0% 0% 0% Top Funding Sources Fiscal Year Top Funding Source & Dollar Amount State Street Corporation $218,330 Second Highest Funding Source & Dollar Amount Boston Public Schools $80,000 Third Highest Funding Source & Dollar Amount Anonymous Individual Donor $54,100 Capital Campaign Currently in a Capital Campaign? Capital Campaign Anticipated in Next 5 Years? No Comments Foundation Staff Comments Financial summary data in the charts and graph above is per the organization's audited financials. Additional revenue breakout detail was provided by the nonprofit for Foundation & Corporation funding for FY15 & FY14. Contributions from foundations and corporations are listed under individuals as the breakout was not available. Created Copyright 2018 The Boston Foundation 24