social impact exchange business plan competition submitted by

Social Impact Exchange Business Plan Competition Submitted by Higher Achievement

Contact: Nicole Levine, Chief Development Officer Information: 202.375.7717 [email protected]

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Higher Achievement, Inc.

TABLE OF CONTENTS I. Executive Summary (1‐2 pages max) 4

II. Industry and Market Analysis 5

Market Context and Need (the “problem”) Current and Projected Demand (including ease of market entry) Ecosystem analysis (partners, competitors, policy levers, etc.)

III. Strategy and Theory of Change (the “solution”) 7

Organization Mission Organization History Definition of Social Value Proposition

IV. Current Operating Model 9

Description of the Program, Platform, Product/Service, Practice or Initiative Core Elements and Success Factors Evidence of Results

V. Organization 10

Organization Structure and Governance Current Size and Reach Management Team (including succession planning)

VI. Scaling Plan 11

Description of Scaling Plan and Type Timetable, Milestones & Measurable Three‐Year Performance Goals 12‐month Operating Plan Marketing Plan Projected Social Impact Vision for Influencing Sector or System Change

VII. Evaluation& Knowledge Management Plan 19

Operational Plan for Assessing and Communicating Impact while Scaling VIII. Infrastructure Requirements 20

Investments in Infrastructure Required to Support Expansion Capacity Building Needs

IX. Financial Plan 21

Capital Required to Finance Expansion, by Type of Support (e.g., grants, debt) Fund Development Strategy ‐ Description of Sustainable Economic Model and Timetable Current Funders and Commitments

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Projected Funding by Sources of Support (e.g., government, foundation, earned income) Pro Forma Financial Projections for 3 Years

X. Risk Assessment & Contingency Plan 22 XI. Appendices

Appendix A: Bios of Senior Management & Board Appendix B: Organization Charts Appendix C: Core Model Document/Relevant Research Studies Appendix D: Sustainability Model Appendix E: Ecosystem (DC Metro) Appendix F: Logic Model Appendix G: Performance Dashboard (Board Level) Appendix H: Fiscal Year 10 Operating Plan Appendix I: Communications Plan

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I. EXECUTIVE SUMMARY At a time when large numbers of U.S. children –almost 14 million‐‐and families suffer in under‐resourced, low‐performing schools, especially in urban areas, out‐of‐school time (OST) programs have been expected to strengthen their educational focus and collaboration with schools in order to raise academic achievement. Logically, these programs should produce academic results because they provide additional instruction time and opportunities to practice skills learned in school. Nonetheless, many evaluated OST programs for disadvantaged students have a poor record of academic impacts.1 In fact, results have been so limited that a number of researchers have gone beyond criticizing the quality of particular models and the effectiveness of implementation to raise the fundamental question of whether the voluntary, social nature of after‐school programs inhibits learning.2 Higher Achievement provides a rigorous after‐school and summer academic program that gives youth from at‐risk communities their best opportunity to succeed in middle school – and in life. For over 35 years Higher Achievement’s outcomes prove that high quality academic opportunities, presented at the right time ‐ middle school, can make the difference between a child dropping out of high school or becoming a college bound scholar. An investment in the replication of the Higher Achievement model will produce programmatic, expansion, and research outcomes that address the urgent need for: a) OST programming that delivers academic results as well as positive youth development; and b) evidence‐based research that can guide the development of policy and new academic OST models and programs. First, the investment will enable Higher Achievement to bring the results its centers have already demonstrated in Washington, D.C. and Alexandria, Virginia to more urban middle school students ‐ potentially 500 or more students annually in centers in Baltimore, MD, Richmond, Virginia, and Pittsburgh, PA ‐ as well as 100 students annually in a new Ward 8 Center in Washington, D.C. Second, an investment will enable Higher Achievement to complete the build‐out of core expansion infrastructure to maintain Higher Achievement’s culture and quality standards when Higher Achievement affiliates begin to expand the scope of activities after 2012, reaching almost 4,000 middle‐school students across 10 communities by 2018.

1 See, for example, the 21st Century Learning Centers evaluation by Dynarski at al, 2002; Walker and Arbreton, 2003; Cooper 2001; Cooper, Lindsay, Nye and Greathouse, 1998; and Kralovec and Buell, 2000. 2 See, for example, Dynarski et al, 2003; Grossman et al, 2002; and Walker and Arbreton, 2003.

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II. INDUSTRY AND MARKET ANALYSIS Market Context and Need

The Problem: The Middle School Achievement Crisis in Disadvantaged, Urban Communities Research from across the nation consistently shows middle school to be a time of extraordinary risk for children. Grades and test scores plummet during the elementary to middle school transition and continue to decline through 8th grade; students begin to disengage from family and school and experiment with unhealthy behaviors; school attendance drops, and violence increases. This middle school “achievement dip” exists nearly everywhere in the U.S. However, the decline is more pronounced in low‐income communities where supports that can reverse this downward spiral are absent: quality schools, quality out‐of‐school programs, positive role models, and a culture that values academic achievement. The facts are staggering: 1.2 million U.S. high school students drop out every year,3 with more dropping out in 9th grade than any other grade.4 A recent study showed that eighth‐graders in Philadelphia who failed math or English had at least a 75 percent chance of dropping out of high school.5 And the drop‐outs who “disappear from the educational pipeline”6 are disproportionately urban, minority youth. Higher Achievement is a rigorous, year‐round academic enrichment program targeting middle‐school children grades 5th – 8th from disadvantaged urban communities. The program closes a persistent achievement gap caused by gross educational inequities in many U.S. communities. It does this by providing intense academic training and tangible academic opportunities within a culture of strong relationships and achievement during the most critical time in a child’s life: middle school. Current and Projected Demand In both the not‐for‐profit and for‐profit sectors, history provides examples of corporate expansions that have failed, consuming resources that could have been dedicated to other purposes. Yet there is no doubt that the problem Higher Achievement seeks to address, the middle school achievement crisis in disadvantaged, urban communities, is urgent, and no other OST program is addressing it with the results that Higher Achievement has attained. U.S. communities need and want dynamic OST programs that can produce academic results for disadvantaged students, as evidenced by the willingness of District of Columbia, Alexandria

3 Cities in Crisis: A Special Analytic Report on High School Graduation. America’s Promise Alliance, 2008. 4 http://www.edweek.org/rc/articles/2007/10/03/sow1003.h27.html 5 Neild, R., & Balfanz, R. Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia’s Drop-Out Crisis. Philadelphia Youth Network, The Johns Hopkins University, and University of Pennsylvania, 2006. 6 LOSING OUR FUTURE: How Minority Youth Are Being Left Behind by the Graduation Rate Crisis. Urban Institute, 2004. http://www.urban.org/UploadedPDF/410936_LosingOurFuture.pdf

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(VA), and Baltimore (MD) public schools to form partnerships with Higher Achievement. A 2006 expansion feasibility study conducted for Higher Achievement by Bridgespan showed, in fact, that Higher Achievement’s model was needed and likely to be successful in 14 of the 23 communities studied‐‐including Baltimore, MD; Richmond, VA; and Pittsburgh, PA.7 In Richmond, for example, 75% of the 24,000 students in the Richmond Public Schools are economically disadvantaged.8 They also face serious educational disadvantages, as evidenced by:

Academic Achievement: In 2007‐08, math SOL (Standard of Learning) test scores declined by 17% between the 5th and 8th grades. In reading, SOL test scores declined by 18%.

Advanced Programs: Only 4.2% of Richmond Public School students are enrolled in advanced placement courses.

Graduation Rates: Richmond Public Schools had a 54% graduation rate for 2006‐07, with lower rates among blacks and particularly Hispanics.

High‐School Dropouts9: 24.8% of the Richmond population over age 25 are not high school graduates.

Absence from School10: 14% of Richmond Public School students missed 10 or more days of school in 2005‐06.

Violence: Richmond Public Schools had over 22,000 “disorderly or disruptive behavior offenses” in 2006‐07, an average of nearly one per child enrolled.11

Higher Achievement’s capacity to raise individual and school performance, and to create a “culture of achievement” through a critical mass of program graduates would provide Richmond with a critical lever for reversing this academic decline. At the same time, by expanding at a national level, Higher Achievement can catalyze the interest in “higher achievement” among the diverse sectors of many communities‐‐mobilizing thousands of volunteer mentors, collaborating with hundreds of schools, and partnering effectively with private entities across the U.S. committed to making their schools and communities strong. This is the reason that two institutions invested $3.6 million in national expansion capacity‐building for Higher Achievement. This funding has permitted extensive research of expansion models and careful planning that have made Higher Achievement confident about pursuing the course of expansion.

7 Screening criteria included absence of strong academic programs addressing the needs of low-income middle schoolers, demographic factors such as the extent of neighborhood segregation, location and size of city middle schools, top high school placement opportunities, potential for partner and public support and other factors. 8 Economically disadvantaged is defined as eligible for free and reduced meals.

http://www.richmond.k12.va.us/indexnew/sub/statistics/freelunches05_06.cfm 9 U.S. Census 2000: http://quickfacts.census.gov/qfd/states/51/5167000.html 10 http://www.richmond.k12.va.us/indexnew/sub/statistics/truancyrates.cfm 11 https://p1pe.doe.virginia.gov/reportcard/report.do?division=123&schoolName=All

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Ecosystem Analysis

Given Higher Achievement’s longevity and success in Washington, DC, its ecosystem reflects this specific geographic region. (Appendix E). Several conclusions can be drawn from looking at the current ecosystem map:

1. The program impacts far more beneficiaries than just scholars. For example, by increasing the number of scholars who successfully gain the academic attitudes and leadership skills necessary to be successful in school and in life, the cycle of poverty can be broken and thus, a family is affected; better prepared students affect the culture and achievement of high schools; businesses have access to a stronger workforce; and dollars flowing into school districts increase as test scores and recognition go up.

2. Those who benefit from the program also provide many of the critical resources – making this connection for those providers will result in sustainability.

3. Current bystanders present an opportunity to strengthen the entire ecosystem. 4. Due to the volatility in the local political environment, having numerous champions

beyond the school district is imperative. 5. Due to aggressive reform efforts at the federal political level there is a need to

frequently conduct a SWOT analysis and to identify programmatic changes that might need to be made to remain relevant.

6. To prevent mission creep yet impact the entire system, strong ties and support of allies are essential.

III. STRATEGY AND THEORY OF CHANGE – THE SOLUTION Mission Higher Achievement’s mission is to develop academic skills, behaviors, and attitudes in motivated yet under‐served middle school children, “scholars,” to improve their grades, standardized test scores, attendance, and the opportunity to attend top college preparatory high schools. Higher Achievement helps under‐represented youth transition successfully through middle school and places them in high school programs that get them on track to college. Higher Achievement’s objectives are:

To improve student academic achievement: grades, standardized test scores, attendance.

To transition youth successfully through the critical middle school years, building confidence, leadership, and critical thinking skills for the future.

To send all Higher Achievement graduates to college‐preparatory high school programs.

At the same time, Higher Achievement strives to develop youth positively as leaders, teach the value of hard work for academic gain, advance graduates on to four‐year colleges and

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Illustration 1: Theory of Change

universities, and set young people on a path to achievement that continues throughout their lives. Higher Achievement also recognizes that its programs generate outcomes beyond individual scholars‐‐within schools and school systems, families, and community. A set of secondary objectives, built upon the foundation of scholar achievement, inform replication and expansion strategies. These are:

To impact school cultures and systems positively from within by fostering a culture of achievement led by a critical mass of scholars.

To support families, including those who are struggling, by increasing young people’s self‐motivation and access to other community resources, mentors, and role models.

To strengthen community by providing a supportive environment for friendships and relationships within and across generations to grow.

History Founded in 1975 at Gonzaga High School by a young teacher named Greg Gannon, Higher Achievement evolved over the years and became its own incorporated 501(c) 3 in the early 1980’s. In 1999, the organization reorganized as an outcome‐based program to improve academic achievement for disadvantaged middle school children. For more than 30 years, Higher Achievement has impacted the lives of thousands of young people placing them on a path to success in both school and in life. Theory of Change Higher Achievement’s model of high expectations and high support creates a positive cycle of change and achievement: Increased academic opportunity leads to increased interest, which gives way to increased effort, which produces greater academic success. Academic success leads to additional opportunities, and the virtuous cycle continues (see illustration 1). Logic Model Higher Achievement’s theory of change is a 30,000‐foot view of a well‐defined and detailed logic model. (Appendix F). Programmatic inputs (increased opportunities) consists of: highly trained, dedicated mentors; a culture of high expectations; academically rigorous curricula; additional time on academic tasks through an after‐school and summer academy; exposure to college through university stays; exposure to cultural and community events; and top high school placement services. Outputs (increased academic interest and effort) consist of: a four‐year commitment to the program; participation in 190 hours of small group and classroom instruction, 112 hours of supervised homework, and 99 hours of elective and leadership activities. Outcomes (increased academic achievement)

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consist of: improved standardized test scores; improved grades; improved attendance; and improved behaviors and attitudes towards academics. The impact: children from at‐risk communities become college bound scholars. IV. CURRENT OPERATING/PROGAM MODEL Description of the Program The Higher Achievement model showers children with academic opportunities—three academic mentors per scholar, an accelerated, hands‐on curriculum centered on social justice themes, university stays, academic contests, and top school placement and scholarships. Daily rituals like debating the quote of the week and “lifting chins” as scholars speak promote an organization‐wide culture of prizing intellectual curiosity, self‐confidence, and long‐term academic commitment. The program model consists of three components: Summer Academy, After‐School Academy and High School Placement. Summer Academy The six‐week summer program operates from 8:00 a.m. ‐ 4:00 p.m. five days a week. Students attend four academic classes a day in math, science, social studies, and literature, in addition to two cultural/artistic electives. All curricula follow an accelerated version of the standards for learning, include an experiential and/or simulation approach, and incorporate themes of social justice. Academic contests include Olympics of the Mind and Spirit Day. All students participate in a three‐day, overnight college trip, visiting campuses such as Pennsylvania State University and the University of Maryland. After‐School Academy The 25‐week after‐school program offers academic enrichment activities three days a week from 3:30 p.m. ‐ 8:00 p.m. Scholars are teamed with three academic mentors (one for each subject) for two hours of class work per day in math, literature, and a supplemental seminar each week such as technology applications, creative writing, and organizational skills building. In addition, Centers have homework help, dinner, elective studios, and monthly field trips or events. Academic contests include: spelling bee, literary love poetry contest, and ambassador debate.

High School Placement The High School Placement Program helps scholars identify and pursue accelerated middle and high school programs that will continue to challenge them academically and prepare them for success in college. Higher Achievement offers SSAT preparation classes and exams, application and financial aid workshops, school visits, and highly individualized support to families as they navigate the admissions process. Core Elements and Success Factors The Higher Achievement model consists of dozens of components ranging from how to conduct homework help to incorporating social justice themes to dosage. However, consistent with the

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logic model there are six core elements: mentoring, high expectations, academically rigorous curricula, year‐round instruction, bridging the transition to high school, and remaining outcomes focused. These and ALL program components are research‐based. (Appendix C). Evidence of Results Higher Achievement centers are situated in schools in under‐resourced neighborhoods‐‐which Higher Achievement then transforms into dynamic communities of learning through its custom, standards‐based curriculum and activation of community assets and partnerships. Scholars simulate the United Nations Special Counsel debate on education, measure the carbon dioxide in a running tail pipe, and work with committed mentors who often see their scholars through all four years of the program, gaining experiences that increase confidence and achievement, heighten cultural awareness, and reinforce their own commitments. At a point in students’ lives when grades and test scores usually decline, the 650 hours of annual programming yields results. In the 2007‐2008 school year:

66 % of scholars improved their math grade one whole grade or better. 55% of scholars improved their reading grade one whole grade or better. 100% improved standardized test scores in DC. The average rate of improvement

was a remarkable 20% in both math and reading. 100% of scholars placed into college preparatory high schools.

V. ORGANIZATION Organization Structure and Governance Higher Achievement is a “wholly‐owned model” of local affiliates expanding under a single 501c3 umbrella. This model permits strong control of organizational culture, ensures program quality, and allows for consolidating costs. The National office, based in Washington, DC, largely assumes the back‐end administrative responsibilities of all affiliates (i.e. finance and human resources), oversees development activities, and ensures program fidelity across affiliates. Lastly, the National office is responsible for expansion strategy and roll‐out and plays an advocacy role at the federal and state levels. Higher Achievement is governed by a Board of Directors that has fiduciary responsibility over the organization. President’s Councils are made‐up of local, influential individuals who act as a group of advisors and resources to affiliate Executive Directors. The President’s Councils have no legal or fiduciary responsibility, however, a minimum of one member is elected to the Board of Directors. Current Size and Reach Currently, Higher Achievement has two affiliates: DC Metro and Baltimore. DC Metro has five Achievement Centers and serves 400 scholars. Baltimore has two Achievement Centers and serves 100 scholars.

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Management Team The management team consists of the Chief Executive Officer, Richard Tagle, Chief of Staff, Kathryn Stephens Beisel, Chief of Programs, Rachel Gwaltney, Chief of Development and Communication, Nicole Levine, DC Metro Executive Director, Lynsey Wood‐Jeffries, and Baltimore Executive Director, Erin Hodge‐Williams. (Appendix A). Higher Achievement allocates ten percent of an employee’s salary to professional development every year. The goal is to both retain talent and cultivate depth of leadership. In fact, on the leadership team, the average tenure is six years (excluding positions established due to expansion ‐ Baltimore Executive Director and the Chief Development Officer). Thus, while a board approved succession plan is in place to address any short‐term gaps in leadership, the organization also works towards cultivating employees who are qualified to permanently move into leadership positions, including the role of Chief Executive Officer. VI. SCALING PLAN12 Description of Scaling Plan and Type Scaling Strategies Strategies to increase the number of youth served include both going deeper in current markets and expanding through a wholly‐owned affiliate (or branch) structure. The decision to go deeper in DC Metro is relatively new (FY10). Assumptions were made about the external environment that the original scaling plan was based on, but are no longer valid. For example, local education leadership has changed, high schools have been strengthened, institutional and corporate funders have mobilized around a local education agenda, federal education leadership has changed, etc. Higher Achievement is a learning organization and dedicated time is allocated throughout the year for debriefing and reflection. While the goal of serving more youth does not change, annual strategies reflect information gleaned from review of the changing landscape (education, economic, funding, etc.). Scaling through going deeper is a reflection of this process. Understanding that there are a variety of factors limiting Higher Achievement’s growth in any one community, the organization has also made the decision, and invested in a structure, to allow for geographic expansion. Geographic expansion under a “wholly‐owned” affiliate structure allows the organization to continue to meet its goal of serving more youth even when a market matures. The structure allows for centralized functions which significantly reduce start‐up costs, leverages talent across regions and maintains program fidelity.

12 Higher Achievement began expansion activities in 2008 after receiving an investment from Atlantic Philanthropies; thus, plans described in this section span the last three years in addition to talking about future activities. Financial models, goals and commitments, however, are inclusive of FY10 forward (e.g. neither expenses nor commitments made to cover those expenses from FY08-FY09 are included).

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Target Market Higher Achievement’s target market are rising fifth‐ and sixth‐grade middle school students, whom remain in the program through their eighth grade year, from under‐resourced and disadvantaged communities. Key metrics guiding areas where Higher Achievement locates its centers and recruits from are: Percent of 8th graders who have met or exceeded state standards in English and Math Absentee rates for elementary and middle schools Free and Reduce Meal Rate (FARM) Number of Title I schools Neighborhood income demographics High school graduation rate College attainment rate Competitive Advantage/Barriers to Entry Higher Achievement has several competitive advantages including: 35+ years of experience; quantifiable outcomes; demonstrated success working with school systems and schools; strong and deep relationships with local and national funders interested in seeing the program replicated; and a niche focus on academics in an out‐of‐school time setting. More importantly, a list of core criteria must be met before Higher Achievement will consider expansion to a new city (see “Key Success Factors”) thereby ensuring an environment conducive to success. Barriers to entry result when market demand, college preparatory high school placement slots, human resources and talent, financial resources, and/or political will are lacking, or when there is competition and/or transportation and safety issues. Higher Achievement has a series of questions it asks itself during the due diligence process to adequately assess whether or not a city is conducive to success. (1) Need What percent of 8th graders met or exceeded state standards for English and Math? What are the absentee rates for elementary and middle schools? How many middle‐school youth qualify for Free and Reduced Meals (FARM)? How many Title I schools are in the district? What are the neighborhood income demographics? What is the high school graduation rate? What is the college attainment rate?

(2) Market What percentage of middle‐school students are currently engaged in after‐school

activities? Are there waiting lists for after‐school programs What is the school district’s requirement around out‐of‐school time participation?

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(3) High School Placement Potential Are there enough slots in college prep high schools for a fully scaled Higher

Achievement? If not, is the city and/or other organizations investing in high school reform?

(4) Human Resources and Talent Are there large corporations and/or universities from where to recruit mentors? Does the city/state demonstrate a commitment to volunteerism? Is there a talent pool from which to recruit staff? Are there major donors actively involved in like organizations?

(5) Financial Resources Is the city a focus of any national funding? What is the community foundation’s records for funding education initiatives Does the city contain significant local philanthropists? Does the state receive 21st Century Community Leader Center money

Are Supplemental Education Services money available? What are the average revenues of similar organizations in the city? Are there nonprofits with a history of longevity in the city? Is there a high‐functioning pass‐through of federal dollars?

(6) Geography, Transportation and Safety Where are the host schools in relation to feeder schools? Are students bused to after‐school activities by the city?

(7) Political Will Is there an education reform agenda that is aggressively being pursued? Are parents mobilizing to demand changes? Is the superintendent effective? Is the local government effective? Is there stability in the local political community? What is the Mayor’s education agenda? What is the Governor’s education agenda? Are there State Congress people with seats on the federal HELP committees?

(8) Competition What other organizations are serving middle‐school youth? Do school have an extended learning day?

(9) Special Assets Higher Achievement existing connections to and knowledge of local community Reasonable access from DC for staff to access, trainings, relationship building Field trip and college trip opportunities

Key Success Factors and Risks

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Higher Achievement has identified the following as key success factors that must be met before expanding into a new city: (1) Schools: Outward support of the Public Schools as defined by the superintendent’s

willingness to pledge and sign an MOU with Higher Achievement. (2) Funding: The opportunity for sustainable local funding. Specifically, Higher Achievement

needs to see that local champions (e.g., corporations, philanthropists, local foundations) are willing to support Higher Achievement and that potential exists for a fee‐for‐service public revenue stream (e.g., Supplemental Educational Services (SES), line item in state budget, etc.).

(3) Limited competition: Higher Achievement will not enter a community if the need is already being addressed.

(4) Community engagement: Community organizations and entities willing to partner with Higher Achievement to offer programs and services that supplement the academic enrichment provided. Are there parent empowerment programs that can help build parent understanding of academic standards? Programs to support family needs? Are there athletic, artistic, and non‐academic OST programs that scholars can attend when not at Higher Achievement? Are there programs that can help provide electives during Higher Achievement’s studio time (5‐6 p.m. during After School Academy)?

At the same time, Higher Achievement has been careful to mitigate risks inherent in expansion. The four essential cornerstones for success and viability are to: Ensure local Buy‐In Secure long‐term sustainable funding Maintain high quality program operations Sustain program stability even when operating within unstable public schools systems

Local Buy‐In: Replicating organizations can be marginalized by local constituents if it is felt that their work is pressed upon them or that they (the local constituents) were not able to guide the replication. By engaging established leaders and building strong local relationships with the superintendent, community leaders, local funders, principals, and other individuals, we mitigate this risk. Higher Achievement is strategically building local commitment to the program with its targeted “pull” strategy using formal feasibility studies, local champions, a local advisory group, and local hires. It will sustain this buy‐in by creating representation for local advisory groups on the Higher Achievement National Board. Sustainable Funding: Another potential risk for Higher Achievement is failing to raise local sustainable funding. Achieving multi‐year financial commitments and building a sustainable funding model is critical. Higher Achievement builds sustainable funding by investing in partnerships with local funders; focusing efforts on attaining per‐student, scalable funding through government‐funded programs like SES and TANF; and seeking line‐item funding from local municipal sources. Higher Achievement’s national office will leverage three years of seed funding (from national and local sources) to enable the local office to develop a successful local

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fundraising effort that is able to secure increasing revenues until it covers 100% of its costs with local dollars. Higher Achievement’s advance team works with the local investors and national partners to secure 3 years of seed funding to allow the new affiliate adequate time to evolve the local funding relationships and to focus on building and delivering quality programs in its first year. Maintain Quality: Managing the high quality of the program beyond the Washington, D.C region is also critical to sustainability. Higher Achievement elected to adopt a wholly owned business model to manage and ensure quality program replication. It has also invested deeply in a thoughtful change plan that invests in quality and capacity first. Additionally, it has structured a national position focused on evaluation and quality and another on curricula and training, to provide regular program tracking, assessment, and training as appropriate. National will take immediate action if regular evaluations, such as the bi‐annual 360‐degree evaluations, indicate that quality standards are not being met. Unstable School Systems: A potential risk for Higher Achievement is the instability of public school districts in high poverty urban areas: from short‐term superintendents13 to regular principal turn‐over, relationships need to be constantly developed and shepherded. Higher Achievement’s experience operating in Washington, D.C. for more than 30 years provides useful training on managing this instability. Higher Achievement will build local partnerships with diverse political, social, educational, and community‐based entities to leverage public will to benefit the organization thereby lending greater operating consistency and program resiliency despite instability within the public schools. A memorandum of understanding with the school system is required before entering a new community. Given the careful plan for building the organization’s replication capacity and enthusiastic responses from funders and practitioners, Higher Achievement has found these risks to be manageable. With the completion of the build‐out in Phase I of expansion, Higher Achievement will be able to focus on empowering and equipping a growing number of affiliates to successfully produce these program outcomes for new scholars in new communities in Phase II. Timetable, Milestones, and Measurable Three‐Year Performance Goals Higher Achievement has developed a thoughtful, two‐phase expansion plan to serve more scholars: Phase I (2008‐2012): Investment in Infrastructure, Launch “Pilot Expansion” Sites Higher Achievement’s goal for Phase I is to expand programming strategically on a limited basis – pilot expansion sites ‐ while incorporating lessons learned into the organization’s operations and future expansion plans. During Phase I, Higher Achievement will continue scaling DC Metro

13 National School Boards Association

http://www.nsba.org/site/doc.asp?TRACKID=&VID=2&CID=425&DID=5470

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operations, scale operations in Baltimore, and open one new affiliate in 2011, increasing the number of scholars to 1,100‐‐almost triple the number in 2008. Phase I Expansion Milestones: Numbers of Scholars Served

Number of Scholars 2008 2009 2010 2011 2012

DC Metro 400 400 495 52514 540

Baltimore 120 160 270 300

Richmond 120 160

Affiliate 4 120

Total 400 520 655 915 1,120

Timeframe: September 2008 – August 2012 Also during Phase I, Higher Achievement will complete the build‐out of core infrastructure. Specifically, these activities include: upgrade and centralize technology, data, training, development and other infrastructure to enable affiliates to rapidly form and bring programming to scale cost‐efficiently during Phase II of expansion (2012‐2018)15. With three‐year grants from The Atlantic Philanthropies and Jack Kent Cooke Foundation, Higher Achievement began planning and preparing for expansion activities in 2008. The goal: to serve more scholars while maintaining program fidelity resulting in high scholar outcomes. To that end, planning and upgrades focused on strengthening the program, codifying the model and developing a training plan, improving systems and processes, building the team, and building communications. As a result, the following has been accomplished or is scheduled to be accomplished (in italics): Phase I Expansion Milestones: Capacity Building (1) Strengthen the Program Core program (non‐negotiable) components identified and documented. This tool is

used for staff on‐boarding and training. (Appendix C). Key performance indicators identified, target outcomes established and dashboards

created to track programmatic results. The dashboard contains three views: program, management and board. Each is used to focus every member of the organization on the same end results. Goals from the dashboard are embedded in individual work plans. (Appendix G).

Feedback from the Public/Private Ventures longitudinal study incorporated and documented.

14 Affiliates are considered to be “fully scaled” when they reach 500 scholars, at which point they should be able to provide programming at a per scholar cost of $4,500. Where enough mentors, potential scholars, and school sites are available, affiliates can elect to expand beyond 500 scholars, as is Higher Achievement DC Metro’s plan in 2011. 15 Phase II of expansion is more simple in that it focuses purely on the more rapid rolling out of new cities and going to scale in current sites. Phase II goals can be viewed in Appendix D: Sustainability Model. There, one can find total scholars served and revenue goals. Key performance indicators and outcomes do not change in Phase II.

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Incorporate, document and disseminate results from the Public/Private Ventures longitudinal study (Delivery Date: FY13)

(2) Codify the Model and Develop a Training Plan Curriculum reviewed, revised, and copyrighted. Enhance curriculum with stronger themes of social justice and packaged in a manner

that allows for individualization (Delivery Date: FY11‐12) Centralized training and professional development with an emphasis on ensuring staff

has a strong research knowledge of and ability to implement the latest youth development best practices.

Enhanced culture document reflecting organizational principals, values and behaviors Enhance training for mentors (Delivery Date: FY11)

(3) Improve Systems and Processes Integrated System for Information Sharing (ISIS) upgraded. Web‐based tool used to

track and report on all programmatic information including: mentor and scholar contact information, baseline data, test scores, grades, attendance, and qualitative feedback.

Upgraded development (Raiser’s Edge) and financial systems (Great Plains). Implementation of Sharepoint – an intranet to share information and access tools across

geographic regions. Personnel manual, financial processes, and human resource processes reviewed and

updated. All documents and forms placed on intranet. Enhance website (Delivery Date: FY09)

(4) Raise Growth Funds Seed funding secured for: due diligence on five possible expansion cities; first year of

Baltimore; first year of Richmond; and expansion in Washington, DC’s Ward 8. Launch campaign to secure funding for rapid expansion (i.e. one city per year) (Delivery

Date: TBD)

(5) Build Team Hired Executive Director for Baltimore and Chief Development Officer (National) Hire Executive Director for Richmond (Delivery Date: FY10) Hire Director of Communications (Delivery Date: FY11) Recruit and train a national board (Delivery Date: on‐going)

(6) Build Communications Developed a national communications plan (see section VI) Develop a national brand (Delivery Date: FY11) Establish branding protocols and decision rights (Delivery Date: FY11) Develop materials (Delivery Date: FY11)

(7) Develop New Sites

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Established expansion city criteria (see section VI) Conducted due diligence on five possible sites Established site agreements Launched Baltimore Began launch work in Richmond Begin launch work in Pittsburgh (Delivery Date: FY11)

Again, the goal of Higher Achievement’s expansion is not simply to serve additional scholars, but to serve them effectively, thus, the organization uses key program indicators and scholar outcomes to measure its performance: Phase I Expansion Performance Goals

Program Quality Indicators Target

Staff Retention 85%

Scholar Roster (see table: numbers of scholars served)

Center Attendance 85%

Mentor Roster 457

Mentor Satisfaction 4

Scholar Outcomes Target

Reading GPA Improvement 50%

Math GPA Improvement 50%

Attendance Rate Improvement 50%

Tardiness Rate Improvement 50%

Reading Test Score Improvement 50%

Math Test Score Improvement 50%

Reading GPA (four year graduates) TBD

Math GPA (four year graduates) TBD

Attendance Rate (four year graduates) TBD

Tardiness Rate (four year graduates) TBD

Test Score (four year graduate) TBD

Placement Rate TBD

Financial Indicators Target

Revenue $18.0M

Cost Per Scholar $5,500

12 Month Operating Plan Higher Achievement staff engages in a planning process every year. Key priorities are established by the leadership team and typically span three years. Measurable outcomes are determined by key performance indicators and automatically populate into every staff member’s plan. Staff members then work closely with their teams and Executive Directors to

19


establish goals and strategies for meeting outcomes. These plans are entered into SuccessFactors, Higher Achievement’s performance tracking tool, and are rolled‐up into a larger organization‐wide plan (see Appendix H for the current fiscal years operating plan). Marketing Plan See Appendix I Vision for Influencing Sector Changes The Higher Achievement approach to academic attainment is rigorous, intense and individualized. Over thirty years of experience has confirmed that this is what it takes to place at‐risk middle school youth on a path to success in both school and life. As a result, the number of students Higher Achievement can reach might fall short of some people’s definition of scale. However, only considering Higher Achievement’s direct impact would be missing the bigger picture. Instilling academic behaviors and attitudes in a critical mass of scholars influences the schools which those scholars attend; recruiting a mentor for every scholar impacts the community; deeply engaging parents in their child’s academic success impacts a family; exposing graduate students to work in disadvantaged urban communities through summer teaching internships impacts the education sector ‐‐ the list goes on. Indirect impact, while much more difficult to measure, cannot and should not be discounted. More importantly, as a results‐driven organization Higher Achievement informs and transforms the field of education. Every Higher Achievement scholar is proof that high‐quality, extended learning opportunities can make the difference between a child dropping out of high school and a child going to college. Reaching scale is when Higher Achievement’s results promote awareness of extended learning as an education reform option which in turn affects policy changes and encourages investments from the private and public sectors. This type of systemic change paves the way for Higher Achievement, schools, and other OST providers to exponentially impact the lives of thousands of children. VII. EVALUATION AND KNOWLEDGE MANAGEMENT PLAN In March of 2006, Higher Achievement contracted with Public/Private Ventures, a nationally‐recognized research firm, to measure the impact of its opportunity‐based model through a randomized study, the first in the country to examine an academic intervention among middle school students that utilizes a multi‐year, out‐of‐school time (OST) approach. The study, to be published and disseminated by May 2011, examines results from nearly 1000 students from May 1, 2006 through May 1, 2011. Already, it is helping Higher Achievement to assess which parts of its model contribute most to results and to examine cost‐benefit issues and challenges. Ultimately, the study will enable Higher Achievement to adjust its model to maximize results during a second phase of rapid expansion beginning in 2012. Higher Achievement also incorporates evaluation into the organization’s daily activities to drive improved results and excellence. Upon entry into the program, students’ grades, test scores

20


and other data are entered into a management information system to create individualized plans and generate periodic analysis. Further, scholars, mentors and parents/guardians participate in bi‐annual 360‐degree evaluations which enable Higher Achievement to compare scholar behaviors, skills and attitudes from multiple perspectives, year‐to‐year, and between centers in order to address issues and plan pro‐actively. Regular updates to dashboards reviewed monthly by the leadership team enable the organization to identify red flags quickly. VIII. INFRASTRCUTURE REQUIREMENTS While the majority of the core infrastructure has been built out during Phase I of expansion, there is still much needed investment in capacity building. More specifically: Development: Through FY10, the development function was largely decentralized, however, starting in FY11 that will no longer be the case (Appendix B). Experience in Baltimore tells us that it is costly to recreate a development function in each new affiliate, we are not mining and cultivating new regions quickly enough – leaving low‐hanging fruit untouched, and the development leadership team is operating in silos as opposed to being leveraged based on contacts and skill. Communications: Hiring a Director of Marketing was placed on hold until additional funds were secured. The organization, however, does not feel this position can remain vacant for much longer. National branding, media outreach, social media integration, marketing collateral and support of affiliates all have a direct impact on our ability to successfully enter into direct mail fundraising – a priority in FY11. Alumni: Little effort is currently being made to locate former scholars and engage them in Higher Achievement’s work. Mobilizing this natural constituency would aid the organization in advocacy efforts. Board Development: Higher Achievement engaged a firm in FY10 to help identify and recruit national board members. While there was some degree of success with the recruitment of two new members and five interested, long‐term prospects, there is still much work to be done at the board level. Curriculum: Higher Achievement believes its curriculum is unique in the out‐of‐school time field. Tools have been developed to ensure alignment to state and national standards and it is written in a format that is easy to use. That said, it needs to be enhanced so mentors (who are not trained teachers) can more easily tailor and individualize lessons to their scholar’s needs – a consistent source of feedback on internal surveys. As well, the organization believes an opportunity exists to package and disseminate the curriculum to the broader field, reaching thousands more children.

21


Website: The Higher Achievement website is currently undergoing a new design and launch. However, there are already several projects in the pipeline to continue to enhance it. Interactive “life” games to drive scholars and families to the site, an online library of resources, etc. The website is priority as it is often the first introduction to a donor, scholar, program partner, etc. The current website does not convey a national brand or presence. IX. FINANCIAL PLAN Capital Required to Finance Expansion Revenue Goals Including Operating Expenses (FY 2010 – 2012)

FY 2010 FY 2011 FY2012 TOTAL

Revenue Goal $5.7M $6.2M $6.2M $18.1M

Revenue Stream FY 2010 FY 2011 FY 2012 TOTAL

Public Funds 12% 32% 34% 26%

Foundation 56% 50% 44% 50%

Corporate 25% 10% 12% 16%

Individuals 6% 7% 9% 7%

Other 1% 1% 1% 1%

Resource Development Strategy In addition to investing in and building out core infrastructure, a sustainability model has been completed and Higher Achievement will use Phase I to test assumptions with the board, major donors and field experts. The end result should be a refined model of sustainability that will give the organization a strong framework from which to successfully and more rapidly expand (Phase II). While the model contains several assumptions that must be tested, the main assumption, from which others flow, is that a public revenue stream exists (Title I) that can be tapped into on a per scholar basis. (Appendix D) Current Funders and Commitments Current commitments for national expansion and the P/PV study (2010 ‐2012) include: Altria ‐ $1,000,000

22


Wallace Foundation ‐ $2,250,000 William T. Grant ‐ $245,000 TOTAL: $3,495,000 Current commitments for DC Metro expansion include: Horning Family Foundation ‐ $25,000 Spring Creek Foundation ‐ $150,000 MARPAT Foundation ‐ $30,000 Cafritz Foundation ‐ $150,000 George Preston Marshall Foundation ‐ $15,000 LISC ‐ $50,000 TOTAL: $420,000 X. RISK ASSESSMENT AND CONTIGENCY PLANNING Higher Achievement spends approximately 18‐months conducting in‐depth due diligence on a city prior to expansion. While not every risk can be addressed, as much as possible, the organization tries to identify and mitigate risks or, simply does not expand to that city. Furthermore, the first three years of seed funding is in hand prior to a new city opening. Given the organization only opens two centers in year one, if financial sustainability looks to be a problem, additional centers do not need to open. While this would slow growth, it would not compromise the work with current scholars at the two centers. In an extreme case, incoming scholars would not be recruited into the existing centers and the organization would allow existing scholars to remain in the program until graduation at which time Higher Achievement would exit from the city. Other risks include engaging in a population that is far more remedial than expected and thus, has trouble with the curriculum. This has been our experience at one of the Baltimore Achievement Centers. As a result, fewer scholars will be recruited for the next academic year, intentionally keeping the staff to scholar and mentor to scholar ratios high to allow for individualized attention. While this slows growth, it does not sacrifice scholar outcomes.

Staff and Board Bios

RICHARD TAGLE is the Chief Executive Officer of Higher Achievement. He has more than 20 years of experience as a program manager, fundraiser, financial manager, and policy analyst that enable him to address the issues that are at the center of his core passion: the social and academic achievement of all children. Prior to joining Higher Achievement, Richard held several senior level positions at the Public Education Network (PEN), most recently Chief of Staff. His responsibilities included management of key activities in the areas of finance, administration, communications, and development. In addition to significant accomplishments in securing financial support for PEN, Richard was instrumental in a number of initiatives aimed at improving the lives of students, from gender and racial equality, to access to adequate healthcare coverage, to academic enrichment programs. Richard was a Founding Board Member and Interim Executive Director of the Asian Partnership for Health, and he served as Senior Program Officer of Health Programs at the U.S. Conference of Mayors. He is an active member of a number of boards, including the Center for Summer Learning at Johns Hopkins University and D.C. VOICE. He has authored a wide range of articles on the quality and future of the nation’s public schools and education for under‐served populations. Richard graduated Summa Cum Laude with a Bachelor of Arts from American University and went on to receive a Master of Arts from the same institution. KATHRYN STEPHENS BEISEL is the Chief of Staff, serving as the right hand to the Chief Executive Officer and serves on the senior team engaged in strategic planning for the organization. As Chief of Staff, Ms. Beisel oversees the organizational development, capacity building, human resource development and systems improvement that supports Higher Achievement’s expansion. Ms. Stephens has twenty years of management and organizational development experience working with Washington, D.C. non‐profits. Her expertise includes organizational development, financial management, executive coaching, and capacity building. Prior to joining Higher Achievement, Ms. Stephens worked as a consultant to executive directors, boards of directors, and as an executive director herself. She has worked with more than 20 non‐profits in the D.C. metropolitan region. As an executive director, Ms. Beisel was recognized for her management success when the organization under her leadership received the 1998 Washington Post Excellence in Non‐Profit Management Award. She is a graduate of Georgetown University’s Organizational Development Program and she has been trained in professional coaching by the Coaching Training Institute. Her undergraduate studies were competed at The George Washington University in Washington, D.C. NICOLE LEVINE is the Chief Development Officer for Higher Achievement. In her role as CDO, Nicole oversees all aspects of the organization’s national development operations and acts as a consultant to regional affiliates. Prior to Higher Achievement, Nicole was Co‐Founder and President of Firefly Children’s Network, a non‐profit that provides best practices and tools to international governments, community leaders and direct care providers working to keep families intact and prevent child abandonment. Nicole served as Firefly’s first Executive Director and successfully established the organization’s presence in Russia. Nicole also currently serves on the Board of Directors of Miriam’s Kitchen.

Appendix A

RACHEL GWALTNEY is Chief of Programs for Higher Achievement. In this capacity she oversees summer and after‐school curricula design, professional development of program staff, data gathering an analysis, and ensures program fidelity across affiliates. Before coming to Higher Achievement, Ms. Gwaltney worked for Success for All Foundation, an organization that has developed a nationally recognized, comprehensive, whole‐school reform model targeting schools with students considered “at‐risk.” At Success for All, Ms. Gwaltney designed, wrote, and edited reading, language arts, social studies, science, and conflict resolution curriculum for elementary and middle school programs. These programs feature a cooperative learning model to promote teamwork and active learning. She spearheaded the development of a style guide to standardize language in SFAF materials. Ms. Gwaltney was also responsible for attracting, signing on, and coordinating schools using the elementary science and social studies component of the program. Outside of work, Ms. Gwaltney has volunteered her time and skills at various institutions in the Baltimore and Washington area, including the Saturday Environmental Academy, the Capitol Hill Chorale, the Village Learning Place, and the Maryland Historical Society. Ms. Gwaltney has a B.A. in History and a Masters in Liberal Arts from The Johns Hopkins University, and an Executive Certificate in Nonprofit Management from Georgetown University. LYNSEY WOOD JEFFRIES is the Executive Director of Higher Achievement Dc Metro. After five years as a Higher Achievement volunteer mentor, Ms. Jeffries joined the professional staff of the organization in May 2005 as the Director of Grants and Communications, and was promoted to Executive Director in April 2008. She is responsible for all regional operations for the organization which serves more than 500 motivated middle school students each year. Prior to joining Higher Achievement, Ms. Jeffries was a program officer for the Fannie Mae Foundation, specializing in financial education for lower income families. Previously, Ms. Jeffries spent four years at NeighborWorks, a Congressionally‐chartered national affordable housing nonprofit intermediary. Ms. Jeffries holds a BA from Wake Forest University, where she majored in English and Sociology. She earned a Master’s degree in Public Administration from the University of Pittsburgh with a concentration in Nonprofit Management. ERIN HODGE‐WILLIAMS is the Executive Director of Higher Achievement Baltimore. She comes to Higher Achievement after working as Baltimore’s After School Strategy Director for the Safe and Sound Campaign, a non‐profit organization dedicated to improving the well‐being of children and youth in Baltimore. At Safe and Sound, Ms. Hodge‐Williams worked with key public and foundation leaders to develop and implement the BOOST after school initiative, a citywide after school model, which started in 15 Baltimore City Public Schools in 2004 and has expanded to 57 schools in 2007‐2008. She forged relationships with organizations in the public and private sector to identify ways to leverage after school opportunities for children and youth, and helped raise over $14 million dollars over five years through advocacy efforts and accessing a variety of funding streams. Previously, Ms. Hodge‐Williams was the Director of the St. Veronica’s After‐School Academy for Associated Catholic Charities, and a Manager and

Appendix A

Resource Center Coordinator for the Millennium Center at the Advanced Resource Management Systems. Ms. Hodge‐Williams is a licensed clinical social worker in the State of Maryland. She has a Bachelors Degree in Humanities from Washington College and a Masters of Science degree in Social Administration and Community Organizing from the University of Maryland School of Social Work.

Board Members

SAMEER BHARGAVA Sameer Bhargava is a principal at the Carlyle Group, a large global private equity firm headquartered in Washington DC. He helps lead the effort in the Aerospace & Defense sector of the US Buyout fund, a $15 billion fund focused on leverage buyouts. He currently is involved at the Board level of four companies, Kinder Morgan, Veyance Technologies, Vought Aerostructures, and Wesco Holdings. Before joining Carlyle in 2003, Sameer worked at two other private equity firms: Bain Capital and Advent International, both headquartered in Boston, MA, where he did deals in the consumer, industrial and IT sectors. Before Advent, Sameer spent 2 years at McKinsey & Company in Chicago consulting with consumer and chemical companies. Sameer graduated from Harvard Business School with distinction and from Harvard College with an honors degree in biology. In the non‐profit sector, Sameer has spent time with numerous organizations in a hands on or strategic capacity. Beyond active participation in Citizen Schools, Junior Achievement, City Year, and Big Brother programs, Sameer has also helped start organizations such as Boston Volunteer Bridge and an Indian fund designed to help provide opportunities for students or young professionals to participate in volunteer activities. Sameer lives in McLean, VA with his wife Nimisha and 3 sons who are 5, 3, and 1 years old.

PATRICIA L. COOK leads Green Tree’s business development effort, partnering with other Green Tree senior leaders, to develop relationships that generate ongoing, repeat business for Green Tree. In addition, she is Chief Executive Officer for Green Tree Exchange, an online exchange that facilitates swaps of second liens among participating lenders. Prior to joining Green Tree in 2009, Ms. Cook was EVP and Chief Business Officer of Freddie Mac, where she was responsible for the Single Family, Multi‐Family and Investment and Capital Markets Divisions as well as the corporate functions of Mission and Business Operations. Prior to joining Freddie Mac in August of 2004, she served as Managing Director and Chief Investment Officer for Fixed Income at JP Morgan Fleming Asset Management. Prior to JP Morgan, she held similar positions at Prudential Investment Management and Fisher Francis Trees & Watts. She began her career at Salomon Brothers in Fixed Income Sales and Trading. She holds a Masters of Business Administration degree from New York University and a bachelor’s degree from Saint Mary’s College. ERIC GAIER Dr. Eric M. Gaier is a Partner and Founding Member of Bates White, LLC an economic consulting firm specializing in litigation support and expert testimony. Dr. Gaier has testified and consulted for numerous government, law firm, and corporate clients across a

Appendix A

variety of industries including pharmaceuticals, health care, medical devices, technology, transportation, commercial aviation, aerospace manufacturing, and defense procurement. Prior to joining Bates White, Dr. Gaier served as an Associate of A.T. Kearney, a management consulting firm. Previously he was a Research Fellow for the Logistics Management Institute, a Federally Funded Research & Development Center. Dr. Gaier has served as a Consultant to the Panel on Statistical Methods for Evaluating Defense Systems of the National Research Council and as an Instructor with the Department of Economics at Duke University. Dr. Gaier holds MA and PhD degrees in Economics from Duke University and a BA degree in Economics from Florida State University. He has lived and worked in the Washington, DC area since 1996. For the past three years, Dr. Gaier has served on the President’s Council for the Higher Achievement Program.

COLLEEN GANNON is a teacher at Washington Jesuit Academy, instructing on the subjects of language arts and religion to grades 6‐8. In addition to teaching, Gannon has served as a math tutor, 8th grade advisor and Assistant Soccer Coach to the students of Washington Jesuit Academy, and for the past five years, has consistently served young people in the capacity of teaching, mentoring or coaching. Gannon is currently the Service Chair for the Alliance for Catholic Education DC Fellowship Committee, and amidst her dedication to teaching, has done peer advisement and volunteer management. Gannon obtained her high school diploma from Georgetown Visitation Preparatory School, and graduated from the University of Notre Dame with a Masters in Education.

CARLOS GARCIA, is the co‐founder and partner at the Eng Garcia Group, an investment‐minded, design‐conscious real estate boutique serving clients with residential and commercial properties in DC, Maryland, and Virginia. Mr. Garcia is a founder and principal of Keller Williams Capital Properties. Mr. Garcia also owns and manages Mintwood Properties, a high‐end residential real estate investment and rental enterprise serving the tri‐state area. Prior to entering the real estate arena, Mr. Garcia practiced law for nearly 15 years, including positions at Gibson, Dunn & Crutcher, the Federal Government, and at Group 1 Software (subsidiary of Pitney Bowes). Mr. Garcia has been the board president of the Higher Achievement Program since 1998 and in 2003, Mr. Garcia was nominated and awarded with the Linowes Leadership Award for his exceptional work in fostering its organizational change and sustainability. Mr. Garcia currently serves on the Selection Committee for recipients of the Linowes Award, the Washington Post Excellence in Non‐Profit Management Award and the board of directors of the Frederick B. Abramson Foundation, which provides scholarship support to college‐bound DC high‐school students. In the past, Mr. Garcia served on the advisory board of CharityWorks, served as a commissioner on the DC Commission for Asian & Pacific Islander affairs, served on the Board of Directors of the Conference for Asian Pacific American Leadership, volunteered delivering meals to the homeless with McKenna’s Wagon, and worked for Hands On DC to revitalize area public school facilities. Carlos is a graduate of Boston College Law School, Connecticut College, the Fieldston School (NYC) and Manhattan Country School (NYC). He is a member of the DC Bar Association, Hispanic Bar Association, and National Asian Pacific American Bar Association.

Appendix A

ALEX HARRIS serves as the Assistant Superintendent for Assessment & Accountability in the DC Office of the State Superintendent of Education where he is responsible for the statewide system of academic content standards, student assessments, school accountability and the longitudinal education database. Previously, he was a program director with the National Governors Association Center for Best Practices where he oversaw the High School Honor States Initiative, a $23 million, governor‐led effort to improve college and work ready graduation rates in 10 states. Prior to NGA, Alex served as Policy Director for Hawaii's early childhood intermediary organization, where he advanced an advocacy agenda for high quality pre‐kindergarten programs. During his tenure, state investments in young children increased by over $25 million. He was also appointed to the state committee charged with transforming the state’s K‐12 education budget into a weighted student formula. His professional background is in education reform, both at the federal level where he worked on the No Child Left Behind legislation with the Education Trust, and at the local level, where he directed a school improvement project in a New York City high school. Alex received his Master's in Public Policy from Harvard University's John F. Kennedy School of Government and his Bachelor's with Honors from Brown University. He was named a New York City Urban Fellow by then‐Mayor Rudy Giuliani in 1998 and an Emerging Leader in 2003 by Marion Wright Edelman at the Children’s Defense Fund. AUDREY HIPKINS is the Executive Editor and Group Publisher of BNA's Environment, Health & Safety Division. In addition to overseeing editorial policy and content of the division's twenty‐five publications, Ms. Hipkins directs EH&S marketing activities; guides all phases of new product development, including conception, market testing, technical development, creation of publishing workflows, and marketing and promotion; and identifies and develops business‐to‐business strategic alliances for the division. Ms. Hipkins joined BNA in 1993 as a Senior Systems Analyst in the Information Technology Division. She was appointed Manager of CD‐ROM Development in 1996 and was promoted to Technical Director for Environment, Health & Safety services in 1997. She assumed her current position in 2000. Prior to joining BNA, Ms. Hipkins was President of Quick Source, Inc., where she created CD‐ROM products for various government agencies and commercial publishers. She also worked as a programmer for Automated Sciences Group, IBM and Draper Laboratories. Ms. Hipkins graduated from the Massachusetts Institute of Technology with a B.S. in computer science and engineering. She was awarded an M.B.A. by the Fuqua School of Business, Duke University.

KIL HUH, Kil Huh manages the Pew Center on the States Research and Development staff and agenda at the Pew Charitable Trust. He oversees project teams of researchers, policy analysts and consultants to conceptualize, design, and implement research and analysis across 50 states that inform state policy‐focused efforts on a wide range of issues including: state tax systems; retirement benefits; mortgage lending and state elections administration. Prior to Pew, he was most recently the director of policy and consulting at the Fannie Mae Foundation and previously manager of the foundation’s state and local initiatives. He holds a bachelor of science in urban regional studies from Cornell University, a master’s degree in urban planning from New York University and both a master’s degree in philosophy and a doctorate of philosophy in urban planning from Columbia University.

Appendix A

M. SUZANNE KEECH, is a Corporate Managing Director at Studley, a commercial real estate firm with offices nation‐wide. Ms. Keech is a transaction manager who provides advisory services in a variety of disciplines including leases vs. own analyses, finance, valuation and portfolio evaluation. She has over 16 years experience in the real estate business and has a proven track‐record as a talented asset manager, investment sales, finance and leasing professional. Suzanne’s most notable accomplishment is the 2.2 million square foot redevelopment of Eleven Madison on behalf of MetLife. As MetLife’s project and leasing director, Suzanne was responsible for the entire redevelopment process, from devising the strategic plan to negotiating leases and providing the return guaranteed to MetLife on this $430 million project. Ms. Keech, a native of Baltimore, MD, completed her Bachelors of Arts degree and graduated Phi Beta Kappa from Barnard College of Columbia University and finished a Masters of Business Administration, Beta Gamma Sigma, from Columbia University Business School.

ALBERT L. KNOTTS has over 25 years of banking, lending, credit workout, and regulatory experience. He is a founding partner of Strategic Risk Associates, a bank consulting and advisory firm. Over the last two years, through Strategic Risk Associates, Mr. Knotts has worked with community banks, regional banks, and finance companies providing strategic advice including the sourcing of fresh capital, risk management, and credit risk management expertise. Previously, Mr. Knotts held executive level credit positions with Capital One Financial Corporation, PNC Financial Corporation, Dime Bancorp and Wachovia/First Union/First Fidelity Bancorporation. Mr. Knotts started his career in banking with the US Treasury as a bank examiner with the Office of the Comptroller of the Currency in 1982. In addition, to his extensive banking and credit risk management experience, Mr. Knotts is an active member of the financial industries Risk Management Association. Mr. Knotts holds a B.A. in Economics from the University of Washington in Seattle WA, 1982. He resides in Alexandria, Virginia with his wife, Cindy, and their three children. NIGEL KNOWLES is President of LCG Technologies Corporation, with over eighteen (18) years of IT systems experience. Nigel brings a unique mix of knowledge in multiple IT fields ranging from Controls & Information Systems to Application Development and Network Infrastructure delivery. His vast technology knowledge coupled with his experience across a wide variety of industries (manufacturing to insurance) has allowed him to take his current company, LCG Technologies, Corp (LCG), to the next level. With a Bachelor of Science in Electrical Engineering from Cornell University, Nigel began his career with Procter & Gamble (P&G) in 1991 as a Controls Engineer. By 1995, he was named Technology Lead of a 40 person staff, providing ongoing engineering, maintenance and technical support to the largest P&G facility in United States. After a near decade tenure with P&G, Nigel joined LCG, a Baltimore based IT consulting firm, as an IT consultant. By 2006, he was serving as the company’s Vice President and Chief Operating Officer – paving the way to his current role as President. LCG is currently a 50+ person consulting firm focused on delivering mission‐critical custom Application Development projects to mid‐sized companies in the Baltimore region.

Appendix A

SARAH LATTERNER is a native Washingtonian and graduate of the DC Public Schools System. Sarah has returned to the city that raised her to serve the community as a public servant through her public policy expertise and community outreach and services skills. Since graduating from Vanderbilt University with an undergraduate degree in Organizational Management and Leadership Studies, Sarah served the District through her work with grant writing and running after school programs for youth at‐risk of hunger at the Capital Area Food Bank. After gaining grassroots experience in the field and seeing firsthand the results of inadequate health, education and housing policy, Sarah decided to pursue her Master’s in Public Management/Social Policy to eventually affect change at a higher level. After graduation from the University of Maryland’s School of Public Policy in 2003, Sarah was accepted in the DC Government Capital City Fellowship Program where she spent a year and a half on 6‐month rotations in DC Agencies‐making invaluable contacts, gaining management skills, and learning the fine points of the local government policy making process. In 2005 Sarah secured a position with the DC Office of the State Superintendent of Education to continue her work on behalf of underserved populations as the Special Assistant to the Director of Nutrition Services and Child and Adult Care Food Program Manager. There Sarah worked closely on matters related to the budget, policy, program improvement and streamlining efforts, performance management, and the Mayor’s Commission on Food and Nutrition. In October 2007 Mayor Adrian M. Fenty asked Sarah to join his team as the Director of the Mayor’s Office of Community Relations and Services where she supervises 16 Specialists in all 8 Wards of the city to provide comprehensive outreach and neighborhood services to DC constituents. In this capacity Sarah serves as a liaison between the Mayor, DC residents and DC Government Agencies to enhance the quality of life at the neighborhood level. When Sarah is not busy with formally serving the city through her job, she volunteers her time with the homeless and youth. Sarah resides in Northeast DC with her sister, Margaret and dog, Pebbles.

ANNIE LINEHAN CZERWINSKI, Program Director for ServiceCorps, oversees the ServiceCorps program, directing operations and strategy for ServiceCorps’ civic engagement program for local corporate partners. Her previous experience includes two years of corporate marketing with The Advisory Board Company and the Corporate Executive Board. Prior to that, Annie worked at UNICEF in Buenos Aires, helping direct strategy for Public Private Partnerships in Argentina. She also served with AmeriCorps in Washington, D.C., where she taught nutrition through a program developed by the Capital Area Community Food Bank. Annie holds a Bachelor of Arts in Political Science and Spanish from the University of Notre Dame and a Master of Arts from the Georgetown University Public Policy Institute. She is a mentor with the Higher Achievement and was named to the Board of Directors in 2008. Annie formerly served as the Secretary/Treasurer of the Georgetown Public Policy Alumni Board.

BO MENKITI, Founder and Principal of the Menkiti Group, a team of real estate professionals dedicated to community revitalization while achieving excellent results for their clients. Prior to founding the Menkiti Group, he served as the Chief Operating Officer of College Summit, a national non‐profit organization dedicated to increasing the college enrollment rates of low‐income students, where he lead the growth of the organization from a local non‐profit to a national multi‐site organization serving over 4,000 students across the country. Previously, Mr.

Appendix A

Menkiti worked on the development of The Atlantic Media Company and served as a strategy analyst to the chairman of the Advisory Board Company where he worked on the company's IPO. He started his career at Prism Consulting International, a management consulting firm providing advice to Fortune 500 executives in the areas of strategy, operations, and supply chain management. Mr. Menkiti earned is a cum laude graduate of Harvard University with a degree in sociology. As a student, Mr. Menkiti was involved in the local community and was awarded the Neil J. Houston and Donald Morland Awards for Public Service and Social Action as well as the city of Cambridge's Mack Davis Award for the highest service to the Cambridge community. Mr. Menkiti has a long‐standing interest in education and ways in which private sector and public sector concepts and practices can be harnessed for social change. He remains active in the DC Community working on college access issues with College Summit and serving on the Board of Directors of The Higher Achievement Program.

SANJAY JOSE MULLICK is an attorney member of Pillsbury Winthrop Shaw Pittman’s international trade group. Mr. Mullick concentrates his practice in international dispute resolution, export controls and international trade regulation. Mr. Mullick has extensive experience advising governments and companies in international arbitration and litigation, including dispute resolution proceedings under the investment provisions of the North American Free Trade Agreement (NAFTA), the International Center for Settlement of Investment Disputes (ICSID) and bilateral investment treaties. Prior to joining the firm, Mr. Mullick spent three years at the Department of Commerce serving in both the Office of the Chief Counsel for Import Administration and the Import Administration. Mr. Mullick graduated from Georgetown University with a B.S.F.S.; and earned his J.D. from the Georgetown University Law Center where he served as the editor of Foreign Publications for the Georgetown International Environmental Law Review. Mr. Mullick is a member of the American Bar Association; District of Columbia Bar International Trade Planning Committee; and the Washington International Trade Association.

JACQUE PATTERSON graduated from public schools and served on active duty in the U.S. Air Force for nearly 14 years. During that time, he deployed to Saudi Arabia for Operation Desert Shield, France for Operation Joint Guard and spent a year in South Korea. His distinguished military career includes a promotion through the Stripes for Exceptional Performers (STEP) program, Military Outstanding Volunteer Service Medal, distinguished graduate from non‐commissioned officer academy, the Meritorious Service Medal and numerous other medals and commendations. He joined the Air Force Reserves in 2001 and currently holds the rank of Senior Master Sergeant attached to HQ Air Combat Command, Langley AFB, VA. As a project director with the Federal City Council, Mr. Patterson focuses on affordable housing, libraries, government operations, education and public safety issues confronting the District of Columbia government. Before joining the Federal City Council in this capacity, he served the District of Columbia as Community Affairs Coordinator, Office of Community Affairs, Executive Office of the Mayor. Mr. Patterson’s career in public service began when he was selected for the Capital City Fellow’s program. His assignments during the fellowship were with the Deputy Chief Finance Officer, Office of Tax & Revenue and job training coordinator for the DC Brownfields Program. He also served as a policy analyst, Office of Policy, Planning, and Program Evaluation,

Appendix A

DC Department of Health. He serves on numerous boards and commissions throughout the city, to include the Levine School of Music, Advisory Neighborhood Commission 8B, Septima Clark Public Charter School for Boys, and the Far Southeast Family Strengthening Collaborative. Mr. Patterson received his Masters of Public Administration from Central Michigan University and a graduate certification as a Certified Public Manager from the George Washington University. He holds an undergraduate degree in Education from Southern Illinois University and is currently pursuing a doctorate at Northeastern University in Law & Policy. MARY BETH PELOSKY is the assistant principal at Nottingham Elementary School, part of the Arlington School System (APS has had at least three of its 5 high‐school listed in the top tier of the top 100 public high schools by Newsweek magazine for the last 4 years). She began her career as a first grade teacher in Worcester, Mass. in 1992 before taking a position as a fifth grade teacher at Barrett Elementary School in Arlington in 1993. Pelosky taught at Barrett until 2002. Prior to becoming the principal of Nottingham Elementary, she was the assistant principal at Swanson Middle School from 2002 until 2006. She has also held positions teaching ESOL/HILT (high intensity language training/English as a second language) and as a summer school principal. She earned a bachelor's degree in English and sociology and a master's degree in education from the University of Massachusetts. She also earned a master's of education in educational leadership and a principal certification from George Mason University. Pelosky is a member of the American Association of University Women's Arlington Branch, the Superintendents Advisory Committee or the Elimination of the Achievement Gap and the National Middle School Association.

KIMBERLY D. ROBERTSON is a partner with Raffa & Associates, P. C. Ms. Robertson has served the not‐for‐profit industry exclusively for more than fifteen years. Prior to joining Raffa & Associates, Ms. Robertson was a senior manager at a Washington, DC CPA firm that served primarily not‐for‐profit organizations where she was responsible for the planning, performance and review of more than 40% of the firm’s not‐for‐profit audit, tax and consulting engagements. Ms. Robertson has also been speaker at the American Society of Association Executives (ASAE) Financial Management Symposium and at the not‐for‐profit symposium sponsored by the Virginia Society of Certified Public Accountants. Ms. Robertson has authored many articles pertaining to the not‐for‐profit industry which have been published in monthly newsletters and ASAE’s Association Law and Policy and Dollars and Cents. Ms. Robertson is a graduate of the University of Maryland and is currently the Treasurer and Finance Committee Chair of The Higher Achievement Program and a board member and Assistant Chair of the Finance Committee of Nexus Health, the parent company of the Fort Washington Medical Center and the Carolyn Boone Lewis Health Care Center. She is also a member of the American Institute of Certified Public Accountants, ASAE, the National Association of Black Accountants and the Greater Washington Society of Certified Public Accountants (GWSCPA). General Counsel

Appendix A

GARY THOMPSON is a Partner at Reed Smith. Mr. Thompson represents and advises policyholders with regard to insurance matters in a broad range of contexts, from claim preparation and negotiation, to litigation in state and federal court, as well as in alternative dispute resolution proceedings. Gary is one of the top, most experienced policyholder‐side lawyers in the country. Prior to Reed Smith, Gary was a founding partner at Gilbert Heintz & Randolph LLP, a partner/associate at Howrey Simon Arnold & White, LLP, and an associate at Kaye Scholer LLP. Mr. Thompson has a steadfast commitment to pro bono and community service, and has won several awards for his achievements. He has undertaken dozens of significant pro bono projects. Gary is currently working pro bono on issues relating to Hurricane Katrina, insurance discrimination, education, and other matters. Other matters include obtaining health coverage for a life‐saving cancer stem cell transplant treatment needed by two pro bono clients, assisting 9/11 victims at the Pentagon, litigating a workers’ compensation case for a mother who lost a son in the World Trade Center, and advising the largest group of pro bono attorneys presenting claims to the 9/11 Victims’ Compensation Fund. Gary serves on the D.C. Bar Pro Bono Committee and on several non‐profit Boards including Higher Achievement. Mr. Thompson graduated from Georgetown University with a cumlaude BA in Philosophy. He received a J.D. from Rutgers‐Newark Law School where he was the Senior Articles Editor of the Rutgers Law Review and the Winner of the Mock Trial.

Appendix A

Boar

d o

f D

irec

tors

Chie

f Exe

cutive

Off

icer C

hief

of S

taff

Chi

ef o

f Pro

gram

sC

hief

Dev

elop

men

t Offi

cer

Aff

iliat

e Exe

cutive

Direc

tors

`

Cur

ricul

um A

ssoc

iate

Tra

inin

g A

ssoc

iate

Dat

a &

Eva

luat

ion

Ass

oci

ate

St

ffA

tt

Con

trol

ler

Offi

ce A

dmin

istr

ator

Com

mun

icat

ions

M

anag

er

Sta

ff A

ccou

ntan

t

Appendix B

Boa

rd o

f Dire

ctor

s

Chi

ef E

xecu

tive

Offi

cer

Chi

ef o

f Pro

gram

sC

hief

of S

taff

Chi

ef D

evel

opm

ent

Offi

cer

Affi

liate

Exe

cutiv

e D

irect

or(M

ay 2

010)

Exe

cutiv

e A

dmin

istr

ator

(Sep

t 20

10)

Dire

ctor

of

Par

tner

ship

s an

d C

omm

unity

Out

reac

h(J

une

2012

)

Dire

ctor

of S

ite

Ope

ratio

ns(S

ept

2010

)

Man

ager

ofC

ente

r D

irect

ors

(Jan

201

1)

Man

ager

of

Rec

ruitm

ent

(Jan

201

1)

Pla

cem

ent

Coo

rdin

ator

(S

ept

2013

)

Pro

gram

Ass

ista

nt(A

ugus

t 20

14)

Ach

ieve

men

t Coa

ches

(PT

)(S

ept

2011

)C

ente

r A

ides

(PT

)(S

ept

2011

)

Men

tors

(Sep

t 20

11)

Ass

ista

nt C

ente

r D

irec

tors

(Mar

ch 2

011)

Sum

mer

Tea

cher

s(J

une

2011

)

(Sep

t 20

13)

Appendix B

Board of Directors

•Individual donors $50,000+

•High profile partnerships

•Eventsupport

CEO

•Individual donors $50,000+

•National Foundations $500K+

•High profile partnerships

Regional EDs

•Local individual donors $1K ‐$50K

•Local Presiden

t’s Council

•Local businesses

•Local governmen

t

Description: cultivation and stewardship

of donors, corporations and partners of

significant net worth or nam

e recognition

at the national and regional levels.

Development Lead

ership Team

CDO

Even

t support

•Fed

eral governmen

t

Regional PCs

Development Staff

Description:O

rganized

byrevenuestream

Responsible

CDO

•Developmen

t strategy

•Developmen

t operations

•Leadership support

•New

regional m

arkets

Description: O

rganized

by revenue stream

. Responsible

for: developmen

t strategy, implemen

tation and

operations; prospect iden

tification, research, and

assignmen

t; grant writing and rep

orting; tool creation;

support of leadership team.

Advo

cacy Consultan

t

Director of Foundation

and Government

Partnerships

•Foundationoutreach

grant

Man

ager of Donor

Relations

•Focus on donors below $1K

•Individual donor strategy and

Director of Corporate and

Strategic Partnerships

•Corporate identification,

outreach and stewardship

Foundation and Public Revenue

Corporate Revenue and Partnerships

Individual Revenue

Communications

Director of

Communications

•Communications strategy and

implemen

tation

Foundation outreach , grant

writing and rep

orting

•Manage outsourcing of public

grants

implemen

tation including:

acquiring, cultivating and

stew

arding donors

•Gala

•Partner iden

tification, o

utreach

and stewardship

•Thought leader roundtables

Development Associate

Dev/Comm

Associate

•Med

ia outreach

•Brand managem

ent

•Web

site/online m

aintenance

Direct M

ail Consultan

tCommunications

Consultan

t•Grant writing

•Grant reporting

•Mass mailings/communications

support

•Alumni outreach

Support Staff

Dt

Ait()

Diti

Riblf

dt

tData Associate(s)

Description: Responsible for data en

try,

reports, dashboards and staff database

training.

Notes:

•Local events would be handled by the M

anager of Scholar Developmen

t•Vistas will be responsible for local PR/M

arketing and will m

eet weekly with the Director of Communications

•ED developmen

t efforts will be supported

in house by the Executive Administrator

Appendix B

FY10 FY11 FY12 FY13 FY14 FY15 FY16

launch opening Year 1 Year 2 Year 3 Year 4 Year 5 Grand Total

# of Centers (AS) 0 2 2 3 4 5

# of centers (summer) 2 2 3 4 5 5

# of AS Scholars ‐$ 0 100 150 210 325 400

# of Summer Scholars ‐$ 120 160 270 300 440 475 1,765

Total Expense 37,583$ 493,850$ 861,800$ 1,031,100$ 1,267,325$ 1,703,675$ 1,898,125$ 7,293,458$

Price Per Scholar 6,629$ 4,910$ 4,970$ 4,454$ 4,339$

Foundations

Anchor 40,000$ 375,000$ 300,000$ 200,000$ 150,000$ 1,065,000$

Base 100,000$ 200,000$ 385,000$ 650,000$ 675,000$ 2,010,000$

Sub‐total Foundations 40,000$ 375,000$ 400,000$ 400,000$ 535,000$ 650,000$ 675,000$ 3,075,000$

75% 46% 39% 42% 38% 35% 42%

Corporations

Anchor 125,000$ 125,000$ 125,000$ 375,000$

Base 100,000$ 150,000$ 200,000$ 450,000$

Sub‐total Corporations ‐$ 125,000$ 125,000$ 125,000$ 100,000$ 150,000$ 200,000$ 825,000$

25% 14% 12% 8% 9% 11% 11%

Individual 25,000$ 100,000$ 150,000$ 175,000$ 200,000$ 650,000$

0% 3% 10% 12% 10% 11% 9%

Sub‐Total Private 40,000$ 500,000$ 550,000$ 625,000$ 785,000$ 975,000$ 1,075,000$ 4,550,000$

Public

Grants 235,000$ 280,000$ 330,000$ 425,000$ 475,000$ 1,745,000$

Fee for Service ‐$ ‐$ 81,900$ 132,300$ 160,650$ 307,913$ 352,188$ 1,034,950$

Sub‐total Public ‐$ ‐$ 316,900$ 412,300$ 490,650$ 732,913$ 827,188$ 2,779,950$

0% 37% 40% 38% 43% 43% 38%

Total 40,000$ 500,000$ 866,900$ 1,037,300$ 1,275,650$ 1,707,913$ 1,902,188$ 7,329,950$

(Gap) 2,417$ 6,150$ 5,100$ 6,200$ 8,325$ 4,238$ 4,063$ 36,492$

Total Funding

Private 100% 100% 63% 60% 62% 57% 57% 62%

Public 0% 0% 37% 40% 38% 43% 43% 38%

Public Sector Revenue Calculations

Formula Funding

Assumptions

% of scholars 70% 70% 70% 70% 70%

Fee for Scholar 900 900 900 1150 1150

Total Fee for Service 81,900$ 132,300$ 160,650$ 307,913$ 352,188$ 1,034,950$

Appendix D

FISCAL YEA

R2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

# Localities

23

45

67

89

10

10

1010

10

# Centers

811

14

18

22

27

32

38

43

46

49

51

52

# of Summer Scholars

655

915

1120

1530

1830

2305

2745

3265

3770

4140

4455

4660

4835

# of AS scholars

500

595

785

1055

1340

1665

2065

2465

2945

3340

3645

3895

4085

Staffing

Affiliate Staf f

33

42

55

70

83

100

117

134

150

159

168

174

178

National Staf f

12

14

15

18

20

20

21

22

22

22

22

22

22

Total Staf f

45

56

70

88

102

113

125

135

143

146

149

151

152

Expense

National Expenses

1,637,905

$

1,798,360

$

1,886,034

$

2,116,483

$

2,292,313

$

2,308,941

$

2,385,684

$

2,467,133

$

2,486,001

$

2,505,684

$

2,526,217

$

2,547,638

$

2,569,987

$

Affiliate Training and Support Fee (10% of Aff Exp)

(318,036)

$

(369,541)

$

(470,766)

$

(604,273)

$

(737,161)

$

(892,041)

$

(1,064,598)

$

(1,242,845)

$

(1,429,282)

$

(1,557,632)

$

(1,651,945)

$

(1,730,766)

$

(1,788,111)

$

National Expenses (excl A

ffliliate Trng Support)

1,319,869

$

1,428,819

$

1,415,269

$

1,512,211

$

1,555,151

$

1,416,900

$

1,321,086

$

1,224,287

$

1,056,720

$

948,052

$

874,271

$

816,872

$

781,876

$

Affiliate Expenses

3,498,398

$

4,064,950

$

5,178,425

$

6,647,000

$

8,108,775

$

9,812,450

$

11,710,575

$

13,671,300

$

15,722,100

$

17,133,950

$

18,171,400

$

19,038,425

$

19,669,225

$

Total O

rganizational Expen

se4,818,267

$

5,493,769

$

6,593,694

$

8,159,211

$

9, 663,926

$

11,229,350

$

13,031,661

$

14,895,587

$

16,778,820

$

18,082,002

$

19,045,671

$

19,855,297

$

20,451,101

$

Reven

ue

Affiliate Reven

ue

3,498,000

$

3,942,306

$

5,119,672

$

6,647,708

$

8,232,944

$

10,012,771

$

11,970,267

$

13,935,861

$

15,853,625

$

17,300,012

$

18,386,172

$

19,308,849

$

20,001,286

$

Fundraising Requirement

1,320,267

$

1,551,463

$

1,474,022

$

1,511,503

$

1,430,982

$

1,216,580

$

1,061,395

$

959,726

$

925,195

$

781,990

$

659,500

$

546,448

$

449,815

$

Total O

rg Reven

ue (Natl &

Affiliates)

4,818,267

$

5,493,769

$

6,593,694

$

8,159,211

$

9,663,926

$

11,229,350

$

13,031,661

$

14,895,587

$

16,778,820

$

18,082,002

$

19,045,671

$

19,855,297

$

20,451,101

$

Total O

rg Earned Revenue (Public)

‐$

152,306

$

214,572

$

611,363

$

899,163

$

1,226,200

$

1,578,388

$

1,939,013

$

2,311,825

$

2,665,888

$

2,937,113

$

3,157,000

$

3,348,538

$

Total O

rg $ Other Public

926,000

$

891,000

$

1,166,000

$

1,551,000

$

1,931,000

$

2,356,000

$

2,831,000

$

3,306,000

$

3,781,000

$

4,256,000

$

4,496,000

$

4,691,000

$

4,836,000

$

Total O

rg $ Private Reven

ue

3,892,267

$

4,450,463

$

5,213,122

$

5,996,848

$

6,833,764

$

7,647,150

$

8,622,274

$

9,650,575

$

10,685,995

$

11,160,115

$

11,612,559

$

12,007,297

$

12,266,563

$

4,818,267

$

5,493,769

$

6,593,694

$

8,159,211

$

9,663,926

$

11,229,350

$

13,031,661

$

14,895,587

$

16,778,820

$

18,082,002

$

19,045,671

$

19,855,297

$

20,451,101

$

Total O

rg Earned Revenue (Public)

0%

3%

3%

7%

9%

11%

12%

13%

14%

15%

15%

16%

16%

Total O

rg % Other Public

19%

16%

18%

19%

20%

21%

22%

22%

23%

24%

24%

24%

24%

Total O

rg % Private Revenue

81%

81%

79%

73%

71%

68%

66%

65%

64%

62%

61%

60%

60%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

Price Per Scholar Per Hour ‐ Internal control

10.15

$

9.18

$

9.20

$

8.71

$

8.61

$

8.33

$

8.17

$

8.00

$

7.83

$

7.63

$

7.46

$

7.38

$

7.31

$

Price Per Scholar ‐ Internal Control

6,057.83

$

5,384.04

$

5,436.67

$

5,142.75

$

5,115.95

$

4,943.30

$

4,869.26

$

4,771.83

$

4,682.68

$

4,581.27

$

4,486.77

$

4,450.83

$

4,410.14

$

Appendix D

3000

4000

5000

6000

7000

Cost per Scholar

Number of Scholars Served

Cost Per Scholar

0

1000

2000

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

Appendix D

$8,622

$9,650,575

$10,685,995

$11,160,115

$11,612,559

$12,007,297

$12,266,563

$10,000,000

$12,000,000

$14,000,000

$16,000,000

$18,000,000

$20,000,000

Organ

izational Revenue by So

urce

Foundation, Corp, Individual

Public Reven

ue (Grants)

Earned

Reven

ue(Public)

$3,928,630

$4,450,463

$5,213,122

$5,996,848

$6,833,764

$7,647,150

2,274

$‐

$2,000,000

$4,000,000

$6,000,000

$8,000,000

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

Earned

Reven

ue (Public)

Appendix D

Higher Achievement’s Ecosystem

(DC M

etro Region)

Environmental Conditions

Political and Administrative Structures (local) –supportive of high‐quality OST and understands how it enhances the agenda, but

overall clim

ate is volatile and leadership is unstable

Political and Administrative Structures (federal) –aggressive reform

efforts including extending the school day and year

Economics and M

arkets –High number of institutional givers; wealthy dem

ographic

Geograp

hy an

d Infrastructure –Proximity to fed

eral governmen

t; good public transportation; high crime

Culture

andSocialFabric‐

Resource Providers:

Finan

cial

Bystanders:

•Charter schools

•Med

ia

Competitors

(friendly or less friendly):

•After

schoolprogram

stargeted

Culture and Social Fab

ric

•Governmen

t•Foundations

•Corporations

•Individuals

Human

Resources

•Workforce trained

in Youth

Dl

Beneficiaries:

•Studen

ts•Fam

ilies

•Alumni

•After‐school program

s targeted

at m

iddle‐school youth including

school sponsored activities

Higher Achievemen

t:•Academ

icopportunities

Developmen

t•M

entors

Knowledge

•Education/Youth Developmen

t

researchers

Other:

•Superintenden

t

•Teachers

•School D

istrict

•High Schools

•Colleges

•Businesses

Allies:

Nti

l/tt

d

Academ

ic opportunities

•Leadership opportunities

•Top High School placemen

t

Superintenden

t•Principals

•Teachers

•Fam

ilies

Problem‐M

akers:

•Low‐quality after‐school

program

s•Scholar’s peers/fam

ily

•National/state advocacy groups

(e.g. A

fterschool Alliance, CNCS,

NCSL, etc.)

•Program

partners providing

related /complemen

tary supports

Impact: M

iddle‐school youth from at‐risk communities become college‐bound scholars due to increased

academ

ic opportunities.

Appendix E

HIG

HER

ACH

IEVE

MEN

T LO

GIC

MOD

EL: A

CTIV

ITIE

S, O

UTP

UTS

, OU

TCOM

ES A

ND M

EASU

RES

GOAL

: IM

PROV

ED A

CADE

MIC

BEH

AVIO

RS, S

KILL

S &

ATTI

TUDE

S TH

AT R

ESUL

T IN

INCR

EASE

D AC

HIE

VEM

ENT

& OP

PORT

UNIT

IES

ACTI

VITI

ES

OUTP

UTS

OUTC

OMES

MEA

SURE

S W

HAT

HIG

HER

ACH

IEVE

MEN

T DO

ES

WH

AT S

TAKE

HOL

DERS

DO

(BEN

EFIT

S &

CH

ANGE

S TH

AT O

CCU

R)H

OW/

WH

AT W

E TR

ACK

Init

ial B

enef

its

Inte

rmed

iate

Out

com

es

Long

-ter

m O

utco

mes

ENGA

GE S

TAKE

HOL

DERS

Recr

uit,

inte

rvie

w, a

nd e

nrol

l sch

olar

s fr

om u

nder

serv

ed

com

mun

itie

s (c

omm

unit

ies

wit

h a

lack

of a

cade

mic

op

port

unit

ies

for m

inor

ity

mid

dle

scho

ol y

outh

).

Re

crui

t, in

terv

iew

, and

trai

n vo

lunt

eer m

ento

rs.

COM

BINE

CUL

TURE

AND

CON

TEN

T M

ODEL

Esta

blis

h, c

omm

unic

ate

and

rein

forc

e a

com

mun

ity

cult

ure

of h

igh

expe

ctat

ions

am

ong

staf

f, s

chol

ars,

vol

unte

ers,

and

fa

mili

es.

De

liver

aca

dem

ical

ly ri

goro

us, g

rade

app

ropr

iate

, cul

tura

lly

sign

ifica

nt c

urri

cula

cor

rela

ted

to g

rade

-lev

el le

arni

ng

stan

dard

s.

CULT

URE

(YEA

R-RO

UND

) Cu

ltur

e ri

tual

s in

clud

e: o

peni

ng a

nd c

losi

ng m

eeti

ngs;

in

cent

ive

prog

ram

s to

rein

forc

e po

siti

ve b

ehav

ior;

lead

ersh

ip

oppo

rtun

itie

s fo

r sch

olar

s; c

arin

g re

lati

onsh

ips

betw

een

yout

h an

d ad

ults

. AF

TER-

SCH

OOL

ACAD

EMY

CONT

ENT

Thre

e ti

mes

a w

eek.

5.5

hou

rs a

day

, for

25

wee

ks: S

tudy

hal

l th

at in

clud

es s

uper

vise

d ho

mew

ork

help

and

aca

dem

ic-

them

ed fr

ee ti

me,

75-

min

ute

acad

emic

ses

sion

s in

sm

all

grou

ps (

3:1

rati

o) le

d by

trai

ned

men

tors

, 60-

min

ute

elec

tive

se

ssio

ns le

d by

pai

d st

aff;

occ

asio

nal s

peci

al e

vent

s an

d ac

tivi

ties

. SU

MM

ER A

CADE

MY

CONT

ENT

Five

day

s a

wee

k, e

ight

hou

rs p

er d

ay, f

or s

ix w

eeks

: 55-

min

ute

acad

emic

cla

sses

led

by

trai

ned,

pai

d te

ache

rs

(lit

erat

ure,

mat

h, s

ocia

l stu

dies

, sci

ence

; 15:

1 ra

tio)

; qui

et

read

ing

tim

e; e

lect

ive

clas

s; w

eekl

y ac

adem

ical

ly re

leva

nt

field

trip

s; t

hree

day

ove

rnig

ht u

nive

rsit

y tr

ip; o

ccas

iona

l sp

ecia

l eve

nts

and

acti

viti

es.

HIG

H S

CHOO

L PL

ACEM

ENT

Li

nk s

chol

ars

and

thei

r fam

ilies

wit

h co

llege

pre

para

tory

se

cond

ary

scho

ol o

ppor

tuni

ties

(pu

blic

, cha

rter

, par

ochi

al,

and

priv

ate)

and

tuit

ion

scho

lars

hips

Prov

ide

indi

vidu

aliz

ed a

sses

smen

t and

trai

ning

to s

chol

ars

in p

repa

rati

on fo

r hig

h sc

hool

app

licat

ion

and

tran

siti

on

Ed

ucat

e sc

hola

rs a

nd fa

mili

es o

n hi

gh s

choo

l app

licat

ion

and

finan

cial

aid

pro

cess

es

ASSE

SSM

ENT/

EVAL

UATI

ON

Tr

ack

five

scho

lar o

utco

mes

(an

nual

ly)

Co

nduc

t 360

eva

luat

ion

of in

divi

dual

sch

olar

ski

lls,

beha

vior

s, a

nd a

ttit

udes

(tw

ice

a ye

ar)

Co

llect

men

tor s

essi

on fe

edba

ck (

wee

kly)

Mon

itor

pro

gram

fide

lity

(ong

oing

)

ENGA

GE

Sc

hola

rs a

pply

and

com

mit

to a

tten

d th

e pr

ogra

m y

ear r

ound

for u

p to

four

ye

ars

(thr

ough

thei

r 8th

gra

de y

ear)

.

Volu

ntee

r men

tors

app

ly a

nd c

omm

it

to a

t lea

st 1

yea

r of s

ervi

ce. A

tten

d 4

hour

s of

ori

enta

tion

. PA

RTIC

IPAT

E IN

CU

LTUR

E AN

D CO

NTEN

T M

ODEL

AF

TER-

SCH

OOL

ACAD

EMY

Re

ceiv

e tr

aini

ng o

n H

ighe

r Ac

hiev

emen

t cul

ture

, exp

ecta

tion

s,

and

proc

esse

s.

Pa

rtic

ipat

e in

dai

ly c

ultu

re-b

uild

ing

acti

viti

es

94

hou

rs o

f sm

all g

roup

inst

ruct

ion

thro

ugh

smal

l-gr

oup

men

tori

ng in

lit

erat

ure,

mat

h, a

nd s

emin

ar to

pics

112

hour

s of

sup

ervi

sed

hom

ewor

k as

sist

ance

or a

cade

mic

-the

med

free

ti

me

75

hou

rs o

f ele

ctiv

e ac

tivi

ty

Pa

rtic

ipat

e in

occ

asio

nal s

peci

al

even

ts (

e.g.

, spe

lling

bee

, poe

try

cont

est)

SU

MM

ER A

CADE

MY

Re

ceiv

e tr

aini

ng o

n H

ighe

r Ac

hiev

emen

t cul

ture

, exp

ecta

tion

s,

and

proc

esse

s.

Pa

rtic

ipat

e in

dai

ly c

ultu

re-b

uild

ing

acti

viti

es

96

hou

rs o

f mat

h, li

tera

ture

, soc

ial

scie

nce,

and

sci

ence

inst

ruct

ion

in

smal

l cla

sses

24 h

ours

of e

lect

ive

acti

vity

Part

icip

ate

in o

ccas

iona

l spe

cial

ev

ents

(e.

g., s

piri

t wee

k, O

lym

pics

of

the

Min

d)

At

tend

thre

e-da

y un

iver

sity

trip

CO

MPL

ETE

EVAL

UATI

ONS

36

0 ev

alua

tion

s (t

wic

e a

year

; sc

hola

rs, f

amili

es, m

ento

rs, t

each

ers)

Wee

kly

sess

ion

feed

back

form

s (m

ento

rs)

W

eekl

y te

ache

r com

men

t she

ets

(sum

mer

teac

hers

)

ACAD

EMIC

Scho

lars

ext

end

thei

r an

nual

aca

dem

ic

lear

ning

tim

e 61

5 ad

diti

onal

hou

rs b

eyon

d ti

me

spen

t in

scho

ol.

Sc

hola

rs a

re e

xpos

ed to

ch

alle

ngin

g an

d en

gagi

ng c

urri

cula

, wit

h a

soci

al ju

stic

e co

nten

t th

eme.

Scho

lars

rece

ive

indi

vidu

aliz

ed, t

arge

ted

acad

emic

inst

ruct

ion

in

smal

l gro

up s

etti

ngs.

Scho

lars

com

plet

e th

eir

hom

ewor

k an

d ha

ve it

c h

ecke

d fo

r acc

urac

y.

BEH

AVIO

RS/S

KILL

S/

ATTI

TUDE

S

Scho

lars

eng

age

in

acad

emic

and

per

sona

l de

velo

pmen

t in

a ri

goro

us, s

uppo

rtiv

e le

arni

ng c

omm

unit

y.

Sc

hola

rs b

uild

re

lati

onsh

ips

wit

h ca

ring

, com

mit

ted,

tr

aine

d ad

ults

. OP

PORT

UNIT

IES

Sc

hola

rs e

xper

ienc

e op

port

unit

ies

for

lead

ersh

ip.

Fa

mili

es in

crea

se th

eir

know

ledg

e of

sel

ect

scho

ol e

nrol

lmen

t and

fin

anci

al a

id p

roce

sses

.

Scho

lars

hav

e ex

posu

re

to lo

cal r

esou

rces

and

pe

ople

: mus

eum

s,

expe

rt s

peak

ers,

and

lo

cal u

nive

rsit

ies.

Scho

lars

par

tici

pate

in

acad

emic

con

test

s an

d ac

tivi

ties

dur

ing

out-

of-

scho

ol ti

me.

ACAD

EMIC

ACH

IEVE

MEN

T

Impr

oved

sta

ndar

dize

d te

st s

core

s

Impr

oved

repo

rt c

ard

grad

es

BEH

AVIO

RS/S

KILL

S/

ATTI

TUDE

S

Impr

oved

sch

ool

atte

ndan

ce a

nd o

n-ti

me

arri

val.

Im

prov

ed p

repa

rati

on

for c

lass

.

Incr

ease

d “l

ove

of

lear

ning

.”

In

crea

sed

opti

mis

m

abou

t fut

ure

acad

emic

an

d pe

rson

al

oppo

rtun

itie

s.

M

ore

able

to w

rite

wel

l

Mor

e ab

le to

spe

ak

thou

ghtf

ully

/ w

ith

pois

e

Bett

er a

ctiv

e lis

teni

ng

and

inve

stig

ativ

e qu

esti

onin

g

Mor

e ab

le to

inte

ract

pr

oduc

tive

ly w

ith

othe

rs

W

illin

gnes

s to

pro

vide

po

siti

ve le

ader

ship

Mor

e m

otiv

ated

/ co

nfid

ant f

or a

cade

mic

ch

alle

nges

/ ex

celle

nce

In

crea

sed

volu

ntar

y ac

adem

ic p

arti

cipa

tion

OP

PORT

UNIT

IES

Ad

vanc

emen

t to

colle

ge

p rep

arat

ory

high

sch

ool

prog

ram

s (p

ublic

, ch

arte

r, p

aroc

hial

, and

pr

ivat

e) w

ith

scho

lars

hip

whe

n ne

eded

Incr

ease

d op

port

unit

ies

for c

lass

room

, sch

ool,

and

com

mun

ity

lead

ersh

ip

ACAD

EMIC

ACH

IEVE

MEN

T

Grad

uati

on fr

om h

igh

scho

ol p

repa

red

for

colle

ge a

nd/o

r car

eer

BEH

AVIO

RS/S

KILL

S/

ATTI

TUDE

S

Impr

oved

att

enda

nce

In

crea

sed

enjo

ymen

t in

lear

ning

Dem

onst

rate

d ac

adem

ic p

ersi

sten

ce

and

resi

lienc

y

Rais

ed a

cade

mic

ex

pect

atio

ns o

f ch

ildre

n an

d fa

mili

es.

In

crea

sed

will

ingn

ess

to ta

ke a

cade

mic

risk

s OP

PORT

UNIT

IES

Ad

vanc

emen

t to

sele

ct s

choo

ls o

f hi

gher

edu

cati

on

ACAD

EMIC

ACH

IEVE

MEN

T

Annu

al a

nd lo

ngit

udin

al

impr

ovem

ent o

n st

anda

rdiz

ed te

sts

adm

inis

tere

d by

the

scho

ol d

istr

ict

An

nual

and

long

itud

inal

im

prov

emen

t on

ELA

and

mat

h re

port

car

d gr

ades

Com

pare

Hig

her

Achi

evem

ent s

chol

ar

grad

es to

dis

tric

t ave

rage

s BE

HAV

IORS

/ SK

ILLS

/ATT

ITUD

ES

An

nual

and

long

itud

inal

im

prov

emen

t of s

choo

l at

tend

ance

Annu

al a

nd lo

ngit

udin

al

impr

ovem

ent o

f sch

ool

tard

ines

s

Impr

ovem

ent o

f be

havi

ors,

ski

lls, a

nd

atti

tude

s m

easu

red

thro

ugh

bian

nual

360

ev

alua

tion

Annu

al p

rogr

am

part

icip

atio

n an

d re

tent

ion

rate

s OP

PORT

UNIT

IES

An

nual

pla

cem

ent o

f sc

hola

rs in

to c

olle

ge

prep

arat

ory

high

sch

ool

prog

ram

s

Annu

al a

mou

nt o

f tui

tion

sc

hola

rshi

ps le

vera

ged

H

igh

scho

ol g

radu

atio

n ra

te o

f pro

gram

alu

mni

(p

ilot)

Hig

her e

duca

tion

en

rollm

ent a

nd d

egre

e at

tain

men

t (pi

lot)

Appendix F

Hig

her

Ach

ieve

men

t M

anag

emen

t D

ash

bo

ard

(B

oar

d L

evel

)U

pdat

ed 4

/10/

2010

KP

IL

ast

Up

dat

edC

urr

ent

Tar

get

Def

init

ion

Pro

gra

m Q

ual

ity

Ind

icat

ors

Sta

ff re

tent

ion

2/12

/201

077

%85

%R

eten

tion

of fu

ll tim

e st

aff

Cos

t Per

Sch

olar

12/3

1/20

0945

5$

$402

Sch

olar

-rel

ated

exp

ense

s an

d pa

rt-t

ime

staf

f wag

esS

chol

ar r

oste

r3.

24.2

010

457

n/a

Num

ber

of a

ctiv

e sc

hola

rs

Cen

ter

atte

ndan

ce3.

24.2

010

85%

85.0

0%A

vera

ge d

aily

atte

ndan

ce

Men

tor

rost

er3.

24.2

010

511

457

Num

ber

of a

ctiv

e m

ento

rs; t

arge

t ass

umes

1:1

rat

io

Men

tor

satis

fact

ion

3.24

.201

04.

14

Ave

rage

rat

ing

from

ses

sion

feed

back

form

Sch

ola

r O

utc

om

es

Rea

ding

GP

A im

prov

emen

t9.

9.20

0947

%50

%%

of s

chol

ars

who

impr

oved

(or

mai

ntai

ned

A's

) in

pas

t yea

r

Mat

h G

PA

impr

ovem

ent

9.9.

2009

50%

50%

% o

f sch

olar

s w

ho im

prov

ed (

or m

aint

aine

d A

's)

in p

ast y

ear

Atte

ndan

ce r

ate

impr

ovem

ent

9.9.

2009

73%

50%

% o

f sch

olar

s w

ho im

prov

ed (

or m

aint

aine

d pe

rfec

t) in

1 y

ear

Tar

dine

ss r

ate

impr

ovem

ent

9.9.

2009

73%

50%

% o

f sch

olar

s w

ho im

prov

ed (

or m

aint

aine

d pe

rfec

t) in

1 y

ear

Rea

ding

test

sco

re im

prov

emen

t11

.3.2

009

58%

50%

% o

f sch

olar

s w

ho im

prov

ed (

or m

aint

aine

d A

dvan

ced)

in 1

yea

r

Mat

h te

st s

core

impr

ovem

ent

11.3

.200

963

%50

%%

of s

chol

ars

who

impr

oved

(or

mai

ntai

ned

Adv

ance

d) in

1 y

ear

Rea

ding

GP

A -

gra

duat

esC

hang

e in

gra

duat

ing

scho

lars

sin

ce p

rogr

am e

ntry

Mat

h G

PA

- g

radu

ates

Cha

nge

in g

radu

atin

g sc

hola

rs s

ince

pro

gram

ent

ry

Atte

ndan

ce r

ate

- gr

adua

tes

Cha

nge

in g

radu

atin

g sc

hola

rs s

ince

pro

gram

ent

ry

Tar

dine

ss r

ate

- gr

adua

tes

Cha

nge

in g

radu

atin

g sc

hola

rs s

ince

pro

gram

ent

ry

Tes

t sco

re -

gra

duat

esC

hang

e in

gra

duat

ing

scho

lars

sin

ce p

rogr

am e

ntry

Pla

cem

ent r

ate

- gr

adua

tes

% o

f sch

olar

s pl

aced

in c

olle

ge p

rep

scho

ols

Fin

anci

al a

id le

vera

ged

Am

ount

of f

inan

cial

aid

leve

rage

d by

gra

duat

ing

clas

s

Add

: com

paris

on to

DC

PS

, AC

PS

, BC

PS

, NA

EP

8th

gra

de a

chie

vem

ent l

evel

s

Appendix G

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ke

y Pr

iorit

ies

Im

prov

e. E

xpan

d. S

ecu

re. T

hese

are

the

thr

ee k

ey w

ords

for

Hig

her

Achi

evem

ent’s

wor

k in

FY

2010

, 201

1 an

d 20

12. W

e pl

an t

o im

prov

e th

e pr

ogra

m m

odel

to

deliv

er b

ette

r an

d m

ore

impa

ctfu

l sch

olar

res

ults

, exp

and

the

staf

f an

d sy

stem

’s c

apac

ity t

o im

plem

ent,

eva

luat

e an

d re

plic

ate

our

prog

ram

, and

sec

ure

and

sust

ain

a hi

gh le

vel o

f ch

ampi

ons

and

reso

urce

s to

sup

port

the

w

ork.

F

Y 20

08 a

nd 2

009

wer

e er

as o

f tr

ansf

orm

atio

n. H

ighe

r Ac

hiev

emen

t tr

ansf

orm

ed it

self

from

a lo

cal s

ervi

ce s

hop

to a

na

tiona

l org

aniz

atio

n w

ith lo

cal a

ffili

ates

: Ba

ltim

ore

and

DC

Met

ro.

Inve

stm

ents

fro

m T

he A

tlant

ic P

hila

nthr

opie

s an

d th

e Ja

ck K

ent

Cook

e Fo

unda

tion

allo

wed

Hig

her

Achi

evem

ent

to e

nhan

ce it

s in

form

atio

n sy

stem

and

sta

ffin

g st

ruct

ure,

cod

ify a

nd d

ocum

ent

its

prog

ram

mod

el, a

nd e

xpan

d its

rea

ch in

tw

o ad

ditio

nal s

choo

l dis

tric

ts:

Alex

andr

ia, V

A an

d Ba

ltim

ore,

MD

. At

the

end

of F

Y 20

09,

Hig

her

Achi

evem

ent

will

hav

e se

rved

600

stu

dent

s –

400

in W

ashi

ngto

n, D

C; 8

0 in

Ale

xand

ria, V

A, a

nd 1

20 in

Bal

timor

e, M

D.

The

next

thr

ee y

ears

(20

10, 2

011,

and

201

2) w

ill b

e a

perio

d of

est

ablis

hing

add

ition

al c

ente

rs in

DC

Met

ro a

nd B

altim

ore

and

repl

icat

ing

in o

ther

com

mun

ities

. T

his

grow

th w

ill b

e gr

ound

ed in

con

tinuo

us le

arni

ng a

nd in

nova

tion,

incr

ease

d ca

paci

ty, a

nd t

he

grow

th a

nd s

usta

inab

ility

of

cham

pion

s an

d re

sour

ces.

K

ey P

rior

itie

s:

I.

Im

plem

ent,

ass

ess

and

impr

ove

the

prog

ram

mod

el t

o ge

ner

ate

mor

e im

pact

ful s

chol

ar o

utc

omes

II.

Expa

nd

the

capa

city

of

staf

f an

d sy

stem

s to

del

iver

, eva

luat

e an

d re

plic

ate

the

prog

ram

to

serv

e m

ore

com

mu

nit

ies

and

sch

olar

s.

II

I.

Secu

re a

nd

sust

ain

a g

row

ing

base

of

reso

urc

es a

nd

cham

pion

s to

su

ppor

t ou

r w

ork

loca

lly a

nd

nat

ion

ally

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

I.

Im

plem

ent,

ass

ess

and

impr

ove

the

prog

ram

mod

el t

o ge

ner

ate

mor

e im

pact

ful s

chol

ar o

utc

omes

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

All H

ighe

r Ac

hiev

emen

t Ce

nter

s ar

e im

plem

entin

g a

cons

iste

nt c

ore

prog

ram

m

odel

• In

corp

orat

e ea

rly P

/PV

findi

ngs

into

cor

e m

odel

. •

Impl

emen

t m

anag

emen

t da

shbo

ards

. •

Asse

ss a

nd a

ct o

n in

tern

al a

sses

smen

t ne

eds.

•

Rev

ise

men

tor

and

teac

her

trai

ning

to

refle

ct c

ore

mod

el

elem

ents

. •

Dev

elop

/sol

idify

nat

iona

l tea

m a

nd E

Ds

as c

ore

mod

el

expe

rts.

•

Obs

erve

Cen

ters

to

gaug

e co

re m

odel

impl

emen

tatio

n.

• Fu

lly im

plem

ent

data

inte

grity

/val

idat

ion

prac

tices

. •

Eval

uate

and

ref

ine

staf

f tr

aini

ng t

o re

flect

cor

e m

odel

(M

axim

ize

use

of t

ech

tool

s).

• Se

cure

cop

yrig

ht p

erm

issi

ons.

•

Fully

inco

rpor

ate

soci

al ju

stic

e co

ncep

ts t

hrou

ghou

t or

gani

zatio

n.

1.

Qua

lity

asse

ssm

ent

tool

bas

ed o

n co

re m

odel

(q

ualit

ativ

e an

d qu

antit

ativ

e in

fo).

2.

Ref

ined

Cen

ter

tool

s th

at r

efle

ct c

ore

mod

el

(Cen

ter,

Men

tor,

ST,

ET

obse

rvat

ion

form

s;

trim

este

rly).

3.

Po

rtfo

lio p

rogr

am.

4.

Def

initi

on o

f so

cial

just

ice

them

es a

nd h

ow t

hey

appl

y in

diff

eren

t ar

eas

of t

he o

rgan

izat

ion

. 5.

Re

fined

men

tor,

tea

cher

, sta

ff t

rain

ing

mod

ules

. 6.

Li

ve, w

eb-b

ased

sup

port

tec

hnol

ogy.

7.

O

nlin

e vi

deo

guid

es.

8.

Cent

er v

ideo

with

voi

ceov

er.

Scho

lar

indi

vidu

aliz

atio

ns a

nd in

nova

tions

de

velo

ped

at C

ente

rs a

re o

utco

mes

-bas

ed

• Im

plem

ent

syst

em t

o gu

ide

staf

f in

nova

tions

. •

Ref

ine

IAP

proc

ess

for

tailo

ring

prog

ram

ele

men

ts t

o in

divi

dual

sch

olar

nee

ds, b

ased

on

data

/out

com

es.

• D

evel

op s

yste

m f

or f

eedb

ack

loop

: ne

w in

nova

tions

to

othe

r Ce

nter

s/af

filia

tes

and

to N

atio

nal

o

Cond

uct

obse

rvat

ions

o

At

tend

mee

tings

o

Rev

iew

obs

erva

tion

note

s an

d tr

imes

terli

es

o

Inco

rpor

ate

cros

s-af

filia

te b

est

prac

tice-

shar

ing

into

an

nual

ret

reat

•

Dev

elop

pro

cedu

res

for

keep

ing

affil

iate

sta

ff e

ngag

ed

with

out

side

pro

fess

iona

l dev

elop

men

t op

port

uniti

es,

natio

nal t

rend

s, r

esea

rch.

1.

Tool

for

Cen

ter

staf

f to

gui

de in

nova

tion

desi

gn.

2.

Ref

ined

IAP

too

l and

men

u of

inte

rven

tions

(“

Trac

ks”

for

men

tors

to

follo

w).

3.

Pr

otoc

ols

for

annu

al r

evie

w/c

aptu

re o

f ne

w

inno

vatio

ns.

4.

Tech

nolo

gy t

ools

to

faci

litat

e cr

oss-

affil

iate

info

sh

arin

g an

d tr

aini

ng.

5.

Ric

h ex

tens

ions

and

cho

ices

bui

lt in

to le

sson

s (c

onne

cts

to m

ento

r tr

aini

ng).

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Nat

iona

l Ope

ratin

g Pl

an

II.

Expa

nd

the

capa

city

of

staf

f an

d sy

stem

s to

del

iver

, eva

luat

e an

d re

plic

ate

the

prog

ram

to

serv

e m

ore

com

mu

nit

ies

and

sch

olar

s

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

HA

is b

ette

r pr

epar

ed t

o su

ppor

t ne

w a

ffili

ate

laun

ch a

ctiv

ities

for

the

yea

r be

fore

and

du

ring

laun

ch

• Co

mpl

ete

debr

ief

disc

ussi

ons

of B

altim

ore

affil

iate

laun

ch.

• D

ocum

ent

affil

iate

laun

ch s

teps

, nee

ds, a

nd m

etric

s.

• Re

fine

exis

ting

proc

esse

s/m

ater

ials

for

aff

iliat

e la

unch

.

1.

Polic

ies,

pro

cedu

res

and

supp

ortin

g m

ater

ials

sp

ecifi

c to

aff

iliat

e la

unch

. 2.

“T

-min

us 1

2 m

onth

s to

laun

ch”

cale

ndar

of

activ

ities

(Be

st a

nd w

orst

cas

e sc

enar

ios)

. 3.

D

ashb

oard

met

rics

spec

ific

to la

unch

yea

r.

4.

Refin

ed “

laun

ch a

ffili

ate”

sta

ff t

rain

ing

task

list

. 5.

Ref

ined

ann

ual t

rain

ing

cale

ndar

.

Org

aniz

atio

nal c

apac

ity is

opt

imiz

ed a

nd

enha

nced

by

orie

ntat

ion,

tra

inin

gs a

nd

prof

essi

onal

dev

elop

men

t th

at is

tes

ted

and

prov

en t

o ad

vanc

e st

aff

capa

city

and

kn

owle

dge

of t

he f

ield

and

incr

ease

sta

ff

abili

ty t

o re

plic

ate

the

core

mod

el w

ith

cons

iste

ncy

and

qual

ity

• Im

plem

ent

asse

ssm

ent

proc

ess

to m

easu

re e

ffec

tiven

ess,

kn

owle

dge

tran

sfer

and

RO

I, e

spec

ially

as

it pe

rtai

ns t

o pr

ofes

sion

al d

evel

opm

ent.

•

Iden

tify

and

impl

emen

t ke

y tr

aini

ng a

nd p

rofe

ssio

nal

deve

lopm

ent

activ

ities

cor

e to

pro

duci

ng s

chol

ar o

utco

mes

.•

Enha

nce

corp

orat

e cu

lture

by

deep

enin

g th

e di

vers

ity,

conf

lict

man

agem

ent

and

com

mun

icat

ions

tra

inin

g.

• D

evel

op e

ffec

tive

part

ners

hips

to

impr

ove

pipe

line

of n

ew

tale

nt t

o th

e or

gani

zatio

n (e

.g.,

min

ority

hiri

ng, s

umm

er

teac

hers

, etc

.) .

• En

hanc

e us

age

of S

ucce

ssFa

ctor

s in

hum

an r

esou

rce

man

agem

ent

and

deve

lopi

ng s

yste

ms

of a

ccou

ntab

ility

for

ev

ery

posi

tion.

•

Ensu

re o

vera

ll or

gani

zatio

nal a

lignm

ent

with

Boa

rd’s

st

rate

gic

goal

s.

1.

Enha

nced

ass

essm

ent

tool

to

test

kno

wle

dge

tran

sfer

and

ben

efit.

2.

36

0s d

eplo

yed

prio

r to

201

0 se

mi-a

nnua

l ret

reat

3.

An

nual

ret

reat

. 4.

Pa

rtne

rshi

ps for

sum

mer

tea

cher

hiri

ng f

or e

ach

affil

iate

and

/or

natio

nal.

Syst

ems

are

effic

ient

, acc

urat

e an

d su

ppor

t na

tiona

l and

aff

iliat

e w

ork,

info

rmat

ion

shar

ing

and

a re

sults

and

out

com

es f

ocus

ed d

isci

plin

e

• Co

ntin

ue t

o as

sess

and

exp

and

way

s th

e sy

stem

s en

hanc

e st

aff

prod

uctiv

ity.

• Ex

pand

ISI

S ca

paci

ty t

o su

ppor

t ou

tcom

es r

elat

ed t

o pa

rent

an

d te

ache

r en

gage

men

t –

trai

n st

aff

on h

ow t

o le

vera

ge

this

cap

acity

. •

Ensu

re s

taff

are

ada

ptin

g to

sys

tem

s an

d ac

cess

ing

/rec

eivi

ng k

ey d

ata

in a

tim

ely

and

cons

truc

tive

man

ner.

1.

Im

prov

ed r

esul

ts o

n sy

stem

s qu

estio

ns r

efle

cted

in

the

sem

i-ann

ual a

sses

smen

t. G

oal:

sys

tem

s m

ake

wor

k ea

sier

= a

vg 4

.25

and

eff

ectiv

e tr

aini

ng o

n sy

stem

s =

avg

4.2

5 (5

pt

scal

e).

2.

Syst

ems

Usa

ge R

epor

ts (

need

bas

elin

e an

d pe

riodi

c).

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

• En

sure

s sy

stem

s ar

e su

ppor

ting

core

mod

el r

eplic

atio

n as

w

ell a

s be

st-p

ract

ice

shar

ing

and

inno

vatio

n.

• Le

vera

ge m

ultip

le d

ata

syst

ems

to s

uppo

rt m

anag

emen

t da

shbo

ard

and

timel

y ac

cess

to

criti

cal r

esul

ts a

nd

outc

omes

dat

a.

• O

ptim

ize

mee

ting

stru

ctur

e to

max

imiz

e co

llabo

ratio

n an

d re

sults

foc

us.

• As

sess

Nat

iona

l’s e

ffec

tiven

ess

at m

aint

aini

ng s

tron

g N

atio

nal/A

ffili

ate

rela

tions

hips

.

Whi

le in

crea

sing

in s

cale

and

siz

e, H

ighe

r Ac

hiev

emen

t co

ntin

ues

to b

e a

high

ly

rega

rded

and

res

pect

ed w

ork

envi

ronm

ent

with

hig

h em

ploy

ee r

eten

tion

and

empl

oyee

sa

tisfa

ctio

n ra

tes

• Su

ppor

t th

e w

ork

of t

he N

atio

nal t

eam

, ens

urin

g CE

O is

fr

eed

of o

pera

tiona

l res

pons

ibili

ties

and

that

all

Chie

fs h

ave

the

tool

s, d

ecis

ions

and

str

ateg

ic g

uida

nce

to m

axim

ize

thei

r ro

les.

•

Asse

ss a

nd in

corp

orat

e fin

ding

s fr

om s

emi-a

nnua

l em

ploy

eesa

tisfa

ctio

n su

rvey

. D

evel

op m

etho

d to

enh

ance

in

form

atio

n ga

ther

ing.

•

Cont

inue

to

eval

uate

com

pens

atio

n pa

ckag

e an

d m

aint

ain

com

petiv

enes

s in

the

fie

ld.

• Ex

pand

hum

an r

esou

rce

adm

inis

trat

ive

capa

city

.

1.

Enha

nced

sta

ffin

g pl

an f

or N

atio

nal O

ffic

e 2.

90

% s

taff

ret

entio

n 3.

Em

ploy

ee s

atis

fact

ion

surv

ey–

aver

age

empl

oyee

re

spon

se t

o ov

eral

l sat

isfa

ctio

n at

Hig

her

Achi

evem

ent

is 4

.25

(5 p

t sc

ale.

)

To m

aint

ain

bran

d in

tegr

ity a

nd e

nsur

e co

nsis

tent

mes

sagi

ng b

oth

inte

rnal

ly a

nd

exte

rnal

ly b

y de

velo

ping

inte

rnal

too

ls a

nd

proc

esse

s

Stra

tegi

es

•

Dev

elop

a s

yste

m t

o tr

ack

all c

omm

unic

atio

ns

rela

ted

activ

ities

thr

ough

out

the

year

. •

Reg

ular

ly m

onito

r th

e m

edia

cul

ling

for

info

rmat

ion

abou

t H

ighe

r Ac

hiev

emen

t or

info

rmat

ion

that

the

or

gani

zatio

n ne

eds

to r

espo

nd t

o.

• Es

tabl

ish

inte

rnal

com

mun

icat

ions

pro

cess

es a

nd

prot

ocol

s be

twee

n na

tiona

l and

aff

iliat

es.

• Es

tabl

ish

inte

rnal

pro

cess

es f

or c

olle

ctin

g an

d ar

chiv

ing

men

tor,

sch

olar

and

alu

mni

sto

ries.

•

Crea

te a

long

-ter

m a

ffili

ate

supp

ort

plan

. •

Esta

blis

h gu

idel

ines

for

ass

essi

ng w

hen

the

orga

niza

tion

shou

ld le

vera

ge a

n op

port

unity

/res

pond

to

item

s in

the

new

s.

• Cr

eate

a f

eedb

ack

syst

em for

ass

essi

ng

com

mun

icat

ions

str

ateg

ies

and

thei

r ef

fect

iven

ess.

Del

iver

able

s 1.

Ca

lend

ar o

f ac

tiviti

es o

n Sh

arep

oint

incl

udin

g:

even

ts, p

ress

rel

ease

s, b

log

laun

ch a

nd u

pdat

es,

maj

or m

ailin

gs, r

evie

w o

f m

arke

ting

mat

eria

ls,

regu

lar

outr

each

to

med

ia, n

ewsl

ette

r, w

ebsi

te

upda

tes,

dai

ly r

evie

w o

f ke

y ne

wsp

aper

s, b

logs

an

d w

ebsi

tes,

wee

kly

revi

ew o

f th

e m

edia

, etc

. 2.

Pr

otoc

ols

and

proc

esse

s on

sha

repo

int

rega

rdin

g co

mm

unic

atio

ns r

elat

ed a

ctiv

ities

. 3.

D

atab

ase

of m

ento

r, s

chol

ar a

nd a

lum

ni s

torie

s.

4.

Long

-ter

m a

ffili

ate

supp

ort

plan

tha

t in

clud

es a

n or

gani

zatio

nal c

hart

, job

des

crip

tions

and

flo

w o

f co

mm

unic

atio

n.

5.

Gui

delin

es/c

heck

list

for

asse

ssin

g co

mm

unic

atio

ns

oppo

rtun

ities

. 6.

D

ashb

oard

tha

t re

flect

s us

age

of v

ario

us n

ew Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

med

ia a

nd s

ocia

l net

wor

king

too

ls, w

ebsi

te h

its,

pres

s hi

ts, e

tc.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

II

I.

Secu

re a

nd

sust

ain

a g

row

ing

base

of

reso

urc

es a

nd

cham

pion

s to

su

ppor

t ou

r w

ork

loca

lly a

nd

nat

ion

ally

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

Gro

undw

ork

is la

id f

or a

ffili

ate

laun

ch in

2 n

ew c

ities

•

Com

plet

e du

e di

ligen

ce o

n ta

rget

ed la

unch

citi

es.

• Bu

ild “

pull”

to

new

citi

es.

1.

Due

dili

genc

e in

fo p

acka

ges

for

targ

eted

citi

es

2.

RFP

proc

ess

for

new

citi

es.

3.

Rel

atio

nshi

ps w

ith k

ey s

take

hold

ers

in t

arge

ted

citie

s.

4.

Loca

l pip

elin

es f

or n

ew a

ffili

ate

Exec

utiv

e D

irect

ors.

HA

cont

ribut

es t

o st

reng

then

ing

the

field

of

OST

•

Cont

inue

wor

king

with

“co

mpe

titio

n pa

rtne

rs”

in

com

mon

are

as.

• Id

entif

y an

d de

velo

p pa

rtne

rs w

ho c

ould

influ

ence

ex

pans

ion

(e.g

., PE

N).

•

Pres

ent/

build

rel

atio

nshi

ps a

t co

nfer

ence

s as

a

high

-qua

lity,

inno

vativ

e, r

esea

rch-

base

d m

odel

. •

Dev

elop

boa

rd P

&P

Com

mitt

ee w

ork.

•

Prep

are

curr

icul

um f

or o

utsi

de p

rom

otio

n/sh

arin

g.

1.

Stro

ng s

tand

ard

conf

eren

ce p

rese

ntat

ions

aro

und

prog

ram

, dat

a, v

olun

teer

s, e

xpan

sion

, tra

inin

g—ar

eas

we

can

show

case

.

Incr

ease

the

fin

anci

al s

usta

inab

ility

of

the

orga

niza

tion

and

deve

lop

mor

e di

vers

e re

venu

e st

ream

s.

• Pu

rsue

loca

l, st

ate

and

fede

ral d

olla

rs.

Focu

s on

re

new

able

rev

enue

str

eam

s (S

ES, 2

1st C

entu

ry,

Title

I)

and

inno

vatio

n fu

nds.

•

Culti

vate

fou

ndat

ions

tha

t ar

e na

tiona

l in

scop

e.

• Cu

ltiva

te n

ew c

orpo

rate

par

tner

ship

s.

• Ex

pand

rel

atio

nshi

ps w

ith in

divi

dual

s (e

.g. a

lum

ni,

fam

ilies

, men

tors

, etc

.) t

hat

can

help

mee

t de

velo

pmen

t go

als.

•

Mai

ntai

n re

latio

nshi

ps w

ith a

nd in

vest

men

ts f

rom

cu

rren

t fu

nder

s.

1.

Rai

se $

6.5M

by

Augu

st 2

010,

$6.

0M f

or r

egul

ar

oper

atin

g ex

pens

es a

nd $

500K

for

res

erve

. 2.

Rev

enue

str

eam

s w

ill b

e al

loca

ted

as f

ollo

ws:

fo

unda

tions

45%

, pub

lic f

undi

ng 4

0%,

corp

orat

ions

10%

and

indi

vidu

als

5%.

3.

Com

preh

ensi

ve lo

cal,

stat

e an

d fe

dera

l str

ateg

y is

m

appe

d ou

t an

d up

date

d qu

arte

rly.

4.

SES

appl

icat

ions

com

plet

ed a

nd s

ubm

itted

for

ex

pans

ion

citie

s.

5.

Don

ors

and

pros

pect

s ar

e ac

tivel

y m

anag

ed

thro

ugh

a st

anda

rd r

epor

ting/

grad

ing

mec

hani

sm

and

regu

lar

deve

lopm

ent

mee

tings

.

•

Dev

elop

the

sys

tem

s ne

cess

ary

to e

nsur

e ac

tiviti

es

acro

ss t

he w

hole

org

aniz

atio

n ar

e be

ing

leve

rage

d an

d no

t re

plic

ated

.

1.

All d

evel

opm

ent

staf

f ar

e tr

aine

d an

d ar

e us

ing

Rais

er’s

Edg

e.

2.

All r

epor

ts a

re g

ener

ated

fro

m R

aise

rs E

dge.

3.

Rai

ser’s

Edg

e is

eff

ectiv

ely

actin

g as

the

det

ail

reco

rd f

or a

ccou

ntin

g.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

4.

Rai

ser’s

Edg

e tr

aini

ng a

nd r

epor

ting

syst

em a

re

codi

fied

and

docu

men

ted.

• Ex

pand

for

mal

par

tner

ship

s to

incl

ude

thos

e en

titie

s an

d in

divi

dual

s (e

.g.

Cent

er f

or I

nspi

red

Teac

hing

, Exp

erie

nceC

orps

, etc

.) t

hat

can

help

m

eet

both

dev

elop

men

t an

d pr

ogra

m g

oals

.

1.

At le

ast

one

form

al (

i.e. M

OU

) na

tiona

l par

tner

ship

. 2.

At

leas

t on

e jo

int

prop

osal

is s

ubm

itted

to

a fu

nder

.3.

At

min

imum

, tw

o m

embe

rs o

f Co

ngre

ss a

re a

ctiv

e su

ppor

ters

of th

e or

gani

zatio

n an

d ar

e ac

cess

ible

.

• Rec

ruit

a pr

omin

ent

natio

nal b

oard

and

loca

l Pr

esid

ent’s

Cou

ncils

with

cap

acity

to

mak

e or

so

licit

sign

ifica

nt g

ifts.

1.

Boar

d gi

ve o

r ge

t po

licy

is in

pla

ce a

nd e

nfor

ced

as e

vide

nced

by

dona

tions

fro

m 1

00%

of

the

boar

d.

2.

All b

oard

mem

bers

hav

e a

deve

lopm

ent

“too

lkit”

an

d ar

e tr

aine

d on

the

ir ro

le in

fun

drai

sing

. 3.

A

list

of “

Mos

t W

ante

d” b

oard

mem

bers

is a

ctiv

ely

bein

g m

anag

ed a

nd c

ultiv

ated

by

the

Boar

d D

evel

opm

ent

Com

mitt

ee a

nd w

ith s

taff

sup

port

. 4.

An

aff

iliat

e to

olki

t is

dev

elop

ed t

hat

outli

nes

how

to

man

age

and

leve

rage

a P

resi

dent

’s C

ounc

il fr

omst

art-

up t

o m

atur

ity.

5.

A sh

ort-

list

of P

resi

dent

’s C

ounc

il m

embe

rs in

ex

pans

ion

citie

s ar

e ac

tivel

y be

ing

culti

vate

d.

• En

gage

key

sta

keho

lder

s in

exp

ansi

on c

ities

. 1.

An

chor

fun

ders

for

new

exp

ansi

on c

ities

hav

e be

en id

entif

ied

and

are

bein

g cu

ltiva

ted.

To in

crea

se a

war

enes

s of

Hig

her

Achi

evem

ent

and

po

sitio

n th

e or

gani

zatio

n as

a le

ader

in t

he O

ST f

ield

re

sulti

ng in

:

o

Incr

ease

d do

natio

ns

o

Stea

dy s

uppl

y of

vol

unte

ers

o

Stea

dy s

uppl

y of

sch

olar

s an

d fa

mili

es

o

Incr

ease

d aw

aren

ess

of m

iddl

e sc

hool

issu

es

o

Opp

ortu

nitie

s fo

r ex

pans

ion

o

Opp

ortu

nitie

s to

aff

ect

polic

y

• Id

entif

y an

d de

fine

targ

et a

udie

nces

•

Dev

elop

mes

sage

s sp

ecifi

cally

for

iden

tifie

d ta

rget

aud

ienc

es

1.

List

of

clea

rly d

efin

ed t

arge

t au

dien

ces

2.

Mes

sage

map

s by

aud

ienc

e 3.

Trai

ning

too

lkit

for

staf

f an

d bo

ard

• Es

tabl

ish

rela

tions

hips

with

key

rep

orte

rs a

nd

edito

rs.

• Re

gula

rly c

omm

unic

ate

with

key

med

ia o

utle

ts,

prom

otin

g H

ighe

r Ac

hiev

emen

t as

a r

esou

rce

to

the

med

ia o

n is

sue-

rela

ted

artic

les.

•

Whe

n ap

prop

riate

, res

pond

to

issu

e re

late

d ar

ticle

s th

roug

h op

-eds

and

lett

ers

to t

he e

dito

r.

1.

Med

ia t

oolk

it fo

r af

filia

tes

(e.g

. pre

ss r

elea

se

tem

plat

es, m

edia

list

s, a

dvoc

ate/

part

ner

list,

st

atis

tics/

fact

s do

cum

ent,

etc

.).

2.

Med

ia t

rain

ing

mod

ule

for

affil

iate

ED

s.

3. Areas of expertise mailing.

4.

M

edia

kit

in b

oth

prin

t an

d el

ectr

onic

for

mat

.

•Res

earc

h an

d pr

iorit

ize

new

med

ia a

nd s

ocia

l 1.

New

and

impr

oved

web

site

.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

N

atio

nal O

pera

ting

Plan

netw

orki

ng o

ppor

tuni

ties

(e.g

. Fac

eboo

k,

Twitt

er, L

inke

dIn,

You

Tube

, etc

.).

• Re

desi

gn a

nd la

unch

the

web

site

. •

Crea

te a

nd la

unch

a b

log

2.

Blog

tha

t is

reg

ular

ly u

pdat

ed, e

ngag

ing

and

rele

vant

. 3.

St

rate

gic

plan

for

laun

chin

g an

d le

vera

ging

at

leas

t tw

o ne

w s

o cia

l net

wor

king

too

ls.

4.So

cial

net

wor

king

pro

toco

ls.

• Co

nduc

t a

serie

s of

pol

icym

aker

brie

fings

in k

ey

com

mun

ities

(e.

g. c

urre

nt a

nd f

utur

e pr

ogra

m

site

s).

• Cu

ltiva

te a

nd s

tew

ard

key

mem

bers

of Co

ngre

ss.

• Id

entif

y ke

y is

sues

and

dev

elop

and

dis

sem

inat

e w

hite

pap

ers

1.

A m

inim

um o

f th

ree

brie

fings

: D

C M

etro

, Bal

timor

e an

d on

e ex

pans

ion

city

. 2.

A

list

of k

ey m

embe

rs o

f Co

ngre

ss e

ach

with

a

culti

vatio

n st

rate

gy in

clud

ing

the

tool

s ne

cess

ary

toim

plem

ent

the

plan

s.

3.

A m

inim

um o

f tw

o w

hite

pap

ers

com

plet

ed a

nd

diss

emin

ated

.

• Id

entif

y an

d in

trod

uce

Hig

her

Achi

evem

ent

to

advo

cacy

and

mem

bers

hip

orga

niza

tions

tha

t re

pres

ent

key

stak

ehol

ders

. •

Seek

end

orse

men

ts f

rom

thi

rd-p

arty

adv

ocat

es

that

will

giv

e H

ighe

r Ac

hiev

emen

t na

tiona

l cr

edib

ility

. •

Iden

tify

high

pro

file

conf

eren

ces

and

appl

y to

ha

ve k

ey s

taff

par

ticip

ate

eith

er a

s pr

esen

ters

or

on p

anel

s.

• U

tiliz

e a

spea

kers

bur

eau

to a

tten

d se

cond

ary

conf

eren

ces,

par

ticip

ate

on p

anel

s, s

peak

on

radi

o an

d te

levi

sion

tal

k sh

ows

and

gene

rally

pr

ovid

e a

voic

e on

OST

rel

ated

issu

es.

• Pa

rtic

ipat

e in

thi

rd-p

arty

nat

iona

l eve

nts

that

are

ed

ucat

ion

rela

ted

and

brin

gs v

isib

ility

to

the

orga

niza

tion

and/

or b

uild

s a

rela

tions

hip

with

a

key

stak

ehol

der

grou

p.

1.

Mee

tings

and

reg

ular

eng

agem

ent

with

a m

inim

um

of t

wo

advo

cacy

org

aniz

atio

ns.

2.

A m

inim

um o

f tw

o en

dors

emen

ts f

rom

nat

iona

lly

reco

gniz

ed t

hird

par

ty a

dvoc

ates

. 3.

Ap

plic

atio

ns s

ubm

itted

to

a m

inim

um o

f th

ree

conf

eren

ces

4.

Addi

tion

of t

hird

-par

ty a

ctiv

ities

to

the

com

mun

icat

ions

cal

enda

r (e

.g. E

duca

tion

Wee

k,

Nat

iona

l Day

of

Serv

ice,

etc

.) w

ith o

rgan

ized

eve

nts

and

an o

utre

ach

plan

to

supp

ort

them

.

• As

sess

cur

rent

mar

ketin

g co

llate

ral:

upda

te

anyt

hing

tha

t is

out

of

date

and

iden

tify

gaps

-

deve

lop

mat

eria

ls/p

rodu

cts

that

fill

tho

se g

aps.

1.

Com

mun

icat

ions

too

l kit

incl

udin

g: b

roch

ures

, in

vita

tions

, fly

ers,

tem

plat

es (

flyer

tem

plat

es,

Pow

erPo

int

deck

, etc

.), P

ower

Poin

t pr

esen

tatio

n,

and

vide

os.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

I.

Impl

emen

t, a

sses

s an

d im

prov

e th

e pr

ogra

m m

odel

to

gen

erat

e m

ore

impa

ctfu

l sch

olar

ou

tcom

es

Goa

ls

Stra

tegi

es a

nd

Act

ivit

ies

Expe

cted

Ou

tcom

es

Culti

vate

con

sist

ently

pos

itive

cul

ture

and

ex

pect

atio

ns o

f ac

adem

ic r

igor

at

Cent

ers

• Ag

ree

on a

nd s

hare

cle

ar c

ultu

re

expe

ctat

ions

and

app

roac

hes

amon

g al

l Ce

nter

s.

• En

sure

tha

t cu

lture

of

high

exp

ecta

tions

and

rig

or is

com

mon

acr

oss

all c

ompo

nent

s of

pr

ogra

m (

men

torin

g se

ssio

ns, s

tudy

hal

l, su

mm

er a

cade

my

clas

ses,

ele

ctiv

es, e

tc.)

. •

Pilo

t st

rate

gies

to

uniq

uely

eng

age

7th

grad

ers

(pos

sibl

y in

clud

ing

serv

ice

proj

ects

, gi

rls/b

oys

faci

litat

ed d

iscu

ssio

n gr

oups

, goa

l-se

ttin

g an

d ch

eck-

ins…

ask

for

sch

olar

s’

inpu

t be

fore

dec

idin

g on

app

roac

h) .

•Im

plem

ent

AYD

Tra

inin

g, s

ee g

oal 5

.

1.

Visi

ble

com

mon

ly e

nfor

ced

cultu

re

expe

ctat

ions

at

all f

ive

cent

ers.

To

incl

ude

spiri

t, e

xcel

lenc

e, r

espe

ct, a

nd s

ocia

l jus

tice.

Re

fere

nce

AYD

prin

cipl

es.

2.

80%

of

Cent

er o

bser

vatio

ns r

epor

t pr

ofic

ient

or

adv

ance

d on

cul

ture

. 3.

95

% s

chol

ar a

tten

danc

e of

act

ive

rost

er.

4.

Of

scho

lars

iden

tifie

d w

ith s

choo

l att

enda

nce

prob

lem

s, 8

0% im

prov

e.

5.

X% r

eten

tion

thro

ugho

ut A

FSA

and

AFSA

–

SA a

nd t

hrou

ghou

t SA

.

6.

Mul

ti-ye

ar r

eten

tion

goal

.

• Pr

ovid

e on

goin

g tr

aini

ng a

nd s

uppo

rt in

m

anag

emen

t, g

roup

fac

ilita

tion,

and

su

perv

isio

n to

ful

l tim

e an

d pa

rt-t

ime

staf

f, m

ento

rs, a

nd s

umm

er t

each

ers.

o

M

onth

ly C

ente

r ba

sed

staf

f m

eetin

gs

and

men

tor

chec

k-in

s in

corp

orat

e te

chni

cal s

uppo

rt s

essi

ons.

o

M

ento

rs, f

ull-t

ime

staf

f, an

d pa

rt-t

ime

staf

f ac

tivel

y as

sist

in t

he fac

ilita

tion

of

com

mun

ity m

eetin

g, c

ente

r ba

sed

even

ts, a

nd g

athe

ring

time.

o

D

eput

y D

irect

or/D

SO c

ondu

cts

quar

terly

FT

sta

ff t

rain

ings

on

man

agem

ent

and

supe

rvis

ion.

1.

On

part

-tim

e st

aff,

sum

mer

tea

cher

and

m

ento

r en

d-of

-yea

r ev

alua

tions

, 90%

rep

ort

that

the

y w

ould

ret

urn

to H

ighe

r Ac

hiev

emen

t, if

ava

ilabl

e.

Bols

ter

stru

ctur

ed o

ppor

tuni

ties

to e

duca

te a

nd

enga

ge p

aren

ts in

the

edu

catio

n of

the

ir sc

hola

r.

• D

efin

e “p

aren

tal e

ngag

emen

t” f

or H

ighe

r Ac

hiev

emen

t. Res

earc

h ef

fect

ive

pare

n2ta

l en

gage

men

t st

rate

gies

in t

he f

ield

. •

Pilo

t pa

rent

edu

catio

n w

orks

hops

to

prom

ote

• Cu

lture

of

lear

ning

and

aca

dem

ic

achi

evem

ent

at C

ente

rs, i

n pa

rtne

rshi

p w

ith

1.

Cond

uct

2-3

cent

er-b

ased

wor

ksho

ps w

ith a

t le

ast

50%

of pa

rent

s to

att

end.

10

0% o

f ris

ing

8th g

rade

par

ents

par

ticip

ate

in o

ne o

n on

e pl

acem

ent

asse

ssm

ent

and

atte

nd

scho

ol a

dmis

sion

s co

nfer

ence

.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

Scho

lar

Serv

ices

. Top

ics

to c

onsi

der:

AYD

pr

inci

ples

, how

to

be a

n ef

fect

ive

educ

atio

n ad

voca

te f

or y

our

child

, und

erst

andi

ng t

he

high

sch

ool l

ands

cape

, etc

. (de

pend

ent

upon

pa

rent

inpu

t).

• Es

tabl

ish

Cent

er-b

ased

par

ent

advi

sory

co

unci

ls a

t at

leas

t tw

o Ce

nter

s, w

hich

ad

vise

sta

ff a

nd r

each

out

to

larg

er p

aren

t po

ol.

• Ref

orm

at B

ack-

to-H

A ni

ght

(or

Than

ksfe

st,

whe

n gr

oups

are

mor

e se

ttle

d) t

o co

nnec

t m

ento

rs a

nd p

aren

ts.

1.

30%

of

fam

ilies

con

trib

ute

to C

ente

r pr

ogra

mm

ing-

men

torin

g, p

lann

ing

even

ts,

outr

each

ing

to o

ther

par

ents

. 2.

H

old

at le

ast

3 pa

rent

adv

isor

y co

unci

l m

eetin

gs, w

ith a

t le

ast

10 p

aren

ts a

tten

ding

.

Leve

rage

dat

a sy

stem

s to

indi

vidu

aliz

e se

rvic

es

for

scho

lars

, to

acco

unt

for

lear

ning

nee

ds

• D

efin

e “r

ed”,

“ye

llow

” an

d “g

reen

” –

to

incl

ude

grad

es, b

ehav

ior,

and

HA

atte

ndan

ce.

• Es

tabl

ish

men

u of

inte

rven

tions

for

sch

olar

s in

eac

h ca

tego

ry (

red,

yel

low

, gre

en),

di

ffer

entia

ted

by r

ole

(men

tor,

CD

, ACD

, Ac

hiev

emen

t Co

ach)

. •

Hel

p ne

eded

fro

m c

urric

ulum

.

1.

At le

ast

mon

thly

all

scho

lars

are

rev

iew

ed

(with

inpu

t by

cen

ter

base

d st

aff)

. Dur

ing

AFSA

, sch

olar

s ar

e fla

gged

as

“red

”,

“yel

low

”, o

r “g

reen

”.

2.

Scho

lar

prof

iles

crea

ted

for

100%

of

scho

lars

af

ter

Sum

mer

Aca

dem

y be

fore

AFS

A, a

nd

shar

ed w

ith m

ento

rs a

nd a

ll Ce

nter

sta

ff.

3.

For

“red

-fla

gged

” sc

hola

rs, I

APs

are

crea

ted

and

upda

ted

each

mon

th, a

nd t

hen

shar

ed

with

men

tors

, ach

ieve

men

t co

ache

s, a

nd

clas

sroo

m t

each

ers

of c

onso

rtiu

m s

choo

ls.

Upd

ated

mon

thly

unt

il m

oved

to

yello

w o

r gr

een.

4.

Re

duce

# o

f re

d fla

gged

sch

olar

s ea

ch

mon

th b

y x%

. G

oal:

70%

in g

reen

by

end

of

AFSA

. 5.

U

se 3

60s

to m

easu

re a

ttitu

de/b

ehav

ior

chan

ge…

det

erm

ine

base

line,

the

n ra

te o

f im

prov

emen

t.

• D

evel

op a

nd im

plem

ent

a tr

aini

ng a

nd

supp

ort

prog

ram

for

vol

unte

er s

tudy

hal

l ai

des,

men

tors

, and

ach

ieve

men

t co

ache

s,

base

d on

the

dia

gnos

tics

and

inte

rven

tions

an

d AY

D.

1.

80%

of

men

tors

are

tra

ined

with

in f

irst

2 m

onth

s of

AFS

A.

2.

95%

of

Cent

er-b

ased

sta

ff a

re t

rain

ed w

ithin

fir

st 2

mon

ths

of A

FSA.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

• Sh

are

supp

lem

enta

l mat

eria

l with

men

tors

to

bett

er a

ddre

ss a

ll sc

hola

rs’ l

earn

ing

leve

ls.

Use

Sha

repo

int

to d

isse

min

ate.

1.

At le

ast

50%

of

scho

lars

impr

ove

by 1

lett

er

grad

e in

mat

h or

rea

ding

. 2.

At le

ast

50%

impr

ove

test

sco

res

by 3

%.

• Te

ach

basi

c st

udy

habi

ts in

orie

ntat

ion

wee

k,

usin

g Co

vey

fram

ewor

k.

•Le

vera

ge s

tudy

hal

l to

rein

forc

e st

udy

habi

ts.

1.

100%

of

scho

lars

kee

p an

d us

e ag

enda

bo

oks

(pro

vide

d by

HA

or s

choo

l or

else

whe

re)

ever

y w

eek

in s

tudy

hal

l.

Impr

ove

Hig

h Sc

hool

Pla

cem

ent

Prep

arat

ion

and

Out

com

es

• Tr

ain

8th g

rade

men

tors

on

high

sch

ool

plac

emen

t pr

oces

s, a

nd t

heir

role

. •

Keep

men

tors

info

rmed

of hi

gh s

choo

l pl

acem

ent

succ

esse

s an

d ch

alle

nges

.

1.

80%

of

8th g

rade

men

tors

are

tra

ined

in h

igh

scho

ol p

lace

men

t an

d ar

e ac

tive

advo

cate

s fo

r th

eir

scho

lar.

• Ref

ine

8th g

rade

Ins

titut

e an

d 7th

gra

de

pare

nt e

duca

tion

conf

eren

ce, b

ased

on

pilo

t ye

ar e

xper

ienc

es.

• Res

tart

Hig

h Sc

hool

Pla

cem

ent

Fair.

•

Def

ine

whi

ch D

C/Al

exan

dria

sch

ool p

rogr

ams

are

“col

lege

pre

para

tory

” by

Oct

ober

30.

1.

80%

of

8th g

rade

rs a

tten

d th

e 8th

gra

de

retr

eat

and

have

com

mon

ess

ay c

ompl

eted

by

Oct

ober

30th

. 2.

At

leas

t 50

sch

olar

s/fa

mili

es a

tten

d hi

gh

scho

ol f

air.

3.

At

leas

t 50

sch

olar

s/ f

amili

es a

tten

d 7th

gra

de

pare

nt e

duca

tion

conf

eren

ce.

4.

90%

of

scho

lars

pla

ced

in c

olle

ge

prep

arat

ory

high

sch

ool (

as d

efin

ed b

y….)

.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

II.

Expa

nd

the

capa

city

of

staf

f an

d sy

stem

s to

del

iver

, eva

luat

e an

d re

plic

ate

the

prog

ram

to

serv

e m

ore

com

mu

nit

ies

& s

chol

ars

Goa

ls

Stra

tegi

es a

nd

Act

ivit

ies

Del

iver

able

s

Dev

elop

an

effe

ctiv

e le

ader

ship

and

m

anag

emen

t de

velo

pmen

t pl

an f

or s

taff

• Pr

ovid

e de

eper

tra

inin

g an

d to

ols

on y

outh

de

velo

pmen

t fo

r fu

ll tim

e an

d pa

rt-t

ime

staf

f, m

ento

rs, s

umm

er t

each

ers.

•

Spec

ific

topi

cs in

clud

e: A

YD, g

roup

fa

cilit

atio

n, t

eam

bui

ldin

g an

d su

ppor

t,

acco

unta

bilit

y to

out

com

e, e

ffec

tive

use

of

staf

f an

d re

sour

ces.

1.

Adva

ncin

g Yo

uth

Dev

elop

men

t Tr

aini

ng

DVM

tra

ined

as

AYD

fac

ilita

tor

Dir.

Of

Site

Ops

& D

ir. O

f Vo

l Mgn

t de

velo

p tr

aini

ng m

odul

es o

n yo

uth

deve

lopm

ent

for

ALL

adul

ts b

y Ja

nuar

y 30

. a.

10

0% D

C M

etro

FT

staf

f tr

aine

d in

AY

D

b.

100%

of

activ

e PT

sta

ff t

rain

ed in

AY

D

c.

80%

of

Men

tor

Advi

sory

Cou

ncil

trai

ned

in A

YD

2.

Part

-tim

e st

aff

rete

ntio

n in

crea

ses

by x

%.

3.

Men

tor

rete

ntio

n re

ache

s 60

%.

Impr

ove

inte

rnal

com

mun

icat

ion

with

in a

nd

betw

een

depa

rtm

ents

, with

com

mun

ity p

artn

ers

and

cons

ortia

sch

ools

• Es

tabl

ish

met

hods

and

cla

rify

expe

ctat

ions

of

com

mun

icat

ion

betw

een

depa

rtm

ents

. •

Mod

ify m

eetin

g st

ruct

ures

to

incr

ease

in

ter/

intr

a de

part

men

t co

mm

unic

atio

n an

d co

llabo

ratio

n.

• M

axim

ize

capa

bilit

ies

of I

SIS

and

Shar

ePoi

nt

as c

omm

unic

atio

n to

ols.

1.

90%

of

cont

acts

are

logg

ed in

to I

SIS

or

Rai

sers

Edg

e w

ithin

48

hour

s.

2.

Qua

rter

ly t

empe

ratu

re c

heck

on

inte

rnal

co

mm

unic

atio

n in

all

DC

Met

ro s

taff

m

eetin

g.

Enha

nce

the

data

col

lect

ion

and

anal

ysis

pro

cess

• Ag

ree

on s

tand

ard

repo

rt c

ard

anal

ysis

and

fo

llow

-up

proc

ess.

1.

10

0% o

f re

port

car

ds c

olle

cted

fro

m

cons

ortia

sch

ools

(qu

arte

rly)

with

in 2

wee

ks

of e

nd o

f ad

viso

ry.

2.

60%

of

repo

rt c

ards

col

lect

ed f

rom

non

-co

nsor

tia s

choo

ls w

ithin

2 w

eeks

of

end

of

advi

sory

. 3.

100%

of

rece

ived

rep

ort

card

s ar

e en

tere

d in

ISI

S, le

vera

ging

rec

eptio

nist

, with

in 3

w

eeks

of

end

of a

dvis

ory.

4.

Dai

ly a

tten

danc

e ca

lls a

re p

lace

d to

fam

ilies

.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

III.

Se

cure

an

d su

stai

n a

gro

win

g ba

se o

f re

sou

rces

an

d ch

ampi

ons

to s

upp

ort

our

wor

k lo

cally

an

d n

atio

nal

ly

Goa

ls

Stra

tegi

es a

nd

Act

ivit

ies

Expe

cted

Ou

tcom

es

Rai

se $

2.5

mill

ion

budg

et

• Im

plem

ent

3-ye

ar s

usta

inab

le f

und-

rais

ing

plan

, in

conj

unct

ion

with

CD

O.

• St

ewar

d an

d m

aint

ain/

grow

exi

stin

g do

nors

/fun

ders

. •

Re-

inve

stig

ate

and

appl

y fo

r SE

S, w

ith b

acki

ng o

f O

SSE

and

Boar

d of

Edu

catio

n.

• In

crea

se g

over

nmen

t co

ntrib

utio

ns f

rom

new

fe

dera

l ser

vice

gra

nts,

edu

catio

n in

nova

tions

, and

st

imul

us o

ppor

tuni

ties.

•

Incr

ease

cor

pora

te c

ontr

ibut

ions

, lev

erag

ing

Goi

ng

Plac

es!,

men

tor

empl

oyer

s, a

nd n

ew A

lexa

ndria

pa

rtne

rs.

• Pi

lot

youn

g pe

ople

giv

ing

circ

le.

• Re-

enga

ge P

resi

dent

s Co

unci

l .

• Im

prov

e m

ailin

g lis

ts for

eve

nts

to in

clud

e br

oade

r re

ach

to p

rogr

amm

atic

and

com

mun

ity p

artn

ers.

•

Coor

dina

te w

ith n

atio

nal t

eam

on

med

ia o

utre

ach

for

even

ts.

1.

Mee

t bu

dget

(ap

prox

imat

ely

$2.5

m

illio

n), a

nd f

inis

h ye

ar w

ith s

urpl

us o

f at

leas

t $5

0K.

2.

70%

of

reve

nue

is p

redi

ctab

le.

3.

$100

K in

new

gov

ernm

ent

reso

urce

s.

4.

$100

K in

new

cor

pora

te r

esou

rces

. 5.

95

% o

f PC

Mem

bers

att

end

at le

ast

two

even

ts o

r m

eetin

gs.

Tota

l PC

Giv

ing:

at

leas

t $1

50K.

6.

O

ther

Ind

ivid

ual D

onor

s to

rai

se a

t le

ast

$100

K.

7.

Succ

essf

ully

rai

se $

500K

in b

enef

it/ev

ent

spon

sors

hips

(FY

200

9 ef

fort

, but

re

cord

ed in

FY

2010

).

8.

Atte

ndan

ce a

t Lo

ve P

oem

> 3

00 p

eopl

e (f

ind

new

ven

ue).

9.

At

tend

ance

at

Gre

en A

pple

s >

450

pe

ople

. 10

. At

leas

t 3

gene

ral m

edia

hits

and

3

educ

atio

n/O

ST-r

elat

ed m

edia

hits

.

Expa

nd s

trat

egic

vol

unte

er r

ecru

itmen

t,

supp

ort,

and

ret

entio

n (m

ento

rs, s

tudy

hal

l ai

des,

one

-tim

e ev

ents

)

• St

ewar

d ex

istin

g in

divi

dual

men

tors

, cor

pora

te a

nd

univ

ersi

ty p

artn

ersh

ips.

•

Prio

ritiz

e 5

new

par

tner

ship

s fo

r m

ento

rs a

nd s

tudy

ha

ll ai

des

(con

side

r go

vern

men

t ag

enci

es).

1.

Rec

ruit/

reta

in 4

50 m

ento

rs b

y O

ctob

er

1, 2

009.

2.

Re

crui

t 50

stu

dy h

all a

ides

by

Oct

ober

1,

2009

. 3.

80

% o

f m

ento

rs c

ompl

ete

sess

ion

feed

back

on-

time

and

rece

ive

feed

back

fr

om A

CDs.

Dee

pen

rela

tions

hips

with

ACP

S an

d D

CPS

to

incr

ease

pro

gram

eff

icie

ncy

and

effe

ctiv

enes

s •

Dee

pen

rela

tions

hips

with

OSS

E, D

CPS

cent

ral

offic

e an

d co

nsor

tia/h

ost

scho

ol p

artn

ers

to s

ecur

e:

o

$$

o

Faci

litie

s o

D

ata

•

Get

to

know

new

Ale

xand

ria s

uper

inte

nden

t,

1.

Wor

king

with

OSS

E an

d D

CPS,

sec

ure

a ne

w d

ata

MO

U.

2.

Secu

re c

ore

subj

ect

text

book

s fr

om

cons

ortia

sch

ool p

artn

ers.

3.

U

pdat

e AC

PS M

OU

. Pre

sent

at

leas

t 1

time

befo

re t

he A

lexa

ndria

Sch

ool B

oard

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

D

C M

etro

Ope

ratin

g Pl

an

unde

rsta

nd h

ow H

A fit

s in

to t

he n

ew A

CPS

stra

tegi

c pl

an.

by J

une

2010

.

Com

plet

e W

ard

8 Ca

mpa

ign

•

Reac

h $6

00K,

the

n la

unch

“pu

blic

pha

se”

of W

ard

8 ca

mpa

ign.

•

Leve

rage

DC

city

cou

ncil

and

may

oral

con

nect

ions

. •

Posi

tion

$150

K fr

om C

afrit

z as

a c

halle

nge

gran

t.

1.

Ope

n W

ard

8 Ce

nter

in J

une

2010

. 2.

Rec

ruit

40 s

chol

ars

by M

ay 2

010.

3.

Rec

ruit

40 m

ento

rs b

y Se

ptem

ber

2010

.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

I.

Impl

emen

t, a

sses

s an

d im

prov

e th

e pr

ogra

m m

odel

to

gen

erat

e m

ore

impa

ctfu

l sch

olar

ou

tcom

es

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

Esta

blis

h sc

hola

r ba

selin

e da

ta a

roun

d G

PAs,

tes

t sc

ores

, and

sch

ool a

tten

danc

e •

Colle

ct r

epor

t ca

rds

from

sch

olar

s an

d en

ter

into

ISI

S.

1.

100%

of

scho

lars

’ bas

elin

e da

ta w

ill b

e ca

ptur

ed a

nd r

ecor

ded

in I

SIS.

Esta

blis

h ba

selin

e da

ta a

roun

d Su

mm

er t

o Fa

ll re

tent

ion

rate

s an

d w

here

pos

sibl

e, n

ote

reas

ons

for

scho

lars

leav

ing

the

prog

ram

• Co

llect

fal

l enr

ollm

ent

data

and

com

pare

to

sum

mer

enr

ollm

ent.

•

Cont

act

fam

ilies

of sc

hola

rs w

ho h

ave

left

the

pr

ogra

m t

o de

term

ine

thei

r re

ason

for

le

avin

g.

1.

100%

of

scho

lars

’ ret

entio

n da

ta f

rom

Su

mm

er t

o Fa

ll w

ill b

e tr

acke

d .

2.

85%

of

scho

lars

who

leav

e th

e pr

ogra

m w

ill

have

the

ir re

ason

for

leav

ing

reco

rded

in

ISIS

.

Mai

ntai

n hi

gh s

chol

ar r

eten

tion

from

Aft

er S

choo

l Ac

adem

y to

Sum

mer

Aca

dem

y •

CD w

ill m

aint

ain

ongo

ing

cont

act

with

fam

ily.

• AC

D w

ill e

nsur

e st

rong

men

tor/

men

tee

rela

tions

hips

. •

DSO

, CD

and

ACD

will

pro

vide

indi

vidu

aliz

ed

supp

ort

plan

s to

sch

olar

s w

ho a

re h

avin

g di

ffic

ulty

in H

ighe

r Ac

hiev

emen

t.

• En

sure

pro

gram

has

“fu

n” a

ctiv

ities

tha

t re

spon

d to

the

nee

ds a

nd in

tere

st o

f sc

hola

rs

(i.e.

pol

l sch

olar

s ab

out

elec

tives

, inv

ite

inte

rest

ing

gues

t sp

eake

rs, o

ffer

fie

ld t

rips

whe

n av

aila

ble,

etc

.) .

1.

80%

of

scho

lars

will

ret

urn

to a

tten

d Su

mm

er

Acad

emy.

Esta

blis

h an

d m

aint

ain

rela

tions

hips

with

hos

t an

d fe

eder

sch

ools

•

DSO

and

CD

will

mai

ntai

n on

goin

g co

mm

unic

atio

n w

ith p

rinci

pals

at

host

and

fe

eder

sch

ools

. •

Iden

tify

othe

r ke

y pe

rson

nel i

n ea

ch s

choo

l an

d de

term

ine

the

best

way

to

deve

lop

and

mai

ntai

n st

rong

rel

atio

nshi

ps (

i.e. p

erio

dic

mee

tings

, em

ails

, new

slet

ters

, sch

ool v

isits

, et

c.)

. •

Invi

te p

rinci

pals

, tea

cher

s an

d st

aff

to e

vent

s,

such

as

Fall

Laun

ch, B

ack

to S

choo

l nig

ht,

and

Spel

ling

Bee

to e

ncou

rage

the

ir bu

y-in

to

the

prog

ram

. •

Seek

opp

ortu

nitie

s to

hon

or a

nd g

ive

“sho

ut-

outs

” to

sch

ool s

taff

to

enco

urag

e th

eir

1.

DSO

and

CD

will

con

tact

prin

cipa

ls a

nd o

ther

ke

y pe

rson

nel t

hrou

gh q

uart

erly

em

ails

, m

eetin

gs, a

nd/o

r fa

ce t

o fa

ce c

onta

ct.

2.

40%

of

staf

f an

d st

akeh

olde

rs w

ho h

ave

been

in

vite

d to

spe

cial

eve

nts

will

att

end.

3.

10

0% o

f pr

inci

pals

/sch

ools

invo

lved

in H

ighe

r Ac

hiev

emen

t w

ill r

ecei

ve s

ome

form

of

reco

gniti

on o

r “t

hank

you

”.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

on

goin

g in

volv

emen

t in

the

pro

gram

.

Culti

vate

con

sist

ently

pos

itive

cul

ture

and

ex

pect

atio

ns o

f ac

adem

ic r

igor

at

both

Hig

her

Achi

evem

ent

Cent

ers

• Ag

ree

on a

nd s

hare

cle

ar c

ultu

re e

xpec

tatio

ns

and

appr

oach

es.

• D

evel

op H

ighe

r Ac

hiev

emen

t -

Balti

mor

e cu

lture

clu

b to

hel

p de

velo

p en

hanc

ed

stra

tegi

es f

or t

rans

latin

g ex

pect

atio

ns in

to

actio

ns.

• En

sure

cul

ture

of

high

exp

ecta

tions

and

rig

or

is c

omm

on a

cros

s al

l com

pone

nts

of p

rogr

am

(men

torin

g, s

tudy

hal

l, su

mm

er a

cade

my,

el

ectiv

es, e

tc.)

. •

Prov

ide

ongo

ing

trai

ning

and

sup

port

in

man

agem

ent,

gro

up f

acili

tatio

n, a

nd

supe

rvis

ion

to f

ull-t

ime

and

part

-tim

e st

aff,

men

tors

, and

sum

mer

tea

cher

s.

1.

Hig

her

Achi

evem

ent

cultu

re is

vis

ible

and

co

mm

only

enf

orce

d at

bot

h H

ighe

r Ac

hiev

emen

t Ce

nter

s.

2.

Men

tors

, ful

l-tim

e st

aff

and

part

-tim

e st

aff

activ

ely

assi

st in

the

fac

ilita

tion

of c

omm

unity

m

eetin

g, c

ente

r ev

ents

and

gat

herin

g tim

e.

3.

Qua

rter

ly m

anag

emen

t an

d su

perv

isio

n tr

aini

ng o

f FT

sta

ff is

con

duct

ed b

y D

SO.

Intr

oduc

e ne

w s

chol

ars

and

fam

ilies

, and

re

info

rce

retu

rnin

g sc

hola

rs, t

o H

ighe

r Ac

hiev

emen

t cu

lture

• In

trod

uce

and

rein

forc

e cu

lture

thr

ough

ex

plan

atio

n an

d, w

hen

poss

ible

, de

mon

stra

tion

whe

n ho

ldin

g ev

ents

or

inte

ract

ing

one

on o

ne w

ith s

chol

ars

and

fam

ilies

(i.e

. do

ice

brea

kers

and

act

iviti

es

that

dem

onst

rate

spi

rit, e

xcel

lenc

e an

d re

spec

t).

1.

Cultu

re is

exp

lain

ed a

nd d

emon

stra

ted

durin

g sc

hola

r/pa

rent

orie

ntat

ion

sess

ion.

Solid

ify a

nd e

xpan

d m

ento

r ba

se;

prov

ide

trai

ning

; an

d en

sure

hig

h m

ento

r re

tent

ion

• Co

mpl

ete

recr

uitm

ent

of m

ento

rs (

60 p

er

Cent

er).

•

Cont

inue

to

deve

lop

pipe

line

by w

orki

ng w

ith

Men

tor

Task

forc

e an

d se

ekin

g op

port

uniti

es

to p

rese

nt p

rogr

am a

nd m

ento

r op

port

uniti

es

at lo

cal c

ompa

nies

, chu

rche

s, a

nd

univ

ersi

ties.

•

Cond

uct

men

tor

orie

ntat

ion

and

trai

ning

. •

Mai

ntai

n hi

gh m

ento

r re

tent

ion

rate

s by

: co

nduc

ting

regu

lar

chec

k-in

s w

ith m

ento

rs t

o en

sure

the

y ar

e re

ceiv

ing

the

supp

ort

they

ne

ed;

cond

uctin

g ob

serv

atio

ns a

nd p

rovi

de

embe

dded

pro

fess

iona

l dev

elop

men

t w

hen

need

ed;

adm

inis

terin

g m

ento

r su

rvey

s,

1.

120

men

tors

are

in p

lace

for

Oct

ober

Cen

ter

open

ing.

2.

H

old

a m

inim

um o

f 5

task

forc

e m

eetin

gs p

er

year

. 3.

En

sure

tha

t 10

0% o

f m

ento

rs r

ecei

ve

orie

ntat

ion

trai

ning

. 4.

AC

Ds

will

mee

t w

ith 8

0% o

f m

ento

rs o

n a

one-

on-o

ne b

asis

ove

r th

e co

urse

of

the

year

. 5.

75

% o

f m

ento

rs w

ill c

ompl

ete

men

tor

surv

eys

on a

reg

ular

bas

is.

6.

Hos

t tw

o m

ento

r so

cial

s w

ith 5

0% a

tten

danc

e ra

te.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

as

sess

ing

resu

lts a

nd t

roub

le s

hoot

ing

as

nece

ssar

y; a

nd b

uild

ing

men

tor

com

mun

ity

thro

ugh

oppo

rtun

ities

to

soci

aliz

e an

d ne

twor

k.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

II.

Expa

nd

the

capa

city

of

staf

f an

d sy

stem

s to

del

iver

, eva

luat

e an

d re

plic

ate

the

prog

ram

to

serv

e m

ore

com

mu

nit

ies

and

sch

olar

s.

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

Hire

4 p

art-

time

staf

f (2

Aca

dem

ic c

oach

es a

nd 2

ce

nter

aid

s) a

nd 4

ele

ctiv

e te

ache

rs

• Po

st p

ositi

ons

on I

deal

ist,

Cra

igsl

ist,

HA

web

site

, and

MAN

O.

• U

tiliz

e in

form

al n

etw

orks

to

anno

unce

job

open

ings

. •

Prom

ote

posi

tions

with

in h

ost

and

feed

er

scho

ols.

1.

Hire

4 p

art-

time

staf

f an

d 4

elec

tive

inst

ruct

ors.

Orie

nt a

nd t

rain

all

new

sta

ff

• W

ork

with

the

Nat

iona

l tra

inin

g te

am (

RG

and

JD)

to e

nsur

e tr

aini

ng p

lan

is c

onsi

sten

t w

ith n

eeds

of st

aff.

1.

100%

of

staf

f w

ill g

o th

roug

h ne

w s

taff

or

ient

atio

n an

d tr

aini

ng.

Impr

ove

com

mun

icat

ions

and

cla

rify

role

s w

ith

Nat

iona

l •

Esta

blis

h m

etho

ds a

nd c

larif

y ex

pect

atio

ns o

f co

mm

unic

atio

n be

twee

n Ba

ltim

ore

and

Nat

iona

l. •

Role

s an

d re

spon

sibi

litie

s of

Nat

iona

l and

Ba

ltim

ore’

s ad

min

istr

ativ

e st

aff

(ED

and

Pr

ogra

m &

Dev

elop

men

t As

soci

ate)

will

co

ntin

ue t

o be

cla

rifie

d.

• D

evel

op m

eetin

g st

ruct

ure

to e

nsur

e Ba

ltim

ore’

s pa

rtic

ipat

ion

in n

eces

sary

m

eetin

gs in

DC.

•

Dev

elop

ful

l und

erst

andi

ng o

f ca

pabi

litie

s an

d us

es o

f Sh

arep

oint

as

com

mun

icat

ion

tool

s.

1.

Com

mun

icat

ion

stru

ctur

e be

twee

n Ba

ltim

ore

and

DC

will

be

“Cod

and

Doc

” (w

ho t

o go

to

for

wha

t).

2.

All s

taff

will

sha

re a

com

mon

und

erst

andi

ng o

f w

hat

each

per

son

is r

espo

nsib

le f

or p

rovi

ding

. 3.

A

mee

ting

sche

dule

will

be

deve

lope

d (a

s w

ell

as m

echa

nism

s fo

r sh

arin

g up

to

the

min

ute

info

rmat

ion)

abo

ut k

ey m

eetin

gs.

Inco

rpor

ate

ISIS

into

wor

k pl

an f

or A

fter

Sch

ool

Acad

emy

and

Sum

mer

Aca

dem

y •

Ensu

re a

ll st

aff

are

trai

ned

on I

SIS.

1.

In

corp

orat

e qu

arte

rly I

SIS

repo

rts

into

sta

ff

mee

tings

. 2.

Cr

eate

wor

k pl

an b

ased

on

ISIS

fin

ding

s pr

ior

to t

he s

tart

of Su

mm

er A

cade

my

(201

0).

Use

com

mun

icat

ions

to

prom

ote

men

tor

recr

uitm

ent

and

annu

al e

vent

s •

Wor

k w

ith C

omm

unic

atio

ns M

anag

er (

EP)

and

com

mun

icat

ions

con

sulta

nt t

o m

ap o

ut

plan

for

rea

chin

g m

ento

rs a

nd p

rom

otin

g ev

ents

.

1.

Com

mun

icat

ions

mat

eria

ls w

ill b

e de

velo

ped

one

mon

th in

adv

ance

of

even

ts.

2.

Web

site

will

incl

ude

sepa

rate

Bal

timor

e se

ctio

n.

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

III.

Se

cure

an

d su

stai

n a

gro

win

g ba

se o

f re

sou

rces

an

d ch

ampi

ons

to s

up

port

ou

r w

ork

loca

lly a

nd

nat

ion

ally

Goa

l St

rate

gies

an

d A

ctiv

itie

s D

eliv

erab

les

Hig

her

Achi

evem

ent

Balti

mor

e w

ill r

aise

$40

0k

(FY2

010

budg

et =

$93

0k w

ith $

550k

in c

omm

itted

re

venu

es)

• M

aint

ain

and

grow

exi

stin

g fu

nder

/don

or

rela

tions

hips

. •

Max

imiz

e Co

mbi

ned

Char

ity C

ampa

ign

cont

ribut

ions

by

rais

ing

awar

enes

s ab

out

our

prog

ram

and

opp

ortu

nitie

s to

con

trib

ute

thro

ugh

CCC.

•

Expa

nd in

divi

dual

don

or c

ontr

ibut

ions

thr

ough

bi

annu

al a

sk a

nd H

olid

ay A

ppea

l. •

Incr

ease

Adv

isor

y Bo

ard

givi

ng.

• Ac

cess

SES

fun

ding

. •

Seek

oth

er p

ublic

fun

ding

str

eam

s in

divi

dual

ly

and

in c

onju

nctio

n w

ith N

atio

nal.

1.

Mee

t bu

dget

and

end

with

$20

k su

rplu

s.

2.

70%

will

com

e fr

om F

ound

atio

n gi

ving

. 3.

25

% w

ill c

ome

from

pub

lic r

even

ue/g

rant

s.

4.

5% w

ill c

ome

from

indi

vidu

als

and

com

pani

es.

5.

100%

of

the

advi

sory

boa

rd w

ill c

ontr

ibut

e.

Part

icip

ate

in a

dvoc

acy

effo

rts

to in

crea

se f

undi

ng

for

out-

of-s

choo

l tim

e pr

ogra

ms

• Pa

rtic

ipat

e in

Mar

ylan

d O

ut o

f Sc

hool

Tim

e ne

twor

k to

ens

ure

Stat

e is

giv

ing

max

imum

fu

ndin

g to

OST

. •

Part

icip

ate

in B

altim

ore’

s Ci

ty W

ide

Stra

tegy

.

1.

Expa

nd f

undi

ng “

pie”

– s

uch

as B

altim

ore

City

’s

Afte

r Sc

hool

line

item

. 2.

Ex

pand

Sta

te’s

Mar

ylan

d Af

ter

Scho

ol F

und.

Craf

t 3

year

sus

tain

abili

ty m

odel

for

Bal

timor

e •

Expl

ore

curr

ent

and

futu

re t

rend

s in

pub

lic

fund

ing.

•

Calc

ulat

e cu

rren

t an

d fu

ture

sch

olar

sta

tus

to

calc

ulat

e po

ssib

le S

ES r

eim

burs

emen

t.

1.

Com

plet

e a

dive

rsifi

ed a

nd a

chie

vabl

e su

stai

nabi

lity

plan

by

Sept

embe

r 20

10.

Expa

nd H

ighe

r Ac

hiev

emen

t Ad

viso

ry B

oard

; cl

arify

bo

ard

role

s; a

nd id

entif

y a

boar

d m

embe

r to

ser

ve

on N

atio

nal B

oard

• Cr

eate

boa

rd d

evel

opm

ent

com

mitt

ee.

• M

eet

with

Ric

hard

and

Lyn

sey

to e

nsur

e cl

ear

role

s an

d re

spon

sibi

litie

s of

adv

isor

y bo

ard.

•

Hol

d an

Adv

isor

y Bo

ard

orie

ntat

ion/

trai

ning

to

ensu

re B

altim

ore

Advi

sory

Boa

rd is

cle

ar o

n its

ro

les.

1.

5 ne

w b

oard

mem

bers

will

be

recr

uite

d by

D

ecem

ber

2009

. 2.

Co

d an

d do

c Ad

viso

ry B

oard

’s r

ole

and

tran

sitio

n pl

an t

o Pr

esid

ent’s

cou

ncil.

Incr

ease

HA’

s pr

esen

ce/in

fluen

ce in

the

OST

la

ndsc

ape

• Pa

rtic

ipat

e in

wor

kgro

ups

and

mee

tings

aro

und

OST

, mid

dle

scho

ol y

outh

, and

oth

er

educ

atio

nal a

reas

. •

Pres

ent

at c

onfe

renc

es.

1.

Beco

me

iden

tifie

d w

ith a

nd k

now

ledg

eabl

e ab

out

high

-qua

lity

mid

dle

scho

ol O

ST

prog

ram

min

g du

e to

par

ticip

atio

n in

loca

l wor

k gr

oups

(e.

g. C

ity C

ounc

il Ed

ucat

ion

Wor

k

Appendix H

Hig

her

Ach

ieve

men

t O

pera

tin

g P

lan

FY

20

10

Ba

ltim

ore

Ope

ratin

g Pl

an

•

Beco

me

know

n by

loca

l med

ia a

s an

“ex

pert

” in

th

e fie

ld (

i.e. a

tten

d an

nual

Bro

adca

ster

s m

eetin

g an

d ed

ucat

e m

edia

on

Hig

her

Achi

evem

ent

and

the

valu

e of

OST

).

Gro

up, B

CS A

tten

danc

e w

ork

grou

p, F

LBC

Tran

spor

tatio

n w

ork

grou

p.).

2.

Pr

esen

t at

2 o

r m

ore

conf

eren

ces

on t

he im

pact

of

rig

orou

s, e

xten

ded

day

prog

ram

s.

3.

Join

nat

iona

l con

sort

ium

of ou

t-of

-sch

ool t

ime

prov

ider

s to

brin

g re

cogn

ition

to

HA,

and

sp

ecifi

cally

use

the

ass

ocia

tion

to le

vera

ge

oppo

rtun

ities

in B

altim

ore.

Leve

rage

eve

nts

to e

ngag

e an

d in

spire

•

Impr

ove

mai

ling

and

e-m

ailin

g lis

ts f

or e

vent

s.

• U

tiliz

e ef

fect

ive

com

mun

icat

ion

mec

hani

sms

to

reac

h su

ppor

ters

(i.e

. Fac

eboo

k, L

inke

d In

, Tw

itter

, etc

.).

• U

tiliz

e N

atio

nal’s

com

mun

icat

ions

gro

up t

o de

sign

Bal

timor

e sp

ecifi

c m

ater

ials

and

invi

tes.

1.

Atte

ndan

ce a

t Fa

ll La

unch

is m

ore

than

100

. 2.

At

tend

ance

at

Spel

ling

Bee

is m

ore

than

150

. 3.

At

tend

ance

at

Love

Poe

try

is m

ore

than

150

. 4.

H

old

3 “f

riend

rai

ser”

eve

nts

with

at

leas

t 35

pe

ople

at

each

eve

nt.

Begi

n ex

plor

ing

a th

ird h

ost

scho

ol f

or H

ighe

r Ac

hiev

emen

t •

Res

earc

h Ba

ltim

ore

City

Sch

ools

: si

ze,

perf

orm

ance

, pot

entia

l fee

der

scho

ols,

SES

el

igib

ility

, loc

atio

n, e

tc.

•M

eet

with

prin

cipa

ls, s

taff

, and

par

ents

.

1.

Dev

elop

a “

shor

t lis

t” o

f sc

hool

s to

rev

isit

whe

n it

is t

ime

to o

pen

a 3r

d Ac

adem

y.

Appendix H

Communications Plan FY 2010‐ 2012

Organ

izational

Priority

Goals

Strategies

Deliverables

I. Cham

pions

and

Resources

A. To

increase awaren

ess of Higher

Achievemen

t and position the

organization as a leader in the OST

field resulting in:

- Increased donations

- Steady supply of volunteers

- Steady supply of scholars and

families

- Increased awaren

ess of middle

school issues

- Opportunities for expansion

- Opprtunities to affect policy

Target Audiences an

d M

essage

Development:

1. Iden

tify and define target audiences

2. Develop m

essages specifically for

iden

tified

target audiences

List of clearly defined

target audiences

Message m

aps by audience

Training toolkit for staff and board

Media Relations:

3. Establish relationships with key

reporters and editors.

4. Regularly communicate with key

med

ia outlets, promoting Higher

Achievemen

t as a resource to the

med

ia on issue‐related articles.

5. When

appropriate, respond to issue

related articles through

op‐eds and

letters to the editor.

Med

ia toolkit for affiliates (e.g. press

release templates, m

edia lists,

advocate/partner list, statistics/facts

documen

t, etc.).

Med

ia training module for affiliate EDs.

Areas of expertise m

ailing.

Med

ia kit in

both print and electronic

form

at.

New M

edia:

6. Research and prioritize new

med

ia

and social networking opportunities

(e.g. Faceb

ook, Twitter, LinkedIn,

YouTube, etc.).

7. Red

esign and launch the web

site.

New

and im

proved web

site.

Blog that is regularly updated

, engaging

and relevant.

Strategic plan for launching and

leveraging at least tw

o new social

networking tools.

Appendix I


Organ

izational

Priority

Goals

Strategies

Deliverables

8. Create and launch a blog.

Social networking protocols.

Public Affairs:

9. Conduct a series of policym

aker

briefings in

key communities (e.g.

curren

t and future program

sites).

10. C

ultivate and steward key m

embers

of Congress.

11. Iden

tify key issues and develop and

disseminate white papers

A m

inim

um of three briefings: D

C

Metro, B

altimore and one expansion

city.

A list of key mem

bers of Congress each

with a cultivation strategy including the

tools necessary to im

plemen

t the plans.

A m

inim

um of tw

o white papers

completed and dissimen

ated

.

Stakeholder Outreach:

12. Iden

tify and introduce Higher

Achievemen

t to advocacy and

mem

bership organizations that

represent key stakeh

olders.

13. Seek en

dorsem

ents from third‐party

advocates that will give Higher

Achievemen

t national credibility.

14. Iden

tify high profile conferences and

apply to have key staff participate

either as presenters or on panels.

15. U

tilize a speakers bureau

to atten

d

secondary conferences, participate

Meetings and regular en

gagemen

t with

a minim

um of tw

o advocacy

organizations.

A m

inim

um of tw

o endorsem

ents from

nationally recognized

third party

advocates.

Applications submitted to a m

inim

um

of three conferences.

Addition of third‐party activities to the

communications calendar (e.g.

Education W

eek, National Day of

Service, etc.) with organized

events and

an outreach plan to support them

.

Appendix I


Organ

izational

Priority

Goals

Strategies

Deliverables

on panels, speak on radio and

television talk shows and gen

erally

provide a voice on OST related

issues.

16. Participate in third‐party national

even

ts that are education related

and

brings visibility to the organization

and/or builds a relationship with a key

stakeh

older group.

Materials Development:

17. A

ssess curren

t marketing collateral:

update anything that is out of date

and iden

tify gaps ‐ develop

materials/products that fill those

gaps.

Communications tool kit including:

brochures, invitations, flyers, tem

plates

(flyer tem

plates, PowerPoint deck,

etc.), PowerPoint presentation, and

video

s.

II. Capacity

A.

To m

aintain brand integrity and

ensure consisten

t messaging both

internally and externally by

developing internal tools and

processes.

1.

Develop a system to track all

communications related activities

throughout the year.

2.

Regularly monitor the m

edia culling

for inform

ation about Higher

Achievemen

t or inform

ation that the

organization needs to respond to.

3.

Establish internal communications

processes and protocols between

national and affiliates.

4.

Establish internal processes for

Calen

dar of activities on Sharep

oint

including: events, press releases, blog

launch and updates, m

ajor mailings,

review

of marketing materials, regular

outreach to m

edia, new

sletter, web

site

updates, daily review of key

new

spapers, blogs and web

sites, weekly

review

of the m

edia, etc.

Protocols and processes on sharep

oint

regarding communications related

activities.

Database of men

tor, scholar and alumni Appendix I


Organ

izational

Priority

Goals

Strategies

Deliverables

collecting and archiving men

tor,

scholar and alumni stories.

5.

Create a long‐term

affiliate support

plan.

6.

Establish guidelines for assessing

when

the organization should

leverage an opportunity/respond to

item

s in the new

s.

7.

Create a feed

back system

for

assessing communications strategies

and their effectiven

ess.

stories.

Long‐term

affiliate support plan that

includes an organizational chart, job

descriptions and flow of

communication.

Guidelines/checklist for assessing

communications opportunities.

Dashboard that reflects usage of various

new

med

ia and social networking tools,

web

site hits, press hits, etc.

Appendix I

social impact exchange business plan competition submitted by

Documents