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Massachusetts Elementary School Principals Education Foundation

 28 Lord Road, Suite 125
 Marlborough, MA 01752
[P] (508) 624-0500
[F] (508) 485-9965
www.mespa.org
[email protected]
Nadya Aswad Higgins
Facebook
INCORPORATED: 1989
 Printable Profile (Summary / Full)
EIN 22-2710946

LAST UPDATED: 01/30/2015
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

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Mission StatementMORE »

The mission statement defines our shared sense of purpose, direction, and opportunity.
The Massachusetts Elementary School Principals' Association is committed to serving the needs of the elementary and middle level principalship in the Commonwealth of Massachusetts by:
* promoting elementary and middle level schools as learning communities that provide excellent learning opportunities for all children;
* advancing superior professional standards of practice for elementary and middle level principals;
* providing high quality professional development experiences for urban, suburban, and rural principals and other educators, statewide, based on their common and unique professsional development needs;
* advocating on behalf of elementary and middle level principals and their efforts to provide a high quality education for all children within the framework of our democratic principles;
* provide ample opportunities for networking, collegiality, and community.

Mission Statement

The mission statement defines our shared sense of purpose, direction, and opportunity.
The Massachusetts Elementary School Principals' Association is committed to serving the needs of the elementary and middle level principalship in the Commonwealth of Massachusetts by:
* promoting elementary and middle level schools as learning communities that provide excellent learning opportunities for all children;
* advancing superior professional standards of practice for elementary and middle level principals;
* providing high quality professional development experiences for urban, suburban, and rural principals and other educators, statewide, based on their common and unique professsional development needs;
* advocating on behalf of elementary and middle level principals and their efforts to provide a high quality education for all children within the framework of our democratic principles;
* provide ample opportunities for networking, collegiality, and community.

FinancialsMORE »

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $1,327,387.00
Projected Expense $1,362,950.00

ProgramsMORE »

  • Attitude, Diet and Exercise: A Wellness Program with Woburn Public Schools - PROPOSED
  • Instructional Technology Teacher Masters/Certification Program
  • Leadership Coaching Program
  • Literacy Leadership Academy

Revenue vs. Expense ($000s)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

Expense Breakdown 2009 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

The mission statement defines our shared sense of purpose, direction, and opportunity.
The Massachusetts Elementary School Principals' Association is committed to serving the needs of the elementary and middle level principalship in the Commonwealth of Massachusetts by:
* promoting elementary and middle level schools as learning communities that provide excellent learning opportunities for all children;
* advancing superior professional standards of practice for elementary and middle level principals;
* providing high quality professional development experiences for urban, suburban, and rural principals and other educators, statewide, based on their common and unique professsional development needs;
* advocating on behalf of elementary and middle level principals and their efforts to provide a high quality education for all children within the framework of our democratic principles;
* provide ample opportunities for networking, collegiality, and community.

Background Statement

The Massachusetts Elementary School Principals’ Association (MESPA) is an 87-year old 501.C-6 of over 1,000 members with national recognition for providing high quality professional development and innovative programs. It works closely with the Massachusetts Elementary School Principals’ Education Foundation (MESPEF) which is a 28-year old 501.C3 that provides a substantial amount of the quality professional development educators in Massachusetts. Each organization is a separate entity but share their mission, some staff, a facility, and membership of K-8 principals, assistant principals, aspiring principals and other educators. Both have worked to improve the status of education in Massachusetts. They have a long history of providing professional development for school leaders and their staffs and are highly regarded both within Massachusetts and across the country for the high quality of these offerings. They have shown entrepreneurial leadership by being the first principals’ association in the country to create astate-approved licensure program for principals; a state-approved Master of Education in instructional technology; a Ph.D. program in educational administration in collaboration with Lesley University; a state-approved Master/Certification Program for Instructional Technology; and a MESPA International Leadership Academy that has provided training to principals and members of the Ministry of Education in Kuwait.

 

In addition to the programs cited above, the Association and Foundation provide extensiveschool-based programs through an In-District Program, Leadership Coaching Program, technology related assistance to schools and districts; and individual support to principals and other educators. All of the programs and services are grounded in national and state standards and are developed for principals, assistant principals, assistant superintendents, teachers, supervisors and other allied members of the profession. Both entities are dedicated to providing support, professional development, resources and publications and enjoy state and national acclaim for providing standards-based quality professional development programs to educators. MESPA and MESPEF have a long history of fulfilling the mission of working with schools to bring about school reform, to improve all skills and proficiencies of administrators and teachers, and to provide opportunities for visionary thinking and effective practices. 


Impact Statement

Top 3 Accomplishments:
1.     MESPEF, in conjunction with the Massachusetts Elementary School Principals’ Association, established an International Leadership Academy through which it is providing leadership training for school leaders from foreign countries. A group of leaders and Ministry of Education officials from Kuwait were successfully trained this year in Massachusetts in the areas of leadership and curriculum.
2.     Scholarships for children of MESPA members were provided for higher education that helped students with their expenses for textbooks, etc.
3.     The Literacy Leadership Academy was a yearlong program to advance literacy in schools. School teams of principals, teachers, and literacy coordinators received training and mentoring on increasing literacy in their student bodies.

Goals for 2012-13

MESPA: Day to Day for our members

Provide support for our members to address the myriad of challenges they encounter daily, as well as the ever-growing mandates from DESE in the 2012-2013 school year.

 

MESPA: Wall to Wall for our members

Continue to reach out to our membership and keep them current and informed in the profession by strengthening and empowering the connections principals make with each other across the state ~ in face-to-face communities as well as virtual professional communities.

 

MESPA: Moment to Moment for our members

Continue to develop tools to reach out to our members frequently with information that will support and uplift them, including increased use of MESPA’s Facebook page, as well as a plan and timeline for website upgrade.


Needs Statement

The most pressing needs of MESPEF and MESPA are as follows:

1. Funding is needed to support two programs: a statewide coaching program as new principals have represented 50% of the principalship in the last six years and need this service. Cost is $100,000. A Wellness Program to be offered to Woburn Public Schools at a cost of $100,000.

2. The Web site needs to be redone and updated. This is a significant cost that we have been unable to fund. The Web site needs to include on-line registrations for programs, an opportunity for principals to communicate and share best practices with each other, have the capacity for video, and represent the professionalism of the Foundation and Association in a better way. Estimate of $20,000 have been received.

3. Development of an on-line training program for administrators and teachers so that they can access professional development without leaving their buildings. This would be roughly about $30,000.

4. New computers and other technology for training purposes and for staff needs to be updated. A cost of $15,000 is estimated.

5. The Certification Program for Administrator Licensure would like to offer scholarships for its incoming students. An estimated $45,000 would assist fifteen students to be able to access the program.


CEO Statement

MESPEF and MESPA are results-oriented entrepreneurial entities dedicated to serving principals, assistant principals and other educators in the Commonwealth of Massachusetts. They are the only entities in the Commonwealth dedicated to K-8 education leadership.

During MESPEF’s 28-year and MESPA’s 87 year history, they have strived to understand the needs of principals, schools, and students and to develop programs that will improve the knowledge and skills of administrators and teachers. Both entities addresss pre-service through a licensure program, in-service through professional development and advocacy programs as well as publications, and post-service through support of retired principals and assistant principals. Recognized as a quality organization and foundation nationally, these entities were the first in the country to: own a conference center, develop a technology center, develop an instructional technology licensure program, develop a licensure program for aspiring principals, develop a doctoral program for educators in educational leadership.

In recent years, an International Leadership Academy has been formed and has presented Study Tours on leadership and curriculum to educators from Kuwait. Negotiations are in place to bring leaders from Brazil to Massachusetts for training. Recognized as a leader in training principals, assistant principals and other educators, other countries are interested in working with them.

Working with a small staff, MESPEF and MESPA develop and produce quality programs and maximize resources in exceptional ways. They are committed to improving leadership and schools.


Board Chair Statement

"What greater joy exists than giving?" This quotation is both question and answer as to why I have been a public school administrator for 41 years and why I continue to volunteer as a member of the MESPA/MESPEF Board of Directors. What continues to attract me to do so are the CORE VALUES of the organization: Leadership; Learning; Service; Community. Our organization does not exist exclusively for its members, but as well to communicate what it expects of its members. Our values cannot be separated, nor can they be isolated; rather they are dedicated to securing educators who can proudly serve as principals.

 MESPA/MESPEF has allowed me to grow as a professional educator far beyond what a school district can provide. In my early years as a principal I was searching for ways to define my leadership style. By attending sessions at MESPA on the National Proficiencies for Principals I came to realize that for me, a leadership style is best if it is situational. My experiences with MESPA/MESPEF have lead me to be both a leader of leaders within my current regional school district, as well as serving my colleagues of leaders on our Board of Directors, and to serve as our Representative to our national association. These rewarding professional experiences would not have been possible without being a member of MESPA/MESPEF and accessing the professional development opportunities it provides.

 I have served as a Mentor in our organizations administrator preparation program. What a professional reward to share what I know with the next generation of principal/educational leaders. I have had numerous chances to share the following with those I have mentored:

Wisdom comes from experience; Experience comes from having had good experiences; Good experiences come from having had bad experiences.

 MESPA/MESPEF is well known by all building and district administrators for its professional development. Nationally known presenters such as Richard Dufour, Bill Daggett, Michael Fullan, Mike Schmoker, Heidi Hayes Jacobs, Louise Thompson, and Kim Marshall are well known to Massachusett's educational leaders because of MESPA/MESPEF.

 Although an experienced principal, I believe it is important to be both leader and learner. As a member of the MESPA/MESPEF Board of Directors I have experiences both leading when called upon to do so and as a learner listening to our Executive Director, other Board members and guest speakers.

 Our current challenge in our professional organization is acquiring outside funding sources for MESPA/MESPEF. So too, we work hard at ensuring new principals join the Association.  We recognize these challenges and are doing our collective best to address them.

 Our Association and Foundation have evolved greatly since their beginnings. Their roots remain strong and well entrenched in the core values. These values are part of my professional and personal inner core. I would also suggest the same holds true for all of our members. Knowing this, principal leaders in Massachusetts will never become an endangered species. We also know that leading and compassion are inseparable in serving children, staff, parents and community. Educational leadership as a principal provides life's greatest joy: giving.


Geographic Area Served

INTERNATIONAL
STATEWIDE
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Organization Categories

  1. Education - Primary & Elementary Schools
  2. Education - Elementary & Secondary Schools
  3. Education - Educational Services

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

No

Programs

Attitude, Diet and Exercise: A Wellness Program with Woburn Public Schools - PROPOSED

MESPEF will partner with the Woburn Public Schools and Tufts Univ. Sch. of Medicine to provide A.D.E.: A Wellness Program. This program will expand on the work begun in Woburn through the “Be Well Woburn” initiative, a collaborative effort of the school district, recreation department, Board of Health and Mayor’s office. In consultation with the Ass’t. Sup’t., it has been determined that there is a high level of awareness in Woburn about childhood obesity, and that the school department is ready for a program of this nature to be designed and implemented to support their efforts. ADE will offer professional development for teachers, parents and community members in teams to ensure that children enter adulthood healthy and able to lead emotionally happy, physically healthy, economically productive, and socially rewarding lives. The district administration is supportive, invested in the goals, and is interested in building the capacity across the community to create a “healthy Woburn”.

Budget  $100,000.00
Category  Education, General/Other Education, General/Other
Population Served Children and Youth (0 - 19 years) At-Risk Populations Adults
Program Short-Term Success 

As a result of the design and implementation of the Wellness Program there will be evidence of an increased interest on the part of teachers, parents and community members through their participation in the professional development sessions offered during the first year of the program, their outreach to others in the community through an increased awareness of the need to advocate for the program, and their taking the initiative and assuming leadership roles within the community to implement school-based and community-based exercise and nutrition programs that result in an increased participation rate each year.

Program Long-Term Success 

As a result of participation in the Attitude, Diet & Exercise Program, the school department will see a positive impact over the long term on BMI percentages for students as measured by the district annually. They will be able to report, based on record keeping and surveys, an increase in children’s and adolescent’s participation in exercise programs as well as a greater awareness and understanding of the importance of good nutrition to maintain a healthy lifestyle, among students, parents, and community members at large.

Program Success Monitored By 

Program success will be monitored by maintenance of attendance records at professional development sessions, including data showing broadened participation throughout the community as the program unfolds starting in the first year. Evaluations of professional development sessions will be completed. Success will also be monitored by keeping records of the number of health related programs that are run as a result of this project and the number of participants in each program.  Participants will be asked to provide feedback on the programs offered, suggest new programs to offer the community, and encouraged to volunteer their own time in promoting or implementing new programs that will be of interest to the community and further the goals of the project.

Examples of Program Success 

Project participants will be asked to do summative evaluations of the two-year project including their perceptions about the success of the program in creating greater awareness of the need for healthy lifestyles, their perceptions about whether capacity has been strengthened in the community and school district to maintain and further advance the project goals as a result of the project being successfully implemented, and their intentions for remaining committed to continuing their own participation in the program after the funding period has ended.


Instructional Technology Teacher Masters/Certification Program

The Technology Teacher MA/CERT Program is an action oriented program, based on the National Technology Standards for Students and Teaches, provides solid instructional and experiential opportunities for participants to begin to develop proficiency necessary to become effective leaders in the (1) development of skills & understandings related to leadership, communication, technology planning and culture of schools; (2) development of skills & strategies related to effective teaching practices & understanding technology's role in teaching, learning and the curriculum; (3) development of skills and stategies related to understanding hardware, software, peripherals and networking as well as their upkeep, maintenance and managment; (4) examination of the ethical, legal, equity and practical issues that impact the operation of technologies in an educational environment. This is an annual program last run with 8 students.
Budget  $70,400.00
Category  Education, General/Other Education & Technology
Population Served Adults Adults Adults
Program Short-Term Success  The immediate outcome of this program is that a license is granted to the participant by the Massachusetts Department of Elementary and Secondary Education. The license is valid for five years, after which it must be renewed, as all licenses are. One hundred percent (100%) of the students in the program have gone on to successfully obtain their license in this field.
Program Long-Term Success 

Students in this program obtain a license to teach in the public schools in Massachusetts in the areas of technology and technology integration into the curriculum. They become a resource in their schools and districts for successful and relevant use of technology. In an age where technology has become the norm, not the exception, trained, informed and confident educators provide a distinct service to these schools and districts in this increasingly important area. An example of success is that participants obtain positions in the field, and provide technology support to teachers, students and administrators.

Program Success Monitored By 

One hundred percent (100%) of those students who have completed this program have gone on to obtain their license in this field. Students report that they feel well prepared for the position for which they studied in this program. Surveys sent to students ask them to report on their experiences in this field, which are reported as being successful.

Examples of Program Success 

The program has a 98% grad. rate. Those who complete the program are employed in districts in many IT roles. Survey feedback reports the following in strong agreement:

* I am better prepared to meet the challenges of supporting the IT needs of teachers after graduating from the program: 64% AND * I am better prepared to meet the challenges of supporting the IT needs of students after graduating from the program: 68%

Graduates use a range of IT to meet diverse student learning needs. This scenario represents how our graduates use technology with students:Christine C., an IT specialist in Westwood set up a Skpe activity between children there and in Bethlehem before Christmas. The link allowed kids living 1000’s of miles apart in different cultures to gain a better perspective on how life is different in other parts of the world.”Some of our students created a video about the program.http://teachertube.com/viewVideo.php?video_id=18896&title=Instructional_Technology_Program_at_MESPA


Leadership Coaching Program

The MESPA Leadership Coaching Program was begun in 2007 with 35 school administrators (superintendents and principals) being assigned individual coaches trained by MESPA. This program was designed to build the capacity of school leaders so that they are better able to guide and direct the large scale, sustained improvement of teaching and learning and the conditions in which they occur. The program is research-based and adheres to the MESPA 6-Point Framework for school reform. Coaches provide quality, comprehensive customized coaching. Coaches serve as the catalyst for change, increase knowledge and skills of school leaders, change leadership behavior, and help those being coached to set goals and guide the development of an action plan to improve teaching and learning so that all students achieve at high levels. Coaches help school administrators to be reflective, think differently, develop confidence, and develop productive behaviors in a confidential and trusting relationship.

Budget  $224,000.00
Category  Education, General/Other Education, General/Other
Population Served Adults Adults Adults
Program Short-Term Success  Individual school plans were created and in coaching sessions between the coach and the administrator, goals, strategies and projected outcomes were identified and provided the road map for the entire coaching experience. As a result of the coaching experience, an understanding of the goals of the district and the alignment of those goals to the schools was obtained, leading to better articulation between the central office and the schools. 
Program Long-Term Success 

Superintendents and principals who have been coached better understand how to become effective leaders of administrators and teachers and instructional leaders. They have learned how to reflect on their practice, understand the principles of leadership, how to implement the change process to improve their respective schools, and how to motivate and empower their staff members. As a result, schools are better organized and more effectively managed. Also, the culture and morale of the schools have improved as a result of the coaching experiences of the school principals and superintendents who were coached. Surveys were distributed to all who were coached, and showed evidence that the coaching experience was highly successful in improving the skills of these administrators.

Program Success Monitored By 

The coaching program was monitored by MESPEF staff. The success of the program was determined by how effectively those who were coached were able to meet the goals of their individual plans. The coaches were also able to determine the dedication of the administrator being coached, and his or her growth from the beginning of the program to the end of the program. The comments provided by those who were coached, whether they be new administrators, or veteran administrators, were universally positive about how much was learned as a result of their participation, and the impact that their participation had on their leadership in their respective roles, as principal or superintendent.

Examples of Program Success  A principal of fourteen years, who was a participant in this program, indicated that he wished that he had had this program as a new principal and that, despite his years in the principalship, he had learned a great deal about how to be a good leader and run an effective school. Additionally, a superintendent who was coached in this program wrote to the MESPEF Executive Director, applauding the program for its comprehensive approach to leadership and the quality of the content the coaches.

Literacy Leadership Academy

The Academy was designed to work with teams of educators from rural, urban, and suburban districts. Six days of instruction and meetings were designed to form a network for participants to work together and with experts in the field, both electronically and face-to-face. Building-based teams were selected and guided through the process of establishing the essential components of Multi-Tiered Support Systems such as: Evidence-based Assessment &Curriculum; Assessment-driven instruction for all students in a tiered framework; and ongoing professional development for educators. Topics included: establishing and maintaining a Literacy Team & a Site Action Plan; the critical role of leadership so that all staff are on board; Running Data meetings & Use of Data; the roles of Reading Coaches, Principals, Parents, Paras & Others; Collective Responsibility – reallocating and sharing resources; and Self-Assessment of Implementation to “Progress Monitor” a school as it develops this model.

Budget  $21,560.00
Category  Education, General/Other Education, General/Other
Population Served Adults Adults Adults
Program Short-Term Success 

Principals and teachers will understand the importance of literacy plans and literacy teams. These actions will provide teachers and administrators with strategies for adapting their current literacy programs to make them stronger, more individualized and aligned to current research. This will provide the foundation for future literacy development in their respective schools.

Program Long-Term Success 

Participants understand the elements of effective literacy programs and will be able to adapt and adjust current literacy instruction to those standards. Students with varying needs will have those needs recognized and instruction customized to assure better outcomes for each student. Teachers will be able to track the progress of students in literacy and will have tools and strategies to work with those students. Improved literacy will provide a stronger foundation for students in all subjects.

Program Success Monitored By 

Program success is monitored by the trainer in this program through the use of participant surveys, individual consultation, mentoring and reporting of student success. MESPEF staff also provides electronic opportunities for participants to share information about their actions and successes. Program success will constitute the development of literacy teams, more alignment of literacy programs throughout the grades and confidence of teachers in their ability to reach all children at their respective levels.

Examples of Program Success  As the program comes to its conclusion this spring, participants have indicated that teacher enthusiasm for teaching literacy has risen, that their understanding of Response to Intervention has been expanded, that teachers are working together and cooperatively planning in their schools, and that they understand the research behind good literacy programs and the brain theory that underlies these programs. It is anticipated that by next year, more specific statistics can be assembled, once this training program has been completed.

CEO/Executive Director/Board Comments

The programs above are a small example of the programs that MESPA and MESPEF offer in wide variety of areas including leadership, curriculum, management, time management, literacy, special education, techology.

Management


CEO/Executive Director Ms. Nadya Aswad Higgins
CEO Term Start Feb 1979
CEO Email [email protected]
CEO Experience

Nadya Aswad Higgins is the Executive Director of the Massachusetts Elementary School Principals' Association, the Massachusetts Elementary School Principals' Education Foundation, and the MESPA Technology Center. She is an educator who has had teaching, administrative and association management experience since 1961. Her experience in association management totals thirty-seven years, having served concurrently as Executive Director for MESPA for thirty-four years, for MESPEF for twenty-eight years, and the Technology Center for eighteen years. Her responsibilities include development and overall management of the professional development, licensure program, advocacy, and development programs of these organizations and for liaison activities with the Department of Elementary and Secondary Education and the Department of Early Education and Care. She has served on numerous advisory task forces and committees for these entities. She has written state, national and international grants and has designed the Study Tours for Kuwaiti educators over the past few years. Her undergraduate studies were completed at Harpur College of the State University of New York at Binghamton, with graduate work completed at Cornell University, Loyola College (Baltimore), and SUNY Binghamton. Prior to coming to Massachusetts, she served as the Executive Director for the American Association of University Professors for the New York State Conference. She is widely credited for the growth and success of MESPA and MESPEF, the development of the MESPA licensure programs, the establishment of the MESPA Technology Center and for leading the development of all of the major programs of the Association and Foundation. 

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
-- -- --

Senior Staff

Name Title Experience/Biography
Dr. James C. Brown Assistant Executive Director

James Brown has served as the Assistant Executive Director of the Massachusetts Elementary School Principals’ Association (MESPA), since 1999. In that role, he coordinates charter school site review teams; has served as the Project Coordinator/Facilitator for the Consulting Mentor Program, New School Leaders Seminar Series; Attitude, Diet and Exercise: A Wellness Program with the Marlborough Public Schools; and represents MESPA on the School Nutrition Implementation Working Group with the MA Public Health Association. Administrative duties include membership development, awards programs, and publications, and grant writing activities at the state and federal levels.  During his 37 years in education, Jim has served as an elementary and interim middle school principal in Rhode Island, Michigan and San Pedro Sula, Honduras and has been an elementary teacher of all elementary grade levels in both public and private schools in Maine and Mexico.  Over the years, Jim’s presentation topics to education and parent support groups have addressed Inclusion of Special Needs Students in Regular Education; Implementation of IDEA; Improvement Teams and Accountability, and the Principal as an Instructional Leader. He served as a group facilitator for the Principals’ Leadership Summit, sponsored by the U.S. Department of Education and served on the Board of Directors of the National Association of Elementary Principals (NAESP) from 1996-1999. Jim was awarded the Milken Educator Award and Distinguished Rhode Island Educator Award in 1996 and was a finalist for the Principal-in-Residence Program at the U.S. Department of Education in 1997.

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
-- --
Member of state association of nonprofits? No
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

--

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Staff Information

Number of Full Time Staff 5
Number of Part Time Staff 3
Number of Volunteers 0
Number of Contract Staff 0
Staff Retention Rate % 100%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 8
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 4
Male: 4
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers --
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures Yes
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy --
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Yes
State Registration Yes

Risk Management Provisions

Directors and Officers Policy
Disability Insurance
Employee Dishonesty
General Property Coverage
Medical Health Insurance
Workers Compensation and Employers' Liability

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Anthony Cipro
Board Chair Company Affiliation Florence Houghton Elementary School
Board Chair Term July 2009 - June 2015
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Mr. James Argir Retired Voting
Ms. Patricia Barrett Sanborn Elementary School Voting
Mr. Anthony Cipro Houghton Elementary School Voting
Ms. Deborah Donovan Boston Higashi School Voting
Ms. Jillayne T. Flanders Plains Elementary School Voting
Ms. Nadya Higgins MESPA/MESPEF Voting
Ms. Jane Tremblay Summer Street Elementary School Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 7
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 5
Male: 2
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 92%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 57%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes

Standing Committees

  • --
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Finance
  • Program / Program Planning
  • Scholarship

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

Expense Breakdown 2009 (%)

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $1,327,387.00
Projected Expense $1,362,950.00
Form 990s

2011 990

2010 990

2009 990

Audit Documents

2009 FY-09 Combined Review

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2011 2010 2009
Total Revenue $457,662 $178,093 $334,530
Total Expenses $612,732 $382,126 $705,582

Prior Three Years Revenue Sources

Fiscal Year 2011 2010 2009
Foundation and
Corporation Contributions
$13,000 $13,000 $13,000
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $5,090 $11,225 --
Indirect Public Support -- -- --
Earned Revenue $438,848 $136,508 $309,776
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- -- --
Other $724 $17,360 $11,754

Prior Three Years Expense Allocations

Fiscal Year 2011 2010 2009
Program Expense $314,980 $35,815 $478,152
Administration Expense $297,752 $346,311 $227,430
Fundraising Expense -- -- --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.75 0.47 0.47
Program Expense/Total Expenses 51% 9% 68%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2011 2010 2009
Total Assets $626,741 $700,255 $750,590
Current Assets $58,221 $203,916 $224,770
Long-Term Liabilities $478,258 $454,319 $467,821
Current Liabilities $151,379 $124,142 $107,609
Total Net Assets $-2,896 $121,794 $175,160

Prior Three Years Top Three Funding Sources

Fiscal Year 2011 2010 2009
1st (Source and Amount) -- --
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2nd (Source and Amount) -- --
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3rd (Source and Amount) -- --
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Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line No
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2011 2010 2009
Current Ratio: Current Assets/Current Liabilities 0.38 1.64 2.09

Long Term Solvency

Fiscal Year 2011 2010 2009
Long-term Liabilities/Total Assets 76% 65% 62%

CEO/Executive Director/Board Comments

990The last Audit/Review that MESPEF had was for FY-09. FY-12 is happening as I write this.  Due to the economic slump we have been unable, financially, to pay for Financials Services. FY-10 we were below the $ amount for a review and FY-11 we applied for and received a one time exemption, our income was up but we still couldn't afford a review.

Foundation Comments

Financial summary data in charts and graphs are per the organization's IRS 990s. 

Documents


Other Documents

No Other Documents currently available.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

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2. What are your strategies for making this happen?

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3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

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5. What have and haven’t you accomplished so far?

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