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Bay State Reading Institute

 Ed Moscovitch, Executive Director, 50 Prospect Street
 Amesbury, MA 01913
[P] (978) 388-6895
[F] --
Britt Ruhe
 Printable Profile (Summary / Full)
EIN 32-0161930

LAST UPDATED: 11/17/2015
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes


Mission StatementMORE »

The Bay State Reading Institute’s (BSRI) mission is to ensure that every child leaves elementary school a proficient reader. BSRI is committed to accelerating the achievement of all students, and closing the gap for low-income and English language learners.  We do this by helping schools transform classroom practice and build a confident and collaborative school culture by providing expert instructional and leadership coaching, professional development and a tested, data-centered literacy model.

Mission Statement

The Bay State Reading Institute’s (BSRI) mission is to ensure that every child leaves elementary school a proficient reader. BSRI is committed to accelerating the achievement of all students, and closing the gap for low-income and English language learners.  We do this by helping schools transform classroom practice and build a confident and collaborative school culture by providing expert instructional and leadership coaching, professional development and a tested, data-centered literacy model.

FinancialsMORE »

Fiscal Year July 01, 2015 to June 30, 2016
Projected Income $1,865,533.00
Projected Expense $2,021,574.00

ProgramsMORE »

  • Gateway Cities School Improvement
  • Improving Principal Leadership
  • Sustaining multi-year partnerships

Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

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


Mission Statement

The Bay State Reading Institute’s (BSRI) mission is to ensure that every child leaves elementary school a proficient reader. BSRI is committed to accelerating the achievement of all students, and closing the gap for low-income and English language learners.  We do this by helping schools transform classroom practice and build a confident and collaborative school culture by providing expert instructional and leadership coaching, professional development and a tested, data-centered literacy model.

Background Statement

In 2005 MA made public the state-wide test student achievement test scores broken down by race, socio-economic status and other demographics. The data made clear what many had known for years - low income and English language learners lagged behind their not low-income peers. Barbara Gardner and Ed Moscovitch founded BSRI believing that teachers and principals wanted to do a better job, but often struggled to meet the needs of today’s children.  Barbara Gardner, BSRI’s executive director, was a 14-year MA state representative and a retired MA Associate Commissioner of Education for School Readiness.  Ed Moscovitch was a contributor to the 1993 education reform law, education policy advisor, and the external evaluator for the State of Alabama Reading Initiative. He now co-manages BSRI with Barbara and is the chair of the board. 

In 2005 partnered with 6 schools in Brockton, Revere, Beverly, Malden, Quaboag.  BSRI now works with 43 elementary schools - Adams-Cheshire, Beverly, Everett, Fitchburg, Gloucester, Malden, Quaboag Regional, Revere, Taunton and Westfield - serving over 7,000 students, 63% of whom are low-income and 26% are English language learners. In 2010, BSRI received the highly competitive U.S. Department of Education Invest in Innovation (i3) award given to select school reform programs shwoing a strong track record of outstanding impact and the readiness and capability to expand

Schools partnering with BSRI for two or more years made outstanding gains in 2014.  Low-income and Limited English Proficient students made substantial progress from 2012 to 2014, in both reading and math - far larger than comparable students statewide. The percent of BSRI low-income and LEP students who scored “Advanced” on the 2014 MCAS was up substantially from 2012. Student growth scores in BSRI schools are higher than state averages with BSRI low-income 4th and 5th graders at the 81st percentile when ranked against other schools reporting results for low-income students.

We provide teachers and principals in partner schools with individualized coaching, modeling and embedded professional development from a team of a highly skilled consultants and coaches. Our targeted professional development courses are tailored to district needs. We ensure that support and coaching are closely coordinated with district priorities resulting in a transformation in classroom practices and school culture that improves learning for every student.

Impact Statement

Schools with a strong commitment to BSRI have low income and limited English proficient (LEP) students showing remarkable growth. From 2012 to 2014, low income and LEP elementary students in BSRI schools outperformed their peers across the state on three different MCAS literacy measures. The low income achievement gap narrowed by 17% compared to 6% statewide. Twice as many BSRI low income students are scoring advanced on the English language arts MCAS, and the student growth measure for these students improved by 18.5 points compared to just 2.8 points for students statewide. 

BSRI starts with a focus on literacy, but not at the expense of other subjects. As Massachusetts schools move to the Common Core Standards, BSRI is providing its partners with professional development, coaching and support in effectively implementing the standards but across the curriculum.

Student achievement at BSRI partner schools is dramatically improving and achievement gaps are diminishing.  BSRI has identified specific changes in instruction and collaboration that will help students learn even more, and move instruction from very good to great.

Principal leadership is a key determinant of school success.  BSRI is developing an intensive leadership institute for our principals that will be offered in conjunction with the individualized coaching the principals receive.

BSRI would like to respond to more requests for assistance from schools and districts, with a focus on schools in the very needy, under-resourced and underserved Gateway City districts and smaller districts across the state.

Our partner schools are working to implement the new Common Core State Standards. We are supporting this process by providing training in teaching methods that engage students in higher-order thinking and deep conceptual understanding, and helping ensure the content they are teaching in their classrooms aligns to the new standards.

Needs Statement

Our needs include developing sources of funding to launch services in new districts.  Our intensive work is in the first two years.  After that, many districts can support our work through their state grants and district resources.

Our federal Invest in Innovation Grant (i3) sunsets on June 30, 2015. Race to the Top funds, another key source of funding, sunsets then as well. Partner districts are making tremendous gains in student learning,  and principals and teachers find on-going support important to continue and sustain that change. Funds are needed to maintain services in Malden, Revere, Gloucester, Taunton and Westfield.

Almost every principal wants to be the transformative leader a school needs, but most have never received the education, training and coaching to do so. We provide coaching and individualized professional development, but our data shows the need to do more.  We seek funding to pilot an intensive principal training institute focused on leading for change.

BSRI is pursuing several capacity building activities including 1) improving our marketing and media with an emphasis on providing funders, legislators and education decision makers with information about our methods and results. 2) a strategic review to develop a model for large-scale expansion. 

CEO Statement

Typically, school improvement organizations work with schools on only one or two areas such as helping the principal with leadership skills, or providing stand-alone teacher training sessions.  BSRI becomes fully involved and absorbed in the culture of the building, closely mentoring principals and instructional coaches, as well as making frequent visits to classrooms.  The school develops a common understanding and culture of open dialogue about teaching that consistently accelerates the achievement of all children.  Teachers in BSRI partner schools are empowered by learning new approaches and stretching to do things differently alongside their principal and instructional coaches. Data is used to guide instruction and provide clear evidence of the gains being made by the students.

BSRI has found that making a number of changes at once makes each individual change easier and more meaningful than it would have been if done one at a time. Learning how to teach each student at his or her level provides an example: Through professional development, principals become instructional leaders and spend significantly more time in classrooms. BSRI coaches show the principal what to look for when visiting classrooms. Teachers are able to successfully differentiate instruction because they receive professional development in using assessment data to identify student needs, and hands-on coaching in proven teaching and classroom management strategies. They use a curriculum which includes differentiated materials. The school day has been reorganized to provide teachers with enough time, teaching tools, intervention materials, and interventionists to address the full range of student needs. When teachers get stuck, they have a building-based expert to assist them. These reading coaches also provide feedback to the principal about the progress and needs of the teachers, and the cycle continues.

BSRI commits to a long-term partnership with each school because we understand that comprehensive change to improve student performances doesn’t happen overnight. It takes time to make fundamental changes in a system as complex as a public school. Teachers know this, and often remark on the futility of initiatives of short duration.  BSRI is not a quick hit. We ensure that the practices learned in professional development are implemented in the classroom. BSRI is not a program. BSRI is a journey to better teaching.

Board Chair Statement

I am board chair and was a Massachusetts legislator for 14 years, and played a key role in the writing and passage of the 1993 education reform bill. While much was right in the law, the reform did not measurably improve student achievement. I left the legislature looking for an opportunity to tackle the growing achievement gap in a more direct way. I became the Massachusetts Commissioner of School Readiness overseeing the implementation of the federal Reading First grant. Yet when I visited classrooms, I continued to observe young children lined up in rows, disengaged or barely listening as the teacher droned on. That experience led me to the same conclusions as my colleague Ed Moscovitch was reaching in Alabama as evaluator of their statewide reading initiative.

Ed and I formed BSRI in 2006 and I served as executive director until 2015 when I decided to retire. Ed continues as executive director and the organization has grown to serve more than 50 schools across the Commonwealth from Clarksburg in Northern Berkshire County to Fairhaven in Bristol County.

In 2005 Barbara and I joined forces to found BSRI. BSRI was created to be an entrepreneurial, responsive, best practice partner for struggling schools. BSRI carefully recruits master principals and literacy specialists with long track records of success to serve as coaches for the principal, reading specialist and teachers at partner schools. BSRI has grown from its first six partnerships to 43 across the state, and has received state and national recognition along the way.  

Barbara and I spend many days each year visiting classrooms to observe BSRI’s impact on teaching and learning. BSRI uses multiple methods to collect feedback about its services: an external evaluation, numerous observations by senior staff, conversations with principals and superintendents, and a commitment to applying only solidly researched approaches both in partner schools and to how BSRI is run. We are pleased with what has been accomplished so far, but want to take BSRI to a higher level by implementing new strategies for improving instruction and school leadership, by adding new districts, by working across the curriculum, and by building a stronger financial base.   

Geographic Area Served


BSRI works in more than 50 schools, including 11 schools in the greater-Boston districts of Revere (02151), Malden (02148), and Everett (02149).  We also work with the Gateway Cities districts of Westfield, Taunton and Fitchburg.

BSRI also partners with schools in Adams-Cheshire (01220)  Beverly (01915), Fitchburg (01420), Gloucester (01930), Taunton (02780), Warren (01083), West Brookfield (01585),  Webster, Fairhaven, Northern Berkshire and Westfield (01085).  We are pursuing additional partnerships in Salisbury and several other communities.

Organization Categories

  1. Education - Primary & Elementary Schools
  2. Education - Management & Technical Assistance
  3. Civil Rights, Social Action, Advocacy - Minority Rights

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

Under Development


Gateway Cities School Improvement


Several years ago the Governor and Legislature began the Gateway Cities Initiative to draw much needed attention and support to mid-sized cities with higher than average rates of poverty and lower than average education attainment levels.  The 26 Gateway Cities educate over 225,000 students. BSRI partners with 29 schools in 7 Gateway Cities, and would like to partner with more.


While Boston attracts the lion’s share of support from external partners, Gateway City schools serve almost the same percent of high needs students as Boston Public Schools, but with 30% less funding per pupil.  These cities also have fewer social safety net supports, outside programs and linkages to health and social services. Because of strained budgets they pay teachers less than the state average and 17% less than Boston, so they tend to attract fewer teacher and principal candidates.  BSRI provides these schools with comprehensive, cost-effective help improving student achievement. 

Budget  $500,000.00
Category  Education, General/Other Educational Delivery
Population Served Children Only (5 - 14 years) Poor,Economically Disadvantaged,Indigent Immigrant, Newcomers, Refugees
Program Short-Term Success  Funding is secured for FY16 to continue our Gateway Cities work.
Program Long-Term Success  BSRI is able to add more Gateway Cities communities to those it serves.
Program Success Monitored By  Student achievement scores and school accountability data.
Examples of Program Success  Revere, a Gateway City that has been a BSRI partner from the start, has all schools at the level 1 and level 2 accountability level despite high student poverty and increasing numbers of ELL students.

Improving Principal Leadership

In a careful study of our partner schools and their performance on reading assessment tests and the MCAS, BSRI has found a very strong correlation between the strength of the principal and the extent to which a school improves its literacy instruction.  This correlation has also been found in numerous national studies.  In order for a school to consistently meet the needs of all its students in an inclusive and timely way, the school’s principal must be exceptional. 

Many principals were strong teachers before they became administrators. A few have the natural leadership skills which allow them to guide a school through the numerous, simultaneous changes that are required to measurably improve student achievement.  However, although almost every principal wants to be the leader his or her school needs, most have never received the necessary training and education. BSRI is developing an intensive program of professional development and professional learning communities specifically for principals that is linked to the individualized coaching of each principal that BSRI already provides. 
Budget  $100,000.00
Category  Education, General/Other Educational Delivery
Population Served Children Only (5 - 14 years) Poor,Economically Disadvantaged,Indigent Immigrant, Newcomers, Refugees
Program Short-Term Success  BSRI secures funding for principal leadership training for FY16.
Program Long-Term Success  BSRI principals attend a principal leadership academy and participate in professional learning communities.
Program Success Monitored By  Student achievement scores and school accountability measures.
Examples of Program Success  BSRI offered an initial principal leadership institute that was extremely well received.  Principals wanted more including more opportunities to interact and learn from each other.

Sustaining multi-year partnerships

Early reading proficiency is a strong predictor of school success and is also a strong predictor of future incarceration rates, lower wages, lower voter turnout, and higher health costs. Poor, non-white, and ELL students make up a disproportionate number of the students who struggle with reading.

BSRI received an Invest in Innovation (i3) award for $5,000,000 over five years. This award fundspartnerships in Fitchburg, Gloucester, Malden, Revere, Taunton and Westfield.  

The i3 award will end at the end of FY 15. We are working with our partner districts to find ways to continue to fund our work.  We are also working on capacity building and sustainability strategies to propel our next phase of work.

Budget  $900,000.00
Category  Education, General/Other Educational Delivery
Population Served Children Only (5 - 14 years) Poor,Economically Disadvantaged,Indigent Immigrant, Newcomers, Refugees
Program Short-Term Success  BSRI secures needed funding for FY 16.
Program Long-Term Success  A long-term sustainable funding strategy is identified for high-need school districts.
Program Success Monitored By  Program success is monitoring by school and student test scores and accountability data.
Examples of Program Success  We are able to continue programs in all high needs districts and expand to new districts.

CEO/Executive Director/Board Comments

The Bay State Reading Institute (BSRI) is dedicated to helping teachers and principals increase the achievement of all children.  Low test scores and persistent achievement gaps are only part of the story. There are so many talented teachers and administrators who work incredibly hard and do lots of things right. BSRI works to help schools find new ways to teach and lead in order to meet the needs of all children, especially those who come to school with limited vocabulary and little exposure to text and language.

Most efforts to improve literacy achievement are of limited duration and focus on one specific aspect of literacy instruction; curriculum, teacher collaboration, use of data, etc.  However, it is only when changes are made in all these areas simultaneously that schools create a learning environment in each and every class that supports the achievement of all students.  The MA and U.S. Departments of Education, and schools across the country, have learned that managing a complex and comprehensive school reform process is almost impossible for schools to do by themselves.  Especially during the first few critical years of transformation, schools benefit from the help of an outside partner.

Teachers and principals at current BSRI schools describe the BSRI difference in their own words:

“We have children reading and responding at higher levels than we ever thought possible. The level of expectation we have for students and for ourselves is greater than ever and we are close to 90% proficiency across grades K-5.“ Susan Terban, Reading Coach, Linden School, Malden

“Everybody is trying to do three things – have good strong principals who are curriculum leaders, embedded professional development, and using data to inform instruction.  BSRI is the only program that I see that has interwoven them in such a way that they all complement each other and lead to whole school change.”  Paul Dakin, Superintendent, Revere

BSRI helps shift the principal from being a manager to an educational leader. They get the principal into the classroom on a regular basis to see how the implementation is happening. That is a huge benefit to the school and the relationship between the principal and the teachers – Andre Ravenell, Superintedent, Fitchburg



CEO/Executive Director Mr. Ed Moscovitch
CEO Term Start July 2015
CEO Email
CEO Experience

Ed Moscovitch is the co-founder and Executive Director of the Bay State Reading Institute. He was the lead evaluator of the Alabama Reading Initiative, consultant to the Massachusetts Business Alliance for Education, and led a team that prepared a comprehensive evaluation of primary, secondary and university education in Kazakhstan, among many other projects. Previously Ed was the Executive Director of the MA Municipal Association, the Vice President of the Charles River Associates, the Vice President of Data Resources, Inc., and was the MA Chief Budget Officer from 1972 – 1975. Ed recently served on the Chapter 70 formula review committee.

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

Former CEOs and Terms

Name Start End
Ms. Barbara Gardner June 2005 July 2015

Senior Staff

Name Title Experience/Biography
Ms. Kelly Ally Director of Curriculum and Instruction Kelly Ally serves as a Reading Coach Trainer and oversees curriculum for Bay State Reading Institute where she provides ongoing professional development and support for reading coaches, teachers and administrators employing research-based instruction, data analysis, and data-driven decision making. Working as a consultant in MA, NH, and NY, she has developed and conducted training workshops for the Department of Education. She has been trained in RTI using Core programs and Guided Reading and has extensive experience with many supplemental and intervention reading programs. Her background includes working as a classroom teacher in the Lowell, MA Public Schools and an adjunct professor at Middlesex Community College, co-authoring their “Step-Up” program, assisting paraprofessionals in obtaining teacher certification. She considers herself very lucky to have her passion become her career.
Ms. Britt Ruhe Chief Operating Officer

Britt Ruhe provides financial oversight and planning for BSRI, and leads BSRI’s development work.  Through her guidance, BSRI has moved from dependence on a single source of funding to a more balanced portfolio of support from federal, state, district and private sources.  Since Britt began working with BSRI in 2010, the number of BSRI partner schools has more than doubled, and the budget has grown by 85%. Previous to working with BSRI, Britt was the founder and director of a community based mental health and wellness center, and the director of an educational foundation in Costa Rica.  She has her M.B.A with a focus in non-profit management from the University of Massachusetts.

Mr. Ben Scherz Director of Partnerships --


Award Awarding Organization Year
Priority Partner for School Turnaround MA Department of Elementary and Secondary Education 2012
Purpose Prize Fellow Civic Ventures 2011
Invest in Innovation (i3) grant awardee U.S. Department of Education 2010


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

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --


We collaborate with 43 schools in 10 school districts statewide – Adams-Cheshire, Beverly, Everett, Fitchburg, Gloucester, Malden, Quaboag Regional, Revere, Taunton and Westfield. 


We are one of 27 Priority Partners for Turnaround of the Massachusetts Department of Elementary and Secondary Education.

CEO/Executive Director/Board Comments


Foundation Comments


Staff Information

Number of Full Time Staff 3
Number of Part Time Staff 19
Number of Volunteers 0
Number of Contract Staff 0
Staff Retention Rate % 90%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 1
Caucasian: 21
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 19
Male: 3
Not Specified 0

Plans & Policies

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

Risk Management Provisions


Reporting and Evaluations

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


Board Chair Ms. Barbara Gardner
Board Chair Company Affiliation Retired
Board Chair Term July 2015 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms. Barbara Gardner Retired Voting
Dr. Pamela Hook PhD Retired Voting
Ms. Kathy Kelley Retired president of AFT Mass Voting
Mr. Ed Moscovitch Executive Director, BSRI NonVoting
Mr. Ray Sheperd Consortium of Reading Excellence 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: 1
Asian American/Pacific Islander: 0
Caucasian: 4
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 3
Male: 2
Not Specified 0

Board Information

Board Term Lengths 1
Board Term Limits --
Board Meeting Attendance % 88%
Written Board Selection Criteria No
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 13%
Percentage of In-Kind Contributions 13%
Constituency Includes Client Representation No

Standing Committees

  • Compensation
  • Finance

CEO/Executive Director/Board Comments

BSRI’s challenges and opportunities are one and the same.  The first is to achieve greater levels of improvements in our partner schools.  We now have nine years of practice implementing our model and we have  a more clear understanding of what works and what does not.  In order to realize greater gains in student achievement, we must implement some changes to our partnership model:

1)     BSRI’s standard for outstanding teaching has changed and become more rigorous. This then necessitates changes in the services and support we provide to our partner schools. 

2)     We have learned that in addition to partnering with teachers and principals, we must work more collaboratively with superintendents and their staff.  Central office support is vital to successful school change.

There are many long-standing administrative practices in school districts which inhibit change.  We have begun to work more closely with superintendents to address the issues of principal autonomy including control of building staff, specialists and interventionists; superintendent and central office staff support for the principal and the changes they are making in conjunction with BSRI; continuity of leadership and; central office support for principals who may need to make tough decisions and have difficult discussions with teachers who may be resistant to change.  

The second major challenge and opportunity for BSRI is to continue to serve more schools and districts while maintaining the quality of services we provide.  BSRI receives an annual external evaluation, and thus far has been able to maintain quality while growing. . In order to attract and retain highly qualified professionals in the places where we need them, BSRI has developed a unique organizational structure.  BSRI is a virtual organization, allowing our coaches to live across the state and in proximity to the schools with which they work.  This type of organizational structure can present challenges as we grow.  However, it has been very effective in helping us recruit the very best in the field.  Almost all of our staff work for BSRI part time, allowing them to pursue the multiple interests and commitments that usually come hand in hand with successful and dynamic people.  This arrangement also is conducive to cross fertilization between BSRI and other school reform initiatives, since many of the coaches engage in research, consulting, and higher education teaching when they are not working for BSRI.  

Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Fiscal Year July 01, 2015 to June 30, 2016
Projected Income $1,865,533.00
Projected Expense $2,021,574.00
Form 990s

2013 990

2012 990

2011 990

2010 990

2009 990

2008 990

Audit Documents

2013 BSRI audit

2012 BSRI audit

2011 BSRI audit

2010 BSRI audit

2009 BSRI audit

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2013 2012 2011
Total Revenue $2,587,663 $2,829,908 $2,628,127
Total Expenses $2,673,287 $2,937,129 $2,383,659

Prior Three Years Revenue Sources

Fiscal Year 2013 2012 2011
Foundation and
Corporation Contributions
-- -- $110,000
Government Contributions $1,528,345 $2,154,617 $1,720,824
    Federal -- -- $660,000
    State -- -- --
    Local -- -- --
    Unspecified $1,528,345 $2,154,617 $1,060,824
Individual Contributions $162,980 $138,025 $10,000
Indirect Public Support -- -- --
Earned Revenue $896,338 $537,266 $374,291
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- -- $413,012
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2013 2012 2011
Program Expense $2,532,216 $2,831,909 $2,278,298
Administration Expense $97,537 $84,747 $66,737
Fundraising Expense $43,534 $20,473 $38,624
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.97 0.96 1.10
Program Expense/Total Expenses 95% 96% 96%
Fundraising Expense/Contributed Revenue 3% 1% 2%

Prior Three Years Assets and Liabilities

Fiscal Year 2013 2012 2011
Total Assets $1,042,227 $1,108,976 $1,296,101
Current Assets $1,042,227 $1,108,976 $1,296,101
Long-Term Liabilities $0 $0 $0
Current Liabilities $30,856 $11,981 $91,885
Total Net Assets $1,011,371 $1,096,995 $1,204,216

Prior Three Years Top Three Funding Sources

Fiscal Year 2013 2012 2011
1st (Source and Amount) U.S. Dept. of Education Invest in Innovation (i3) grant --
U.S. Dept. of Education Invest in Innovation (i3) grant --
U.S. Dept. of Education Invest in Innovation (i3) grant --
2nd (Source and Amount) Revenue from School districts --
Revenue from School districts --
Revenue from School districts --
3rd (Source and Amount) State Appropriation --
State Appropriation --
State Appropriation --

Financial Planning

Endowment Value --
Spending Policy N/A
Percentage(If selected) --
Credit Line Yes
Reserve Fund Yes
How many months does reserve cover? 6.00

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 2013 2012 2011
Current Ratio: Current Assets/Current Liabilities 33.78 92.56 14.11

Long Term Solvency

Fiscal Year 2013 2012 2011
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

Over the past four years, BSRI has moved from a single source of state funding to receiving funds from the federal government, multiple state sources, school districts, corporations, foundations and individuals.

 Financial summary data in charts and graphs are per the organization's IRS 990s. Contributions from foundations and corporations are listed under individuals when the breakout was not available.

Foundation Comments

Financial summary data in charts and graphs are per the organization's IRS 990s.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.



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?

BSRI’s mission is to ensure that every student leaves elementary school a proficient reader. BSRI is committed to accelerating the achievement of all students, and closing the gap for high needs students. BSRI is a whole-school improvement organization that uses a focus on literacy and use of data to transform instruction and school leadership. It is through this transformation in teaching that we see remarkable progress in student achievement.

There has been much national debate on teacher quality and discussion of how we get the best teachers to the children who need them most. BSRI’s fundamental belief is that the key to getting the best teachers into our schools is to support and coach the teachers who are working in our schools today. Just as you can’t become an Olympic champion without hard work and world-class coaching, it takes hard work and world-class coaching to become a champion teacher.

BSRI makes this change through introducing proven, evidence-based practices to our partner schools that are supported by in-school coaching to help teachers put those practices into place. We also help teachers and principals learn to use data to differentiate and personalize the teaching for each student. We also know that strong principal leadership is crucial to creating a school that works relentlessly to meet the needs of each student and to develop a school culture that is both collaborative and confident.

Our partner schools are provided with individualized coaching for teachers and leadership mentoring for principals; in-class modeling and embedded professional development several days each month; an array of professional development courses for teachers and principals that are tailored to the needs of the school, and support that is closely coordinated with district needs and priorities.

Long term success is measured by our partner schools showing consistent year to year improvements in the learning of all students and accelerated learning for low income and English language learners. Our long term success is also measured by an ever increasing number of schools and districts partnering with BSRI and which make the commitment to transform teaching and learning so that every teacher is inspired, every principal is a leader and every student succeeds. We would be successful if we were to be partnering with every elementary school in Massachusetts which serves a large proportion of high needs students (low income, English Language Learners)

2. What are your strategies for making this happen?

BSRI continuously works to find ways to improve teaching and learning at our partner schools. We work closely with our partner districts, exploring new practices and brining in outside experts to work with teachers and principals.

The world of education is experiencing fundamental and rapid change as part of the adoption of the Common Core state standards. We are working to keep abreast of change and to help our partner districts focus on what is most important for student achievement. 

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

Our internal strengths are our highly experienced staff of former teachers, literacy specialists and principals. The professionals who work in schools with teachers and principals are highly experienced in school improvement and have led change in schools. They also keep abreast of the latest research and approaches and many of them teach courses for teacher preparation at local colleges and universities.


Our senior leadership has long-standing relationships with the educational and political leaders in the state. They understand the arc of education reform in Massachusetts as both of them were instrumental in the first wave of reform that began in 1993. Because of this they carry great credibility with members of the legislature and educational leaders.


We have engaged outside assistance with press, promotion and social media. This outside help have the press contacts and know-how to raise our profile. We are also working to redesign our web presence, consistently brand our materials and attend and present at conferences that  allow us to get before stakeholders and decision makers in today’s schools.


As we strengthen our brand and our profile we are also looking at adding administrative staff which will help us make inroads with private donors and foundations that are funding education reform and grow our footprint to more schools and districts. It is difficult to be a champion of public schools and public school teachers in a philanthropic environment that is focused on charter schools and increasing the number of charters. Our work is not flashy or controversial. Strategic leadership that will help us grow in this environment is much needed.

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

We have several indicators of progress. The most important is how well our students are doing in comparison to similar students in schools whose teachers and principals do not have the benefit of BSRI’s services. As a federal grantee we carefully monitor our outcomes. In addition to using MCAS scores to evaluate progress, we also rate our partner schools through a tool which measures fidelity of practice – how well are they implementing strategies and focusing on the work of school improvement. Subsequent analysis has shown that schools that rate well on the fidelity of practice measures also rate well in achievement on MCAS. Schools that do not do as well on fidelity of practice do not make the kinds of gains that high implementers do.

In addition to MCAS we use other measures and data to monitor progress and measure success including standard literacy assessments like Dyanmic Indicators of Basic Early Literacy Skills (DIBELS) a measure of reading fluency and Group Reading Assessment and Diagnostic Evaluation (GRADE), a measure of reading comprehension. This data is regularly analyzed in schools by our coaches and staff and is used by teachers in the school to inform instruction.

As a grantee of the U.S. Department of Education as well as a Priority Partner for Turnaround of the Massachusetts Department of Elementary and Secondary Education, BSRI is required to collect and analyze data and outcomes in a rigorous and consistent manner and we are committed to the use of this data to improve outcomes. BSRI works closely with SchoolWorks, a Beverly-based nationally known evaluator of school improvement projects. Our annual evaluation meets the very rigorous standards of the U.S. Department of Education’s Institute for Education Sciences. BSRI examines changes in student, teacher and principal behaviors and interactions between the central office and schools, and correlates these changes with student achievement.

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

We have been extremely encouraged by outstanding MCAS score improvements in 2014. We have made tremendous progress with the groups of students who continually fall into the achievement gap in Massachusetts – low income students and limited English proficient students. In our schools that implement with fidelity these students have progressed far faster than their peers statewide.

Next year is a year when progress will be difficult to measure. Many of the districts we are working with will switch to a new state accountability exam – Partnership for Assessment of Readiness for College and Career (PARCC). Because this is the first year of PARCC, the Massachusetts Department of Elementary and Secondary Education data will be difficult to correlate with the MCAS measures we have been using. 

We also face a funding cliff in 2015. Both our i3 grant and the Massachusetts Race to the Top grant will end on June 30. We have used these funds for our work in many of resource challenged districts. We are working with districts to find the best way to fund our work going forward.

Another obstacle to growth is the rapid and sometimes overwhelming pace of change in Massachusetts public education. While many districts are interested in our work, there is a hesitancy to take on too much change at once. Right now districts are being asked to align their curriculum with the Common Core State Standards, implement the next phase of a teacher evaluation system with a set of district determined measures and switch accountability testing from MCAS to PARCC. With all this change, districts feel overwhelmed and unable to take on the work we bring. It is a challenge to us to prove to potential partners that we can be a help and support in making these changes and not just “one more thing to think about.”