Martha’s Vineyard Public Charter School
Strategic Plan 2009-2014
DRAFT: April 2009
II. The Institution
ii. Grade levels
ii. Community Congress
i. Social Skills
ii. Accelerated students
M.V.P.C.S. Strategic Plan
Strategic planning is the process of determining where an organization should be in the future and how it will get there in an environment that is dynamic and hard to predict.
The Strategic Plan for the Martha’s Vineyard Public Charter School for 2009-2014 is structured in a Critical Issues format by focusing on major topics which have come up time and again in various years in a number of forums. The plan does not address short-term programmatic issues regarding day-to-day operations. Rather, it addresses overarching themes that comprise the school. These themes are: The Institution, Community, Academic Program, and Finance.
The previous Strategic Plan for the Martha’s Vineyard Public Charter School was developed during the 2006-2007 school year by a team of school community members who made up the Long Range Planning Committee. Students, parents, teachers, administrators, and trustees comprised the committee. The committee met over the span of the school year to review the mission statement, determine critical issues, goals and options; and to draft, revise, present and finally begin implementation of the plan. The first plan sought to reach various goals within a one to three year time frame. It is now, time to assess the successes and shortcomings of the first plan and to determine issues that still need to be addressed in an updated plan that will carry the school through the next five years.
The first section, “The Institution” deals with the same overarching items that the previous plan addressed and continues that work in a series of annually rotated subjects.
The subsequent sections address more specific concerns that have been identified as needing attention.
Critical Issue #1: How can the school continue to assess, improve, and enhance teaching and learning at the MVPCS?
I. Goal: Continue the schedule to annually focus on the methodologies: project-based learning and teaching, self-directed learning and teaching, and differentiated learning and teaching.
1. Description: Focus on each methodology, one per year. And assess and refine the delivery of each methodology by participating in professional development opportunities and sharing and applying best practices, and creating assessments of methodologies.
2009-2010 differentiated learning;
2010-2011 project-based learning;
2011-2012 self-directed learning; 2012-2013 differentiated learning;
2013-2014 project-based learning.
Responsibility: Bob Moore, Director
a. Maintain records of activities related to annual methodology
b. Keep records of the professional development participation and survey teachers regarding their assessment of those opportunities.
II. Goal: Continue the schedule to annually focus on the three grade levels: Lower School (Grades K-4), Middle School (Grades 5-8) and High School (Grades 9-12).
1. Description: Begin a year long focus on each level, one per each year, to determine areas that need attention and then implement activities based on that determination.
Timeline: 2009-2010 Middle School;
2010-2011 High School; 2011-2012 Lower School;
2012-2013 Middle School;
2013-2014 High School.
Responsibility: Administrators and Teachers of divisions in focus
a. Develop and conduct a survey of teachers in June to measure their opinions about the effectiveness of the activities that were undertaken.
b. Measure effectiveness by noting concrete changes in program such as, for example, schedule adjustments or improvement of test scores.
III. Goal: Create a rotating schedule to annually focus on the subject disciplines: Math, English Language Arts, Social Studies, Science, World Languages, Physical Education, the Arts, Technology, and Health.
Begin a year long focus on each discipline in order to rework aspects of
the program based on internal and external
assessment results and information from students, faculty, parents,
2009-2010 Social Studies and the Arts;
2010-2011 World Language and Math.
2011-2012 Science, Health and Physical Education;
2012-2013 English Language and Technology;
2013-2014 Social Studies and the Arts
Responsibility: Administrators and teachers of specific disciplines in focus.
Measure: Analyze any changes in internal and external assessment results.
Critical Issue #1: External
How can the school more clearly articulate and communicate its mission and successes to families, prospective families, educators, and other residents of Martha‘s Vineyard?
I. Goal: Increase dissemination of achievements and best practices.
1. Description: Identify and disseminate achievements and best practices.
Timeline: Summer 2009
Responsibility: Administration and teachers
document (brochure, on-line statement, etc.)
summary of achievements best practices.
II. Goal: Increase the wider island community’s interaction with the school.
1. Description: Educational forums and roundtable discussions of Charter School Mission and practice.
Timeline: Two events per school year
Responsibility: “Event Committee” comprised of teachers, parents, trustees and administrators.
Measurement: Attendance at all events
2. Description: Invite island students and families to attend and participate in special events that indirectly promote the mission of the school.
Examples: Theater performances; Scarecrow contest; Spring Art Auction.
Timeline: One to two events per year.
Responsibility: Administrators will oversee events with Parents responsible for carrying them out.
Measurement: Assess attendance and participation at all events.
Critical Issue #2: Internal
How can the school build upon its strong professional community?
I. Goal: Build upon the strong professional community by providing continued opportunities for collaboration.
A. Overall Strategy: At the start of each school year the Director and the teachers will create a system and schedule to institute these opportunities.
B. Specific Strategies:
1. Description: Promote and provide opportunities for mixed-age learning
Description: Promote and provide opportunities for teachers to collaborate on
interdisciplinary units of study.
Description: Community building activities involving students and teachers.
4. Description: Teachers visiting teacher’s classroom
Responsibility: Administration and teachers
Measurement: The number of teachers visiting classrooms.
5. Continue the
Community Congress work
Critical Issue #1: How can the school enrich the academic program?
I. Goal: Build a stronger sense of social responsibility
1. Description: Continue building K-12 Social Skills curriculum through Responsive Classroom and Positive Discipline strategies.
workshop and follow-up implementation
II. Goal: Address the needs of accelerated students.
1. Description: Share classroom practices and implement new practices.
III. Goal: Establish a technology curriculum in the classrooms.
1. Description: Determine the role of technology and implement plan.
Timeline: Begin Fall ‘09
Responsibility: Tech Personnel and teachers
Degree of classroom technology integration.
Critical Issue #1: How will the school insure sufficient income to fund the educational programs into the future?
I. Goal: Continue to secure grant income to supplement SPED support staff.
1. Description: The school has been able to supplement the budget with grant income from the state over the life of the school. This has amounted to about 3% of the total budget, and approximately 20% of our SPED support budget, therefore it is essential that the school continue to secure these grants.
Timeline: The special education administrator will keep in contact with the state
to identify when the grants are available and complete all of the necessary applications to ensure that the grants are secured on an annual basis.
Responsibility: Special needs administrator will write and oversee the grants. Business manager will maintain required documentation in accordance with state and federal guidelines.
II. Goal. Maintain state income relative to the surrounding districts.
1. Description: The school’s income is determined by a complex state formula. It will be important for the school to lobby the legislature through our state representatives and the Mass. Charter School Association to ensure the formula reflects the costs we face in trying to compete with our sending districts. Currently, the formula reflects local costs, but we have to guard against legislative initiatives which attempt to set reimbursements on a state wide basis. That would threaten our financial viability as the costs of operating are much higher on Martha’s Vineyard than other areas in the State.
Timeline: This is an ongoing responsibility which will be reported on at monthly board meetings and monthly parent meetings in which the administrative staff participates. Decisions as to appropriate action can be made in these forums and implemented.
Responsibility: The board of trustees, in conjunction with the administrative staff, will work to keep informed through the Charter School Association and the state representatives of legislative proposals that may be detrimental to the school’s financial health. Timeline
III. Goal: Continue to focus on the long term financial viability of the school.
Description: Since the school began in July 1996, the long term viability of the MVPCS has been a focus of the board of trustees, the administrative team and the teaching staff. This process begins annually in the spring by crafting a budget from the ground up which focuses on the needs of the incoming student population rather than trying to fit the new population into the previous year’s budget and programs.
Responsibility: The business manager, director and treasurer are responsible for keeping focused on the school’s financial viability.
Timeline: This is an annual process which begins in the spring with the budget meetings and then carries on throughout the fiscal year with monthly reports to the board of trustees and daily interactions relating to financial matters between the administration and educational staff.