Strategic Plan for Cardigan 2020 Phase II (2015-2018) by Cardigan Mountain School

the

Strategic Plan for

Cardigan 2020 A Vision of Excellence in the Education of Middle School Boys

Phase II Edition (2015â&#x20AC;&#x201C;2018)

Contents Page

The Strategic Planning Process

An introduction to Cardigan’s strategic planning process, provided by Head of School David J. McCusker, Jr.’80, P’09,’10.

Executive Summary

An introduction to the Strategic Plan for Cardigan 2020, provided by Committee Chairs Burton McGillivray P’07,’09,’09, and Stewart S. Dixon, Jr.’80

Mission, Core Values, and Habits of Learning

The foundation of all decision making, and our personal and professional code of conduct.

Our Enduring Legacy

The School’s history, as a distinctive foundation for the future.

Strategic Plan

Strategic priorities and goals in five key action areas.

Defining Our Strength

The Cardigan Way defined, and profiles of the admissions candidate, educator, and graduate as envisioned by Cardigan Mountain School.

Supporting Documents

The Strategic Planning Process

David J. McCusker, Jr.’80, P’09,’10 Head of School

Cardigan Mountain School has been blessed in recent years with the opportunity to make numerous and significant improvements to all aspects of the education we offer. With due thanks and credit to my colleagues and to our board of trustees, we have applied great discipline and focus to our strategic planning process, which now builds on the positive momentum we’ve been able to generate for our community.

was cited as a response to the question “Why?” without much explanation beyond the simple use of the phrase. The Cardigan Way now represents something much different, I believe. We are a much more intentional, proactive, and ambitious school today, motivated primarily by a belief in and commitment to the mission and work our school does each and every day with the boys in our care.

This latest iteration of the Strategic Plan for Cardigan 2020 maintains the long view for our school, as a larger context within which to plan, while articulating specific short-term goals that have been identified as priorities over the next three years, 2015–2018. While the development of strategies and tactics will be ongoing, we have learned valuable lessons from our history, which inform this document, including the importance of remaining open-minded and flexible, in order to incorporate additional goals as they emerge.

This plan continues a conversation started many years ago that allows us to dream boldly for Cardigan. Appreciating the transformative effect that this education has on the lives of our students, we recognize a responsibility to conceive a vision of the highest standard, which we must diligently pursue for our students and families today—and for those who will follow in the years to come. As one of my colleagues recently stated in a planning meeting, “We can do anything!” This comment was made with great enthusiasm, referencing our recent achievements, and was aspirational in nature. We all agree, especially if we continue to enjoy the same strong partnership we’ve had in recent years with members of the Cardigan family.

Strategic Planning Defined

The formal consideration of an organization’s future course, toward the outcome of excellence and sustainability. Strategic planning deals with three key questions: • What do we do? • For whom do we do it? • How will we excel?

As I begin my ninth year as Cardigan’s head of school, I think about the last eight years, and I am heartened by the evolving definition of “the Cardigan Way.” In earlier years, this phrase

What a privilege and honor to do this good work, shoulderto-shoulder with so many talented and caring members of our community. This plan, similar to previous plans, has been largely created by my colleagues, Cardigan’s faculty,

May 2010

Market, Position, and Enrollment Research & Analysis (MPERA) committees form and begin work; NEASC Reaccreditation Self-Study begins.

May 2011 who are the primary experts and practitioners of the Cardigan Way. Providing tremendous leadership and guidance, our board of trustees has been fully engaged at every turn. At various times we have also engaged our students, our alumni, and our families in this important planning process. This inclusive and collaborative exercise yields excellent thinking, which this strategic plan represents for our school. Thank you, one and all, for your care and commitment to Cardigan. I am grateful for your partnership.

David J. McCusker, Jr. ’80, P’09,’10

Financial Sustainability Task Force sponsors a two-day retreat to review and discuss financial-planning scenarios; NEASC Reaccreditation report delivered, site visit conducted, certificate issued.

February 2012 Strategic Planning Work Groups form to address identified action areas. Ongoing strategic planning work culminates with an on-campus retreat in June. Cardigan 2020 Strategic Plan revisions made.

February 2013 Strategic Plan for Cardigan 2020 presented for board approval. Implementation teams assigned, and Phase I tactical action plans developed for each strategic priority.

June 2013–June 2015 Phase I tactical implementation.

August 2014–May 2015 A 2014 Strategic Planning and Development Retreat begins the work of identifying Phase II strategic priorities for 2015– 2018. Planning process continues throughout the 2014–2015 academic year with broad constituent involvement.

June 2015 An off-site Strategic Planning Retreat brings trustees, administrators, and faculty members together to begin tactical planning for Phase II strategic priorities and implementation.

October 2015

Cardigan’s Board of Trustees voted to approve Phase II priorities.

Executive Summary

Strategic Anchor

Burton McGillivray P’07,’09,’09 Strategic Planning Committee Chair (2011–2015)

Stewart Dixon ’80

Cardigan’s relevance remains the unique demands of boys’ middle school education. We believe the School’s mission is more critical today than it has ever been. Recent data shows that boys’ academic performance lags behind that of girls, and that boys have a wider variety of learning challenges. Behavioral research on boys’ brains shows they can be disorganized, kinetic, impulsive, and yet quite extraordinary—though most schools have adjusted inadequately to this understanding. Males have become a minority of college students in the United States, as the percentage of females in college now approaches 60 percent. Cardigan’s strategic anchor, the unique educational needs of boys, has never been so important.

Scope

Strategic Planning Committee Chair (2015–2016)

The purpose of this summary is to capture the conclusions of the strategic planning recommendations of the 2012 strategic planning process, and the continued work in 2014 and 2015 to craft goals and identify priorities for the second three-year phase of implementation (2015– 2018). This process began in 2010 with a review of Cardigan’s financial sustainability, which then evolved into a formal update to the Cardigan 2020 Strategic Plan crafted in 2009. Our work to plan the first threeyear phase of implementation (2012–2015) involved the creation of individual task forces to assess not only the School’s financial health, but also its competitive positioning, external market considerations, academic year and summer programming, and objectives pertaining to staffing needs. Phase II planning built upon this good work.

Conclusions

Among the principal conclusions from the roughly 36 months of data gathering and analysis are the following:

• Distinctive Program: We captured the essential elements of our distinctive program (the Cardigan Way) in our definitions of (i) the ideal admissions candidate, (ii) the qualities of an effective educator in our unique educational environment, and (iii) the desired product of our program (the profile of the graduate). These foundational documents* ensure that the School remains true to its identity—its “brand” if you like—in its marketing, staffing, and program efforts going forward. *Defining Our Strength, page 29.

At Cardigan, the boys are at the center of all we do. • Interdependent Systems: We recognized the high level of interdependence of each functional area of the School and the direct impact of each area on fulfilling the mission of educating our boys. The adjacent chart appropriately positions Cardigan boys in the center of all of the functional areas at this school, graphically illustrating how each of them revolves around the success of the boys. In addition, the graphic portrays the interdependence of each of the functional areas. Cardigan is sensitive to the notion that a change in one area requires corresponding changes to others (e.g., changes to the program will drive changes to the appropriateness of our faculty and facilities) • Financial Stewardship: We identified the indicators of sustainable financial performance and assessed the negative effects of deferred maintenance, underspending in food service, staff compensation, and other areas. Tuition dependency draws attention to the need to ensure that the School is full each year, as well as the need to consider and grow non-tuition revenue sources. . . . continues on next page.

e h T

g i a d n r a Wa C Community Engagement

• Communications • • Stewardship • • Events •

rd Ca

Facilities •

igan Educator s

• Facilities Mgmt • • Energy Efficiency • • Campus Master Plan •

Cardigan Way Program • Mind • • Body • • Spirit •

Middle School Boys Admissions

Fundraising

• Enrollment • • Target Markets • • Marketing •

• Annual Giving • • Campaign for Cardigan 2020 •

Finance • Budgeting • • Financial Mgmt • • Investment Mgmt •

Executive Summary continued Conclusions, continued. • Market Position: We demonstrated Cardigan’s unique positioning in the boys’ junior boarding school market, and the corresponding opportunities and challenges. Cardigan is the only school with a nearly exclusive boarding model, as well as a boys-only and middle-school-only focus. • Student Body Demographics: We assessed the recent and current student body mix and looked closely at demographic and market factors, allowing for a better understanding of the target market served by the School and how best to reach it. A clearer definition of “diversity” has also been embraced at the School, along with corresponding programmatic implications: Our commitment to diversity focuses on serving the broad set of academic, social, and athletic needs of our boys, rather than being solely defined by racial, cultural, or socioeconomic identity. • Staffing Considerations: We reviewed the School’s staffing configuration, along with the staffing implications of changes to the program and curriculum. Over the past 10 years, every key administrative role at the School has been redefined, as well as many faculty positions, and additional leadership roles have been made available to reward excellence. Standards for professional performance are at higher levels than they have ever been. • Physical Plant Assessment: We conducted a campus facilities needs assessment, including the consideration of how our physical plant compares to that of other schools and the prioritization of future physical plant upgrades and needs. A thorough process to update the 2009 Campus Master Plan was implemented, with a particular focus on identifying opportunities to configure and enhance academic spaces to best support the current and future program. 6

Additional Elements • Affirmation of Cardigan’s Mission and Core Values, as well as the introduction of the Cardigan Habits of Learning (Page 7). • A statement of Cardigan’s historical legacy (Page 9). • Five Action Areas: Goals and Identified Priorities (Pages 19–27). Through an inclusive planning process begun in August 2014, revisions were made to the configuration of the five action areas that had been identified for Phase I. Through various meetings, and with the use of tools to gather feedback from trustees, administrators, and faculty members, 15 strategic priorities were identified for Phase II. The leadership of this effort has been widely shared. The recommendations and strategic priorities are thoughtful, relevant, and important to the achievement of Cardigan’s mission. However, most satisfying has been seeing the creativity and engagement of the broad Cardigan community as this strategic plan has developed. As we move from planning to action, we do so with the confidence that we are focused on the most critical goals for Cardigan’s success, that they are achievable goals, and that they will drive the success of Cardigan for many years to come.

Burton McGillivray P’07,’09,’09

Stewart Dixon ’80

Mission, Core Values, and Habits of Learning

*The Cardigan Mission Cardigan Mountain School offers a close-knit community that prepares middle school boys—in mind, body, and spirit—for responsible and meaningful lives in a global society. To achieve our mission, we recognize effort and accomplishment, helping each boy realize his academic, physical, and personal potential through the integration of the following Core Values in all aspects of daily life:

• Compassion

Cardigan Habits of Learning

Be kind. Seek to understand others and go out of your way to help.

• Growth Mindset

• Respect

Be considerate. Care for yourself, others, and Cardigan Mountain School.

• Coexistence

• Integrity

Be honest. Remain true to yourself and your word.

• Courage Be brave. Face adversity with strength and persistence.

• Self-Awareness • Critical Thinking • Communication • Ownership • Creativity

*This update to the Cardigan Mountain School Mission and Core Values is effective July 1, 2016.

Above: Cardigan Mountain School, 1951, when the School’s campus was located at the “Lodge” on Canaan Street. Left: Cardigan Mountain School Officers (circa 1950) Standing from left: Robert L. McMillan, Edward K. Robinson, William Brewster, Frank M. Morgan, Charles Cotting, John Kenerson,Wilfred Clark, Name Unknown. Seated from left: Robert C. Hopkins, Harvey Hood, Arthur Williams, Ernest M. Hopkins, Harold P. Hinman, Name Unknown.

Our Enduring Legacy Legacy Statement Cardigan Mountain School was founded in 1945 to serve the specific educational and developmental needs of boys during their formative middle school years. Founders Ernest M. Hopkins, president of Dartmouth College; William R. Brewster, headmaster of Kimball Union Academy; and Harold P. Hinman, a local Dartmouth alumnus, understood this pivotal phase in the lives of boys, when their value systems take root and lifelong habits of the mind, body, and spirit take shape. We believe that our mission is best served in a primarily residential community that allows for greater context and opportunity to educate the whole boy. Whether in the classroom, on the playing field, in the dining room, or in the dormitories, relationships formed between the adults and children in our community continue to be essential to our mission and daily life. Central to Cardigan’s mission is a formula for educating young men that seeks to find the promise in each individual and leads each boy on a path of purposeful and effective living. The Cardigan “brand” is one that is transformational in nature; it focuses on drawing out and developing the passion and talents of each person. Cardigan graduates young men who possess the self-awareness, confidence, values, and maturity necessary for success in the next chapter of their lives. A nonsectarian school, founded in the Judeo-Christian tradition, Cardigan fosters the spiritual and ethical development of its students through our weekly Chapel service, through the study of different religions, philosophies, and belief systems, and through an action-oriented program that allows boys to demonstrate their compassion through service to other people and communities. Cardigan’s abiding commitment to educating middle school boys in a close-knit, residential community in the pristine beauty of New Hampshire will serve as the distinctive foundation for our 2020 vision.

Augere Virtutem—Dirigere Mentem Build Character—Mold Minds 9

A vision of excellence in the education of middle school boys.

Cardigan 2020 Strategic Plan Action Areas, Strategic Goals, and Priorities Page

Planning Matrix

Phases of Implementation

Tactical Action Planning Template

Building on Our Success

Guiding Commitments

Strategic Plan Overview

A. PROGRAM REFINEMENT & SUPPORT

Strategic Goals & Immediate Priorities: Facilities and Tools That Advance the Program

D. FINANCIAL SUSTAINABILITY COMMITMENT

Strategic Goals & Immediate Priorities: Professional and Organizational Excellence

C. PHYSICAL PLANT IMPROVEMENTS

Strategic Goals & Immediate Priorities: Distinctive and Dynamic Program

B. LEADERSHIP & SUPPORT

Strategic Goals & Immediate Priorities: Responsible Stewardship of Resources

E. TELLING THE CARDIGAN STORY

Strategic Goals & Immediate Priorities: Global Recognition and Support for the Cardigan Way

Access to arts courses was doubled between 2013 and 2015. Shown here are students in a music class.

Strategic Planning Matrix

The Cardigan Century: 1945–2045 A Certain Future for Cardigan Mountain School

The Cardigan Mission

Cardigan 2020 Action Areas

The Cardigan Program

Program Refinement & Support

Cardigan People

Leadership & Support

The Cardigan Culture Cardigan Campus Facilities Sustainable Financial Model

A Vision of Excellence in the Education of Middle School Boys: 2012–2020

Immediate Strategic Priorities

Tactical Action Plans: Phase II (2015–2018)

Goals Specific Physical Plant Improvements

Financial Sustainability Commitment

Telling the Cardigan Story

Measurable

Attainable

Realistic

Timely

• Distinctive and Dynamic Program • Professional and Organizational Excellence • Facilities and Tools That Advance the Program • Responsible Stewardship of Resources • Global Recognition and Support for the Cardigan Way

Phases of Implementation: 2012–2020

Phase II (2015–2018)

Phase I (2012–2015)

2012

Specific

2013

Measurable

2014

Attainable

SMART GOALS

2015

Realistic

2016

Phase III (2018–2020)

2017

2018

Timely

TACTICAL IMPLEMENTATION • Program Refinement & Support • Leadership & Support • Physical Plant Improvements • Financial Sustainability Commitment • Telling the Cardigan Story

2019

2020

Tactical Action Planning Template TACTICAL ACTION PLAN FOR (Action Area): _____________________________________

PHASE I

III

Cardigan 2020 Strategic Planning Goal:

Specific Objective (Three-year horizon)

Measure

Strategies for Attainment

Benchmark & Date

Party Responsible

The Strategic Plan for Cardigan 2020 Phase I: 2012–2015

Building on Our Success 2009–2012 Edition Strategic Plan

Program Goals Achieved

Faculty/Staff Goals Achieved

Facilities Goals Achieved

Refined and developed service-learning and leadership-training experiences for students. Advanced the School’s technology program in every respect. Reconsidered/reformatted study hall and dormitory duty schedule. One-to-One Laptop Program begun, and “technology integrator” position created. Team-teaching model implemented. Expanded Gates Program and full-time director hired. Global Community Initiative launched with dedicated faculty director. System established for ongoing program review & development. More effective faculty accountability practices/raised expectations for teacher performance implemented. Customized schedules and calendar to balance program needs, goals. Examined/implemented immediate “quality of life” (benefits) enhancements. Implemented best faculty assignment format to balance teach/ coach/dorm responsibilities. Summer Session housing displacement issue addressed programmatically. Cardigan Commons construction begun, projected to conclude on schedule (April 2013). Charles C. Gates I.D.E.A. Center erected to house the invention and innovation program; wood shop relocated. Kenerson and Hopkins renovations completed (additional classrooms to implement team-teaching model). Meeting room and archive space created in former Gates Lab. Mountain biking and cross-country running trails built. C.O.R.E. Base Camp and two new faculty residences created.

Program Goals Achieved

New academic schedule implemented. Comprehensive Technology Plan drafted and implemented. Updated Course of Study published.

Faculty/Staff Goals Achieved

Modifications to the teaching load and schedule implemented to provide more faculty “down time.” Faculty wellness program created. Employee Resources Program established. Faculty salaries brought into the top quartile of ISANNE school cohort. Regular community meetings established to address professional culture. Faculty recognition program established, “Years of Service” wall created. Professional development budget enhanced.

Marketing/ Enrollment Goals Achieved

Process and calendar for the establishment of enrollment goals implemented. Financial aid resources represent a minimum 15% of gross tuition revenue. Parent Satisfaction and Admissions (enrolling and non-enrolling families) surveys conducted annually; additional market data assessed annually. Stewardship of consultant relationships maintained and enhanced.

P P

Physical Plant Goals Achieved

Financial Sustainability Goals Achieved

Standards and guidelines established for design and construction/renovation of student and faculty residences; inclusive design review process implemented. Johnson-Wakely Fitness Center and Marrion Athletic Center renovations completed, including designated facilities for female faculty member coaches. New maintenance location established, and facilities completed. Hayward Hall renovation completed; Clark-Morgan renovation begun. Campus Master Plan updated, with special focus on a new dormitory residence and academic spaces. Internet connectivity bandwidth enhanced, as well as campus WiFi access. Revenue goals and tuition guidelines established. Annual budget process revised and enhanced; modest operating surpluses recorded. Energy-use audits employed to guide efficiency enhancements. Capital expenditure budget adjusted to address comprehensive maintenance and replacement plan. Strategic reserve established to pre-fund the 2020–2021 operating budget.

The Strategic Plan for Cardigan 2020 Phase I: 2012–2015

Guiding Commitments

Ongoing Commitments and Continuing Efforts Among the 31 identified priorities in Phase I of The Strategic Plan for Cardigan 2020, there were a number of goals that resulted in the establishment of ongoing systems and processes, and that represented long-term institutional commitments. What follows is an inventory of those priorities, which, while not appearing in the Phase II plan, remain relevant to the operation of the School. ACTION AREA: Program Refinement and Support • A comprehensive Technology Plan is maintained, in order to guide the implementation of educational technology appropriate to the School’s mission and program goals. ACTION AREA: Quality of Life for Faculty and Staff • A working environment is fostered that supports and encourages work/life balance, in order to attract and retain excellent faculty and staff members. • Faculty and staff ideas are systematically solicited, considered, and addressed toward improved professional culture and a more collaborative working environment. • Faculty compensation falls within the top quartile of that of the ISANNE peer group, while also providing a highly competitive benefits package. • Faculty and staff dedication and commitment are recognized through established longevity-based and other special awards. • The Endowment for Excellence Fund and the Ryan G. Feeley Faculty Excellence Fund are maintained to support faculty professional development.

ACTION AREA: Marketing and Enrollment Targets • Enrollment goals are established for each academic year that outline the appropriate diversity within the student body, as supported by the Profile of the Admissions Candidate. • Financial aid budgets are based on a percent of the School’s gross tuition revenue that is comparable to that applied by our peer schools, making enrollment possible for boys representing an increasing level of socioeconomic diversity. ACTION AREA: Physical Plant Improvements • Documented guidelines and standards are used to determine the size of, and amenities within, new and renovated faculty and student residences. • Multiple stakeholder groups are regularly represented in planning meetings for new construction and major building renovation projects. • All School facilities are well-equipped to meet present and future educational technology needs. ACTION AREA: Financial Sustainability Commitment • Tuition revenue dependence will decrease as endowment income and annual giving revenue increase. • The dedication and use of financial resources is prioritized in accordance with strategic goals, with evidence of discipline and commitment to living within our means. • Documented guidelines and standards for energy use are used to gradually decrease the School’s energy use over time.

Strategic Plan Overview

ACTION AREA

PROGRAM REFINEMENT & SUPPORT (see page 19)

LEADERSHIP & SUPPORT (see page 21)

PHYSICAL PLANT IMPROVEMENTS (see page 23)

FINANCIAL SUSTAINABILITY COMMITMENT (see page 25)

TELLING THE CARDIGAN STORY (see page 27)

Big Idea/ Outcome

Distinctive and Dynamic Program

Professional and Organizational Excellence

Facilities and Tools That Advance the Program

Responsible Stewardship of Resources

Global Recognition and Support for the Cardigan Way

CARDIGAN 2020 GOAL

Prepare middle school boys for the future through a missiondriven program that is innovative, relevant, and responsive.

Attract, retain, and support dedicated people in every role school-wide, through intentional recruitment and hiring practices, professional development opportunities, competitive compensation and benefits, and a collaborative and healthy professional and residential culture.

Provide functional, environmentally responsible facilities, as well as the tools and resources appropriate to the delivery and support of the Schoolâ&#x20AC;&#x2122;s program and community.

Use current and projected financial resources at a rate and in a manner that can be maintained in perpetuity under reasonably conservative assumptions, and that preserves intergenerational equity, considering the facts and circumstances of the current situation.

Maintain and enhance community engagement and support for the School through informative and compelling storytelling and the effective use of media, while promoting global awareness of Cardigan Mountain School as a leader in the education of middle school boys.

Cardigan 2020 Strategic Plan A. PROGRAM REFINEMENT & SUPPORT Big Idea/ Outcome

Distinctive and Dynamic Program

CARDIGAN 2020 GOAL

Prepare middle school boys for the future through a mission-driven program that is innovative, relevant, and responsive.

Immediate Strategic Priorities Phase II (2015–2018)

• Program Evaluation Tool and Processes: Develop and implement an evaluation tool and process, applicable to all aspects of the student experience, to ensure that all program components are Mission-appropriate, are supported by research and the application of best practices, and that are assessed on outcome evidence. • Creativity, Critical Thinking, and Collaboration: Enhance opportunities for students to engage their intellectual curiosity, demonstrate their learning, and work collaboratively to clarify, extend, and challenge ideas in order to gain deeper knowledge. • Place-Based Education and Environmental Stewardship: Develop and implement program opportunities that actively incorporate Cardigan’s unique natural environment, in ways that foster practical learning and encourage stewardship of the land and of the life that it sustains.

Access to arts courses was doubled between 2013 and 2015. Shown here is visual art teacher Nate Furlong.

Cardigan 2020 Strategic Plan B. LEADERSHIP & SUPPORT Big Idea/ Outcome

Professional and Organizational Excellence

CARDIGAN 2020 GOAL

Immediate Strategic Priorities Phase II (2015–2018)

• Organizational Leadership Practices: Trustees Identify and implement strategies for attracting excellent leaders, and positioning them in roles that maximize their contribution to the School’s success in delivering upon its mission. • Professional Culture and Collaborative Working Environment: Faculty Foster a dynamic professional learning community of educators by providing support for high-quality, relevant professional development opportunities, a systematic program of evaluation and professional support, an environment of open dialogue and continuous improvement, competitive compensation and benefits, and programs to recognize individual achievement. • Systems for Professional Accountability: Administrators and Staff Develop, implement, and refine systems for professional and leadership accountability for administrators and staff members.

Access to the Charles C. Gates Invention & Innovation Competition program within the student schedule was significantly increased between 2011 and 2014. The program has also been supported by new facilities: The Charles C. Gates I.D.E.A. Shop* (2011), and the E.P.I.C. Center** (2014).

* Innovation in Design, Engineering, and the Arts (I.D.E.A.) ** Engineering, Possibilities, Innovation, Creativity (E.P.I.C.)

Cardigan 2020 Strategic Plan C. PHYSICAL PLANT IMPROVEMENTS Big Idea/ Outcome

Facilities and Tools That Advance the Program

CARDIGAN 2020 GOAL

Provide functional, environmentally responsible facilities, as well as the tools and resources appropriate to the delivery and support of the School’s program and community.

Immediate Strategic Priorities Phase II (2015–2018)

• Campus Residences: Renovate and/or expand on-campus residences for student, faculty, and faculty families, in accordance with Campus Master Plan guidelines for the construction, enhancement, or allocation of campus facilities and space. • Program Spaces: Identify current and future program needs relative to campus facilities (encompassing instructional, Residential Life, and co-curricular program areas), in order to update the School’s Campus Master Plan and to determine action steps toward achieving facilities that align with and support educational program goals. • Ongoing Maintenance and Facilities Management: Develop and implement a comprehensive capital improvement plan for the intentional use, maintenance, and enhancement of the Cardigan physical plant.

A complete renovation of Hayward Hall was completed in 2014.

Cardigan 2020 Strategic Plan D. FINANCIAL SUSTAINABILITY COMMITMENT Big Idea/ Outcome

Responsible Stewardship of Resources

CARDIGAN 2020 GOAL

Immediate Strategic Priorities Phase II (2015–2018)

• Admissions and Enrollment Practices: Identify a collaborative process to set and achieve enrollment goals and allocate financial aid resources in a way that balances the need to meet operating costs with the goal—stated in the “Profile of the Admissions Candidate”—of achieving a diverse student body. • Budgetary Practices: Identify and implement annual and longer-term budgetary structures that provide for and encourage economy and “operation within our means” on an annual basis, while providing for capital expenditures adequate to maintain and/or replace the School’s infrastructure in a predictable and ordered manner • Capital Campaign: Provide for the long-term sustainability of the School by facilitating the continued enhancement of the campus physical plant through capital fundraising, and by facilitating the growth of the School’s endowment to support program enhancement, faculty excellence, and financial aid.

The Phase II strategic planning retreat held in June 2015, hosted by trustee Anthony Scaramucci Pâ&#x20AC;&#x2122;14 in New York City.

Cardigan 2020 Strategic Plan E. TELLING THE CARDIGAN STORY Big Idea/ Outcome

Global Recognition and Support for the Cardigan Way

CARDIGAN 2020 GOAL

Maintain and enhance community engagement and support for the School through informative and compelling story-telling and the effective use of media, while promoting global awareness of Cardigan Mountain School as a leader in the education of middle school boys.

Immediate Strategic Priorities Phase II (2015–2018)

• Promoting Cardigan’s Distinctive Advantages: Using a multifaceted approach, establish and articulate a differentiated presence and resonating brand for Cardigan Mountain School in the junior boarding school market—one that invites and supports students and families who share an appreciation of the Cardigan Way. • Engagement of Community Support: Create and distribute compelling communications, through a variety of media and formats, which capture and convey the many personal stories that define Cardigan’s success both past and present. • Preparing to Celebrate Cardigan’s 75th Anniversary: Gather and organize material that records and honors the history of Cardigan Mountain School, propelling our community toward a celebration of the School’s 75th anniversary in 2020, the successful completion of the capital campaign, and the publication of a third edition History of Cardigan Mountain School.

Cardigan ninth-grade students on the summit of Mount Cardigan carrying on the Sunset Climb tradition.

Defining Our Strength

Our Distinctive Vision: The Cardigan Way

Our Distinctive Vision: The Cardigan Student

33 Our Distinctive Vision: The Cardigan Educator 35

Our Distinctive Vision: The Cardigan Graduate

Our Distinctive Vision: The Cardigan Way Middle school boys are at a transformational stage in their lives. They seek to discover who they are, who they can become, and what they are capable of achieving. With more than 70 years of experience, Cardigan Mountain School has developed an educational approach that targets the unique opportunities and challenges of boys this age. Cardigan’s Core Values and Habits of Learning nurture the intellectual, emotional, physical, social, and ethical growth of each boy through positive relationships with adults and peers. These experiences propel boys toward greater self-awareness and increased responsibility.

It’s a Way of Living We’ve created a community that cares, by showing boys that we value what is important to them. Boys thrive at Cardigan because they feel a sense of fellowship and belonging as they work and play together under the supervision of adults who understand and appreciate them. We also provide the structure boys need to succeed. Daily life at Cardigan is characterized by predictable routines that keep students productively engaged from the day’s first class, through afternoon sports, at meals, and during the evening study hours. Boys know where they need to be, what they need to be doing, and, importantly, when and how to seek extra help. Both students and teachers alike are guided by:

A Commitment to Core Values We all live by our core values: compassion, honesty, respect, integrity, scholarship, and fairness. Through discussion, class assignments, and communitybuilding activities, students explore the meaning of each of the Core Values. Modeled by adults in the community, the Core Values become the basis for personal decision making. Every day, the boys are expected to put the Core Values into action in every campus context. Our Heart of the Cougar award regularly acknowledges random acts of kindness that reflect our commonly held values. Boys feel comfortable, confident, and safe to take healthy risks in an all-boys environment where expectations are clearly stated, where feedback and positive reinforcement are constant, and where relationships with adults are characterized by consistency and kindness.

A Commitment to Habits of Learning We purposefully develop the interpersonal and communication skills that make a student successful at Cardigan and beyond, through our emphasis on the Habits of Learning: Growth Mindset, Self-Awareness, Coexistence, Critical Thinking, Communication, Ownership, and Creativity. The Cardigan Way is not just an academic curriculum. In addition to the academic program, every boy has the opportunity to participate in the arts, spiritual and ethical development, service, leadership activities, and athletics. Each boy has a chance to shine in areas of strength, while accumulating and enjoying a variety of fulfilling experiences.

A Commitment to Good Manners The firm handshake and eye contact, along with the common courtesies, confidence, and respect fostered here—at Chapel programs, during school assemblies, at mealtimes, and in meetings with adults—serve our graduates well both at Cardigan and for the rest of their lives.

. . . A Vision of Excellence in the Education of Boys It’s a Way of Teaching and Learning The Cardigan Way features a carefully crafted educational program, which is grounded in our decades of experience in teaching middle school boys and is informed by the most developmentally appropriate, research-supported, best practices in teaching today. The Cardigan Way rewards effort, promotes achievement, and encourages boys to take more responsibility for their learning.

The Cardigan faculty is a professional community of educators who have chosen to work with middle school boys. Our educators: Capitalize on student strengths.

We channel boys’ energy and enthusiasm into positive engagement. Varied, active, hands-on learning activities and the use of current educational technology generate interest and excitement.

Instill good study habits.

We place special emphasis on organization, study skills, and time management. We don’t expect boys to arrive knowing how to use a planner, how to take great notes, or how to budget their time. We explicitly teach them how to do it.

Provide positive reinforcement.

Frequent feedback from teachers, coaches, dorm parents, and advisors is important to motivating boys and keeping them on track. The honor roll, the effort honor roll, our Heart of the Cougar awards, our Dorm Citizenship Awards, our Leadership Development Awards, and our Student-Athlete-of-the-Week awards are among the formal ways by which we reward hard work and perseverance, as well as achievement and good citizenship.

Focus on middle-level education for boys.

Cardigan teachers serve as role models who are committed to enhancing learning through developmentally responsive approaches. Cardigan’s “team teaching” model ensures that all the teachers of a particular grade communicate and collaborate with one another to enhance curricular objectives and to monitor the progress of individual students.

Collaborate with parents.

Positive parental involvement can only enhance educational outcomes. At Cardigan, students’ advisors are the primary contact for parents and communicate with them regularly and as needed.

We Know Our Boys as Individual Learners Our expertise with boys is just the beginning. We firmly believe that excellence in the education of boys requires an approach that is based on the recognition that every person learns and grows in different ways, and at varying rates and times. Our strength is in knowing each boy well as a learner and as a human being. Many aspects of the Cardigan Way support a boys’ individual growth, not the least of which is a department unique to Cardigan called PEAKS® (Personalized Education for the Acquisition of Knowledge and Skills). PEAKS focuses on guided self-development and follows a specific study skills and health curriculum for each grade level. In the classroom and in a variety of other settings, PEAKS coaches help students to become aware of how they learn best and to develop the fundamental study, organizational, and technological skills necessary to become more successful, self-sufficient learners. ****PEAKS® is a registered trademark of Cardigan Mountain School.

Our Distinctive Vision: The Cardigan Student Profile of the Admissions Candidate Cardigan Mountain School and its distinct mission serve a student population consisting of boys in grades six through nine, for which our program is uniquely appropriate and effective. To be certain that Cardigan is the right match for a prospective student’s academic needs, applicants are evaluated carefully based on previous school records, relevant testing information, and, importantly, personal impressions gleaned during the interview process. We feel strongly about making the right school match, inviting boys to attend Cardigan whose learning needs are well suited to the strengths of our program and residential format.

Cardigan Mountain School invites students of good character who are . . . Open-Minded, Curious, and Willing to Learn It matters a great deal to us that we are working with boys who want to be engaged in their own learning and growth. Our program is designed to excite each boy’s curiosity and invite his participation. Boys who thrive at Cardigan are curious, creative, and possess a variety of interests and talents. Our program is best suited for boys with a willingness and desire to try new experiences both in and out of the classroom, including athletic participation.

Committed to Our Core Values A Cardigan boy understands our core values of compassion, honesty, respect, integrity, scholarship, and fairness, and comes from a family that appreciates the Cardigan Core Values. While we acknowledge that mistakes are a natural part of growth, our boys seek to build a foundation of character by embracing these core values.

From Diverse Backgrounds Cardigan has a global mission and enrolls boys representing diverse geographic and cultural backgrounds. The School welcomes students from the United States and around the world who represent a wide range of socioeconomic and cultural backgrounds.

Equipped with a Variety of Strengths Cardigan holds as its cornerstone a learning approach based on the recognition that every person learns and grows in different ways and at varying rates and times; the School invites students with varying levels of aptitude and achievement into the learning community. Each boy admitted to Cardigan is acknowledged as an individual with distinctive qualities whose academic, physical, and personal potential—we believe—can be realized through his experience of the Cardigan Way.

Our Distinctive Vision: The Cardigan Educator Profile of the Educator At Cardigan Mountain School, every member of the Cardigan community plays a role in our students’ education, and we believe that all boys can succeed. Using opportunities both in and out of the classroom, Cardigan educators guide their students, as boys transform into young men who are prepared academically, physically, and socially—in mind, body, and spirit—for responsible and meaningful lives in a global society.

Cardigan Mountain School educators are . . . Dedicated and Caring Cardigan educators are dedicated to promoting student success throughout the Cardigan experience, by instilling and modeling the Core Values and Habits of Learning. Our educators are determined in their focus to reach each boy, by providing relevant, engaging, and hands-on opportunities to grow. They strive to develop the tools for lifelong success in their students.

Attentive Cardigan educators engage students throughout each day, speaking the common language of Core Values and Habits of Learning. Consistent expectations, in an emotionally safe environment, allow all students to feel comfortable taking chances in order to grow and learn. Our educators take time to listen and acknowledge each student as an individual, seeking to develop relationships that will foster mutual understanding and respect.

Collaborative Cardigan educators collaborate as a professional community. They understand that they must succeed as a school team, in order to address the many aspects of each boy’s growth. They rely on each other professionally and personally for support in carrying out the School’s mission, and in order to put the needs of our boys first. Our team approach cultivates cross-curricular connections, and identifies and responds to each boy’s strengths and challenges.

Effective Communicators Cardigan educators are skilled communicators who exhibit strong interpersonal skills and the ability to connect both socially and professionally to maintain positive relationships with students, families, and the greater Cardigan community.

Lifelong Learners Cardigan educators participate in ongoing professional development, seeking the most effective and developmentally appropriate approaches to educating middle school boys. Our educators continually reflect on their practice, seek opportunities to hone their craft and improve their effectiveness in every facet of school life.

The Cardigan Mountain School Class of 2015 on Commencement Day.

Our Vision: The Cardigan Graduate Profile of the Graduate The Cardigan graduate is ready for the demands of a secondary school program, and for life within a diverse community of learners. He was challenged and supported during his time at Cardiganâ&#x20AC;&#x201D;and encouraged to pursue his intellectual curiosity with confidence. A graduate appreciates that sustained effort is integral to his success and understands the unique skills and strengths he possesses.

Our aspiration is for Cardigan Mountain School graduates to achieve academic and personal growth as . . . Critical, Creative, and Reflective Thinkers The Cardigan graduate is able to approach open-ended problems systematically and to seek creative solutions to authentic challenges. He applies the Habits of Learning to gather reliable information toward a solution or position, while recognizing that there are multiple approaches to a given challenge that will yield varying degrees of success.

Positive Collaborators The Cardigan graduate aspires to achieve success as a member of a team. He has had opportunities to participate in a wide variety of collaborative groups and, as a team member; he shared in both success and failure. Through his Cardigan experience, he recognizes that group success is best achieved through mutual respect and genuine cooperation.

Globally Aware and Accepting Citizens The Cardigan graduate demonstrates respect for all individuals in his community, embracing an appreciation for diverse perspectives and customs. He sees himself as a global citizen and recognizes that everyone deserves the opportunity to grow and develop, as well as succeed and fail, in a safe environment free from bias and prejudice.

Effective Communicators The Cardigan graduate communicates effectively in oral and written forms. Throughout his Cardigan experience he had opportunities to speak publicly. He can appropriately employ a variety of tools and resources in order to communicate his ideas effectively.

Ethical and Engaged Citizens Each Cardigan graduate carries with him the Schoolâ&#x20AC;&#x2122;s Core Values in order to lead a responsible, meaningful, and productive life in a global society. He embraces the idea of service for the greater good, and has the courage to demonstrate compassion for others through his words and actions, and participates in service within and outside of his school community. The Cardigan graduate aspires to model the Core Values and Habits of Learning in all his endeavors, to participate actively in the life of his community, and to give back in appreciation for what he has gained.

Balanced and Healthy Individuals Throughout his Cardigan experience, each graduate has experienced the benefits of a reflective, healthy, and physically active lifestyle, and recognizes the wide variety of activities through which he can continue to nurture the health of his mind, body, and spirit.

Cardigan Athletics

Supporting Documents

Advancement Philosophy and Approach

The Campaign for Cardigan 2020

Financial Sustainability: What It Means

Challenges and Opportunities of the Marketplace

• The CMS Business Model & Market Positioning

• JBSA Market Position by School Focus/Size

• JBSA Demographic Research

The Strategic Planning Team

Advancement Philosophy and Approach

The Road to Strategic Success . . . by David J. McCusker, Jr. ’80, P’09,’10 Head of School

Cardigan has set forth essential and ambitious priorities through this new version of our Strategic Plan. The road to our success is paved by the focus and dedication of staff, adequate resources and time, and the best efforts of engaged stakeholders . . . students, parents, alumni, and trustees among them. Many of our strategic goals also include the need to raise financial resources to improve facilities, and to establish and grow endowment funds for particular program priorities/objectives/goals.

Cardigan has assessed the fundraising capability of its various constituencies, with a primary focus on alumni, parents (past and current), and grandparents. The results of an internal capacity study by Cardigan’s Development Office staff, as well as the conclusions reached by an external consulting firm, are consistent and positive. They solidly support our ability to raise needed funds, as detailed in our comprehensive Campaign for Cardigan 2020.

Cardigan has made a commitment to creating a strong development program that will marshal the financial resources for success in these areas. Consistent with Cardigan’s core values, we will invite every member of our community to participate in the goals we have set forth, and we look forward to conversations with individuals and families who choose to invest in Cardigan, our mission, and the good work that happens at our school every day for the benefit of the boys we are educating.

CMS Development Office Mission Statement The Cardigan Mountain School Development Team cultivates and fosters lifelong relationships within our global community—and seeks to secure the resources necessary for the advancement of the School’s goals.

The Campaign for Cardigan 2020: 2012â&#x20AC;&#x201C;2020 Comprehensive Funding Needs Capital Needs

Breakdown

$ Goal

1. Cardigan Commons

$10.40 M

2. Hayward Hall renovation

4.00 M

3. Wakely Center renovation

2.00 M

4. Kenerson Center renovation

1.00 M

4. Dorm residences* 5. Clark-Morgan Hall

4.40 M 4.00 M TOTAL

Breakdown

Endowment Needs

$ Goal

1. Facilities Endowment

$ 7.10 M

2. Financial Aid Endowment 3. Faculty Excellence Endowment 4. General Endowment TOTAL

1.25 M 1.25 M 1.25 M $10.85 M

Breakdown

Operating Needs

$25.80 M

$ Goal

Annual Fund Support**

* Including Williams (Pearson House) conversion. **Goals for The Annual Fund for Cardigan correspond to the resources needed to meet operating expenses not funded through tuition, endowment, or auxiliary income.

$13.35 M TOTAL

$13.35 M

Campaign Total $50.00 M 39

Financial Sustainability: What It Means Financial Sustainability (FS) is a set of conditions under which the School, in support of its mission, uses its current and projected financial resources at a rate that can be maintained in perpetuity under reasonably conservative assumptions. With FS, intergenerational equity is highly assured, and all constituencies feel fairly vested as both contributing and benefiting “partners” in the maintenance of a financially sustainable school. A.

FS should reflect the interests of all major constituencies: trustees, alumni, parents, employees, and students. Or, viewing constituencies another way: i. ii. iii. iv.

Tuition Payors: Financial Contributors: Program Providers: Direct Beneficiaries:

Parents (Grandparents, etc.) Parents, Trustees, Alumni, Past Parents, Foundations, etc. Employees (teachers, staff, administrators, etc.) Students

FS needs to transcend the changing dynamics of the junior boarding school market or the behavior of our peers.

FS is a primary duty of the Board of Trustees, which is responsible for defining and maintaining FS. The board must ensure that the School’s Strategic Plan promotes and preserves FS.

FS relates not only to the School’s absolute use of resources, but also to a process whereby the allocation of resources is financially appropriate and efficient to meet the School’s mission.

Challenges and Opportunities of the Marketplace

The Key to Strategic Success:

Preserving and Enhancing Cardigan’s Distinctiveness by Burton McGillivray P’07,’09,’09 Strategic Planning Committee Chair

Our strategic planning work included a review of competitor schools, as well as the overall market for middle school boys served by Cardigan. Several important conclusions arose from that work, namely: (i) the population of boarding domestic middle school boys today is small and shrinking; it is now half of what it was 25 years ago; (ii) continued increases in the cost of private education create ongoing financial pressures for prospective domestic boarding students; and (iii) international boarding students have offset the decline in domestic students.These trends have increased the competition for domestic boarding students—a core segment of Cardigan’s student body—so we must successfully attract these students even in the face of greater competition. The strength and uniqueness of Cardigan’s program and staff have enabled us to do just that. Our recognition of the increased competitive intensity in our marketplace has focused our attention on the need to distinguish Cardigan among middle schools focused on boys. As illustrated in the following charts, there are important distinctions to consider regarding how Cardigan compares to competitor schools. 42

Through this important work, we have come to understand the need to stay committed to what we have identified as the characteristics that make Cardigan distinctive among its peer schools. We provide a one-of-a-kind education and transformative experience for our students, based on the following characteristics. • Cardigan has made a total commitment to an allboys education. • Cardigan has reaffirmed its commitment to middlelevel education, grades 6-9. • Cardigan believes that our residential format best delivers our education. • Strong and healthy relationships among all members of our community serve as the foundation of the Cardigan experience, which drives Cardigan’s commitment to an appropriately sized school. In a market that has been shrinking and that remains under financial pressure, it is more important than ever for us to preserve and enhance the distinguishing qualities of a Cardigan education.

Junior Boarding Schools Association (JBSA) Enrollment Data: 2013–2014* Total Enroll.

BOARDING

DAY

Faculty

INTN’L

Intn’l as %

DOMESTIC

SCHOOL

Details

2013–2014

Enrollment

% Boarding

Enrollment

Children

BOARDING

of Boarding

BOARDING

Domestic Boarding

Cardigan

NH 6-9 (Boys)

214

186

86.9

44.6

103

48.1

Eaglebrook

MA 6-9 (Boys)

247

194

78.5

48.9

40.1

Fay*

MA PK-9 (Coed)

472

120

25.4

327

54.1

11.7

Fessenden*

MA K-9 (Boys)

492

20.1

369

44.4

11.2

Hillside

MA 5-9 (Boys)

126

67.5

41.2

39.7

Indian Mtnn

CT PK-9 (Coed)

252

35.3

163

55.1

15.9

Rectory

CT K-9 (Coed)

252

146

57.9

106

56.8

Rumsey Hall

CT K-9 (Coed)

338

139

41.1

199

46.8

21.9

TOTAL

2393

919

51.6%

1277

142

519

49%

539

as % of Total

* These data are from 2012–2013, as new information was not available for 2013–2014.

26.7%

Fessenden

(2012-2013 Data)

Fay

(2012-2013 Data)

>250

Total Enrollment

JBSA Positioning Analysis

Fay

(2012-2013 Data)

>250 Fessenden

(2012-2013 Data)

Indian Mountain

Eaglebrook

<250

Cardigan

Rumsey Hall

Indian Mountain Rectory

Eaglebrook Rectory

<250

Hillside

6–9

Hillside

K–9 Grade-Level Focus

• Cardigan’s focus rests solely on middle school boys, unlike the K–9 school environments of all but two of our competitor schools (Eaglebrook and Hillside). This focus allows us to dedicate our program to the unique developmental needs of this specific population of boys, during their formative years.

Cardigan

Less than 50%

Greater than 50%

Boarding Percentage of Student Population • Cardigan operates a “predominantly boarding” model and has the lowest day-student population amongst peer schools, creating a more stable and consistent environment for boarding boys. • Cardigan has one of the smallest total enrollments, allowing it to focus tightly on the unique developmental and individual needs of our boys.

Boarding Enrollment

JBSA Demographic Analysis

Eaglebrook

>150

Cardigan

Rumsey Hall

Rectory*

Fay

<150

Fessenden Indian Mountain* Hillside

Cardigan Mountain School affirms its commitment to: • An all-boys education. • Middle-level education, grades 6-9.

Less than 50%

Greater than 50%

International Percentage of Boarding Population *Includes Girl Boarders

• A residential format in which to best deliver our education.

• Cardigan has as many boarding students as any of its peer schools. While our closest peer school, Eaglebrook, has approximately the same number of boarding students, it counts nearly one-fourth of its total population as day students.

• School size that allows for strong and healthy relationships among all members of our community.

From left: Head of School Dave McCusker ’80, P’09,’10, trustee and facilitator Burt McGillivray P’07,’09,’09, and trustee Robert Chartener ’73, during a brainstorming activity at the strategic planning retreat in June 2012.

Phase II Strategic Planning Team 2013–2015 Strategic Planning Committee Members (2014–2015) Burt McGillivray P’07,’09,’09, Chair Stewart Dixon ’80, Vice Chair Diane Wallach P’06 Robert Chartener ’73 Britt Flanagan Ed Krayer ’82 Dave McCusker ’80, P’09,’10 Steve Wallace Leslie Williamson Hank Holland P’12,’15 Joy Michelson P’17, Staff Liaison Chip Audett P’16 Matt Rinkin Jim Fenn David Perfield

2014–2015 Strategic Planning Sessions Strategic Development Retreat

August 27-28, 2014

Faculty Meetings/Brainstorm Sessions

August 29 and October 6, 2014; January 22 and March 2, 2015.

Administrative Team Meetings

October 2, 2014.

Steering Committee Meetings

November 14 and December 12, 2014; January 9 and 12, March 2, April 8, May 20, and June 24, 2015.

Strategic Planning Committee Meetings September 29, 2014; January 19 and April 13, 2015

Strategic Planning Retreat (June 2015) Hosted by Anthony Scaramucci P’14

Attendees Burt McGillivray P’07,’09,’09, Chair Stewart Dixon ’80, Vice Chair Diane Wallach P’06 Britt Flanagan Hank Holland P’12,’15 Karl Hutter ’92 Candyce Martin P’14 Dave McCusker ’80, P’09,’10 Bryan Ruez P’06 Jon Wakely ’75 Joy Michelson P’17, Staff Liaison Chip Audett P’16 Joe Doherty Jim Fenn Haver Flaherty John Gordon David Irwin David Perfield Matt Rinkin

The Strategic Plan for Cardigan 2020: Phase I Team (2012–2015) Strategic Planning Work Groups 2011–2013 Program

Faculty/Staff/ Admin

Facilities

Student Body

Leaders

Members

Leslie Williamson Ryan Feeley P’15

Dan DeMars P’11 Ed Krayer ’82 Tim Newbold Michael Fitzgerald Ann Hamel Haver Markham Sarah Young

Leaders

Members

Robert Chartener ’73 Ryan Feeley P’15

Jeremy Crigler ’79 Carla Powers P’10 Rick DellaRusso ’82 Lindsay Antolino David Auerbach P’11 Alex Gray P’14,’16 Austen Hannis

Leaders

Members

Phil Harrison P’10 Joe McHugh

Barbara O’Connell P’03 Michael Garrison ’67, P’94,’96 Tim Jennings Ryan Frost Sarah Graves Allan Kreuzburg P’14 Corey Lawson

Leaders

Members

Britt Flanagan Chip Audett P’16

David Martinelli P’13 Chris Welles P’08 Rich MacDonald Jarrod Caprow Andrew Cook Rick Exton P’11 Matt Rinkin Ryan Sinclair

David McCusker ’80, P’09,’10 Kim Kenly ’68 Burt McGillivray P’07,’09.’09 Joy Michelson David Perfield

David McCusker ’80, P’09,’10 Kim Kenly ’68 Burt McGillivray P’07,’09,’09 Joy Michelson David Perfield

Executive Leadership 2012–2013 Cardigan Mountain School Board of Trustees

Phase I (2012–2015) Tactical Planning Captains Program Refinement & Support

F. Corning (Kim) Kenly III ’68 Chair Hank Holland P’12,’15 Vice Chair Diane G. Wallach P’06 Vice Chair

Quality of Life for Faculty & Staff

Christopher S. Welles P’08 Vice Chair Larry W. Prescott P’88 Secretary Michael B. Garrison ’67, P’94,’96 Treasurer

Marketing & Enrollment Targets Physical Plant Improvements

David J. McCusker, Jr.’80, P’09,’10 Ex Officio, Head of School Burton E. McGillivray P’07,’09,’09 Chair, Strategic Planning Committee

Financial Sustainability Commitment

David Auerbach H’14, P’11 Andrew Cook Dan DeMars P’11 Scott Ellis Ann Hamel Andrew Jaspersohn Rich MacDonald P’18 Tim Newbold Della Parker Matt Rinkin Mike Fitzgerald Austen Hannis Dave McCusker ’80, P’09,’10 David Perfield Matt Rinkin Chip Audett P’16 Joy Michelson P’17 Tim Newbold Ryan Frost Michel Gray Tim Jennings Allan Kreuzburg P’14,’17 Rich MacDonald P’18 Joe McHugh Tim Jennings Dave McCusker ’80, P’09,’10 Joe McHugh David Perfield

Phase I Strategic Planning Team 2011-2013 Financial Sustainability Task Force 2011–2012 Burt McGillivray P’07,’09,’09, Captain Dan DeMars P’11, Summer Programming Chair

Staff Liaisons

Board Committee Members

David McCusker ’80, P’09,’10 Joe McHugh Joy Michelson

Robert Chartener ’73 Rick DellaRusso ’82 Britt Flanagan John Hays Hank Holland P’11,’15 Kim Kenly ’68 Ed Krayer ’82 Larry Prescott P’88 Diane Wallach P’06 Chris Welles P’08

Market, Position, and Enrollment Research and Analysis (MPERA) Committees 2010–2011 Meg Moulton, Chair

Staff Liaisons

Board Committee Members

Chip Audett P’16 Brian Beale John D’Entremont ’94 Ryan Feeley P’15 Jamie Funnell P’07,’09 David McCusker ’80, P’09,’10 Marty Wennik P’15,’16

Britt Flanagan Chip Haskell ’80 Carla Powers Herron P’10 Kim Kenly ’68 Larry Prescott P’88 Leslie Williamson

the Strategic Plan for

Cardigan 2020 A Vision of Excellence in the Education of Middle School Boys

2015 Edition for Phase II Approved October 2015.