SILVER2023

Philip Simmons Middle School PTSA

#StrongerTogether

Charleston, SC   |  https://psmptsa.memberhub.com/

Mission

The Philip Simmons Middle School PTSA is a non-profit organization that aims to build a cohesive community of educators, staff, parents, and students who work together toward a safe, healthy, supportive, and resource-filled school.

Notes from the nonprofit

The Philip Simmons Middle School PTSA is on a mission to build a cohesive community of parents, students, teachers, staff, and administration so our children can learn in a safe, fun, and resource-filled environment. Problem: 44.5 % of our students reside in homes under the poverty line, and may not have access to basic resources like hygiene products, food, and healthcare. Many don't have school supplies, internet, or access to tutoring. In addition, there's a major gap in mathematics for our minority students. Solution: Raise money to hire tutors to work with our students, provide school supplies, and increase afterschool programming. We will also seek to engage our families by holding Strengthening Families nights at Philip Simmons Middle School. The third area we'll focus on besides student resources and parent involvement is professional development for teachers. There is a large need for funding math-centered development in our school.

Ruling year info

1979

President

Katherine Newingham

Main address

2065 Seven Sticks Dr

Charleston, SC 29492 USA

Show more contact info

EIN

47-5390817

NTEE code info

Parent Teacher Group (B94)

IRS filing requirement

This organization is required to file an IRS Form 990-N.

Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Renaissance Program

Philip Simmons Middle School adopted the Jostens Renaissance Program in the 2022-2023 school year. There are five key initiatives in the Renaissance Program at PSM: Climate and Culture, Academic Excellence, Character Development, Educator Morale/Retention, and Relationships.

PSM has taken a unique approach to our school Renaissance. Each student, 5th-8th grade, is designated to be a part of one of four houses: House of Anvil, House of Fire, House of Forge, and House of Iron. These four Houses are related to Philip Simmons, the artisan of Iron after whom our school was named. Then, these Houses compete against each other. Students get House points for positive referrals, good grades, school spirit, and athletic prowess.

Each month, the House with the most points gets to have a House party. Each quarter the Houses come together for a rally where students are recognized for their achievements. The PTSA sponsors the Renaissance Program and has given $3,000 to this program.

Population(s) Served
Children and youth
Ethnic and racial groups
At-risk youth
Economically disadvantaged people

Where we work

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We share the feedback we received with the people we serve, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, Staff find it hard to prioritize feedback collection and review due to lack of time

Financials

Philip Simmons Middle School PTSA
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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Philip Simmons Middle School PTSA

Board of directors
as of 04/14/2023
SOURCE: Self-reported by organization
Board chair

Katherine Newingham

Philip Simmons Middle School PTSA

Term: 2023 - 2022

Lexie Benardot

Philip Simmons Middle School

Charla Groves

Philip Simmons Middle School

Danielle Cable

Pinnacle Bank

Abby Connell

Hearing Life

Kim Young

Charleston County Schools

Ashley Terrell

Philip Simmons Middle School

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 4/14/2023
info Candid has made improvements to the race and ethnicity options.

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person with a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 04/14/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.