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Alignment Nashville

Nashville – America’s Promise, 100 Best Communities for Young People November 2, 2005

Overview Alignment Nashville (AN) was started as a result of recommendations from the Citizens Report Card conducted annually by the Nashville Area Chamber of Commerce. A consulting firm, Vision Link, was hired in 2002 to evaluate the need and capacity of the city’s many organizations to work collaboratively to improve the education and lives of the city’s children and the future prospects for our community. Vision Link interviewed more than 80 Nashville leaders and convened a representative group several times in the course of this study. Over the past two years, more than 100 people have been engaged consistently in the organization and planning for AN. A Board of Directors, composed of city leaders, meets periodically and provides oversight for the project. The Board of Directors includes the mayor, the director of schools, the chair of the school board, the president of the United Way, local college and university presidents, and business leaders. The Operating Board is the high-level implementation team that is developing the processes and providing direction to the actual committees. There are four committees that are currently in the tactical implementation phase of the first strategy, and two new committees have recently been organized. One of these committees will develop a strategic plan for out-of-school youth ages 16-24, and the other will focus on children’s health. The organization and membership of the committees is available on the Alignment Nashville website (www.alignmentnashville.org). Plans for all of the committees along with meeting minutes and schedules are also posted on the website. AN staff estimates that to date, over 3,000 volunteer hours have been devoted to this effort by a wide variety of organizations in the city. In addition, the Metro Nashville Public Schools have contributed administrative staff, principals, and office space to the work. The Nashville Area Chamber of Commerce has contributed office space, and generous individuals in the city have donated nearly $400,000 to cover the cost of staff and expenses for the first two years. The Mayor’s office also provides important leadership for the Alignment initiative; this year, the annual Mayor’s Youth Summit featured Alignment Nashville prominently on the agenda. The first sets of well-designed plans are complete, and implementation of the first set of tactics began in August 2005.

Alignment Nashville Organizations and Participants

ORGANIZATION NAME COMMITTEE


100 Black Men Rodney Smith K-4 Adventure Science Center Jeri Hasselbring 5-8, P.O. Alignment Nashville Melissa Jaggers A.N. Grant Dev. Alignment Nashville Sydney Rogers O.B., A.N. Exec. Dir. American Healthways Tom Cigarran O.B., B.O.D., Pre-K Bell South Marty Dickens B.O.D. Belmont University Robert Fisher B.O.D. Belmont University Trevor Hutchins O.B., K-4 Belmont University Joy Kimmons O.B., 9-12 Bethlehem Centers of Nashville Joyce Searcy K-4, P.O. Boy Scouts of America Ron Turpin 5-8, P.O. Boys & Girls Club Tony Higginbotham O.B. Bright Horizons Family Solutions Lynn McClary Pre-K Caliente Consulting, LLC Cristina Allen O.B. Centerstone Community Mental Health Cntrs Kerry Loy 9-12 Centerstone Community Mental Health Cntrs John Page 9-12 Character Counts! Nashville Winfield Dunn P.O. Character Counts! Nashville Harold Fogelberg K-4 Country Music Hall of Fame - Museum Advocates Justine Gregory P.O. Davidson County Juvenile Court Allataye Russ 9-12 Davidson County Juvenile Court Charles Ward 9-12 Family & Children's Service Joanna Kopp P.O. Family & Children's Service Terri Lawson P.O. Family & Children's Service Crystal Robinson P.O. First Tennessee Bank Charlie Williams 5-8 Frist Center – Museum Advocates Anne Henderson 5-8, P.O. Genesis Learning Centers Terry Adams 5-8 Girl Scout Council of Cumberland Valley Rena Knight P.O. Girl Scout Council of Cumberland Valley Alexis Lewis 5-8, P.O. Hands on Nashville Susannah Fotopulos P.O. Hispanic Family Social Catholic Services Anais Riggs Pre-K Hispanic Marketing Group Marcela Gomez 9-12 Hobson United Methodist Church Sonnye Dixon B.O.D. Homework Hotline Wendy Kurland 5-8, P.O. Kids on the Block Melanie Baltz P.O. Love In A Big World Charlie Flood K-4, P.O. Martha O'Bryan Center, Inc. Marsha Edwards 5-8, O.B., P.O. Martha O'Bryan Center, Inc. Brandon Hill 9-12 Martha O'Bryan Center, Inc. Christine Jackson 16-24 Mayor's Office of Children & Youth Marc Hill O.B., Pre-K, Health




Mayor's Office of Children & Youth Sarah Schendorf O.B., Pre-K, Health McNeilly Center for Children Melba Marcrum Pre-K Metropolitan Development & Housing Agency Charlene Murphy 16-24 Metro Board of Parks & Recreation Paul Widman 5-8, P.O. Metro Public Health Department Stephanie Bailey Health Metro Public Health Department T. Renee Roberson P.O. Metropolitan Action Commission Cynthia Croom Pre-K Metropolitan Action Commission Pam Matthews Pre-K Metropolitan Nashville & Davidson Cnty Bill Purcell B.O.D. Metropolitan Transit Authority Robert Hatch, III 9-12 Middle Tennessee Career Center Christine Bradley B.O.D. MNPS - Antioch HS Margaret Bess O.B., 9-12 MNPS - Antioch HS Tara Brown 9-12 MNPS - Bailey Middle Ruth Murray 5-8 MNPS - Bellevue Middle John Duckworth 5-8 MNPS - Bellshire Elementary Laura Snyder K-4, P.O. MNPS - Board of Education Pam Garrett B.O.D. MNPS - Board of Education Lisa Hunt Pre-K MNPS - Cameron Middle Beverly Bell 5-8 MNPS - Central Office Deborah Bell A.N. Secretary MNPS - Central Office Denise Bentley 5-8 MNPS - Central Office Paul Changas O.B., Pre-K MNPS - Central Office Nancy Dill O.B. MNPS - Central Office Pedro Garcia B.O.D. MNPS - Central Office Florence Kidd O.B., K-4, Pre-K, P.O. MNPS - Central Office James Overstreet 9-12 MNPS - Central Office Wayne Parker O.B., 9-12 MNPS - Central Office Gregory Patterson O.B., Pre-K MNPS - Central Office Barry Potts O.B., 5-8 MNPS - Central Office Rob Sasser O.B., 5-8 MNPS - Central Office Sandy Tinnon O.B., 5-8 MNPS - Cockrill Elementary Catherine Prentis K-4, P.O. MNPS - Consultant Harvey Sperling O.B. MNPS - Cora Howe Elementary Lee Mayberry K-4, P.O. MNPS - Cora Howe Elementary Teresa McCain K-4 MNPS - Dalewood Middle Monae Fletcher 5-8 MNPS - Donelson Middle Paul Brunette 5-8 MNPS - Ewing Park Middle Antoinette Love 5-8 MNPS - Granbery Elementary Susan Bateman Pre-K, P.O. MNPS - Granbery Elementary Lori Donahue K-4, P.O. MNPS - Jere Baxter Middle Wallace McNelley 5-8




MNPS - Joelton Elementary Dianne Gilbert K-4, P.O. MNPS - Jones Elementary Paideia Pam Greer K-4, P.O. MNPS - Julia Green Elementary Robert Bohrer K-4, P.O. MNPS - Kirkpatrick Elementary Kim Fowler Pre-K MNPS - Lakeview Elementary Barbara Ide O.B., K-4, P.O. MNPS - Maplewood HS Denise Hinds 9-12 MNPS - Maplewood HS Darwin Mason 9-12 MNPS - McMurray Middle Schunn Price-Turner 5-8 MNPS - Napier Elem. Enhanced Option Michael Ross O.B., K-4, P.O. MNPS - Neely's Bend Middle Ralph Tagg 5-8 MNPS - Paragon Mills Elementary Mary DelRio K-4, P.O. MNPS - Park Avenue Enhanced Option Dottie Critchlow Pre-K MNPS - Pennington Elementary Carolyn Wood K-4, P.O. MNPS - Tom Joy Elementary Thelma Smith K-4, P.O. MNPS - W.A. Bass MS Kathryn Dillard O.B., 5-8 MNPS - West End Middle Roderick Manuel 5-8 MNPS - Whitsitt Elementary Mildred Nelson K-4, P.O. MNPS - Apollo Middle James Briggs 5-8 Nashville Alliance for Public Education Tom Sherrard B.O.D. Nashville Area Association for the Education of Young Children Robin Baskin Pre-K Nashville Area Association for the Education of Young Children Rhonda Laird Pre-K Nashville Area Chamber of Commerce Nancy Eisenbrandt O.B. Nashville Area Chamber of Commerce Orrin Ingram B.O.D. Nashville Area Chamber of Commerce Mike Neal B.O.D. Nashville Area Chamber of Commerce Bob Obrohta O.B., Pre-K Nashville Area Family Child Care Network Janet Seay Pre-K Nashville Ballet - Museum Advocates Sharyn Wood P.O. Nashville Career Advancement Center Ellen Zinkiewicz O.B., 16-24 Nashville CARES Patrick Luther P.O. Nashville Public Education Foundation Debby Gould 5-8 Nashville Public Library Elyse Adler Pre-K Nashville State Community College Nancy Ledbetter Pre-K Nashville State Community College David McNeel O.B. Nashville State Community College Kevin Poster O.B. Nashville State Community College George Van Allen B.O.D. National Conference for Community & Justice (NCCJ) Tommy Royston P.O. Oasis Center Hal Cato B.O.D., O.B., 9-12, P.O.Oasis Center Michael McSurdy 16-24




Parent Advisory Duane Dominy O.B. Parent Advisory Sandy Governor Pre-K Parthenon, The DeeGee Lester P.O. PENCIL Foundation Paul Cotton 5-8, P.O. PENCIL Foundation Denise Gregory 5-8, P.O. PENCIL Foundation Nikki Troutman P.O. PENCIL Foundation Suzanne Warner 5-8, P.O. PENCIL Foundation Connie Williams O.B., K-4, P.O. Project for Neighborhood Aftercare Illia Moore 5-8, P.O. Rape & Sexual Abuse Center Chriscynthia Ferrell K-4, P.O. Scarritt-Bennett Cntr–Museum Advocates Kim Johnson 5-8, P.O. Senior Citizens, Inc. Sandra Thomas K-4, P.O. Senior Citizens, Inc. Mary Ann Ruley P.O. STARS (Students Taking A Right Stand) Stephanie Davis 5-8, P.O. STARS (Students Taking A Right Stand) Rodger Dinwiddie 9-12, P.O. STARS (Students Taking A Right Stand) Carla Turner 9-12 Tennessee Performing Arts Center Roberta Ciuffo 9-12 Tennessee State University Oscar Miller O.B., Health The Tennessean, Newspaper In Education (NIE) Melissa Spradlin K-4, 5-8, P.O. TN Voices for Children Mamie McKenzie Pre-K TN Voices for Children Patti Orten 5-8, P.O. United Neighborhood Health Services Chris Williams P.O. United Way of Metro Nashville Phil Orr O.B. United Way of Metro Nashville Sarah Ribeiro Pre-K United Way of Metro Nashville Samantha Wigand Pre-K United Way of Metro Nashville Mark Desmond B.O.D. Vanderbilt Children's Hospital Courtney Graves Pre-K Vanderbilt University Debbie Miller 16-24 Vanderbilt University Maury Nation 5-8 Vanderbilt University Pearl Simms 16-24 Vanderbilt University Michael Schoenfeld B.O.D. Vanderbilt University Gail Carr Williams O.B. Vanderbilt University - Susan Gray School for Children & Associates Ruth Wolery Pre-K YMCA – Center for Asset Development Susan Ragsdale 9-12, P.O. YMCA - Youth Development Center Dawana Wade 5-8 YMCA of Middle Tennessee Lisa Beck O.B. Youth Villages, Inc. Barbara Grunow 9-12

Alignment Nashville


Alignment Nashville Pilot at Pennington Elementary For students and teachers at Pennington Elementary, character education is a part of everyday life. From the morning announcements to reading and writing lessons, students learn about responsibility, trustworthiness, respect, and more. Pennington Elementary is one of thirteen elementary schools participating in a unique pilot program with Alignment Nashville, an organization dedicated to improving public education in Nashville. The pilot program is testing a model for widespread collaboration, engaging non-profit youth services organizations in

delivering high-quality character education. At Pennington Elementary, principal Carolyn Wood and guidance counselor Janet Skinner have worked with organizations such as Love in a Big World, The Tennessean’s Newspaper in Education program, Kids on the Block of Middle Tennessee, Senior Citizens,

Inc., and the PENCIL Foundation to conduct character education activities for their students. Ms. Skinner, who chairs the school’s Character Education Committee, has developed a systematic way to schedule activities in collaboration with participating non-profits. “Our committee meets at least once a month to develop ideas, and we have also decided to schedule a service learning project at least once a month to reinforce the character education lessons,” she said. “For instance, last month we organized a school-wide Hurricane Katrina relief effort, emphasizing our responsibility to help others. Parents, students, and teachers have responded very well.” According to Ms. Wood, the model of collaboration is working. “We have done character education for years, but we have never had this much support from the community,” said Ms. Wood. “We have eight volunteer tutors from Senior Citizens, Inc. working with our students each week, reinforcing the character trait of the month. Love in a Big World is conducting a school-wide character education assembly on November 18th. The Tennessean has provided character education curriculum for our 3rd and 4th grade classrooms. The list goes on and on, and we look forward to working with even more organizations in the future.”

Alignment Nashville


Participating non-profit organizations share Ms. Wood’s enthusiasm for the pilot program. “There are dozens of non-profit organizations in Nashville working to improve public education,” said Connie Williams, Executive Director of the PENCIL Foundation and Vice Chair of Alignment Nashville’s K-4 Committee. “The PENCIL Foundation has worked successfully with Metro schools for many years, and we welcome this opportunity to collaborate with other organizations to achieve our common goal: providing high-quality educational experiences for Nashville’s children.” To confirm this anecdotal success, Alignment Nashville will conduct parent, student, and teacher surveys later this year to gather data about the success of the program, which will be used to refine the model before expansion to all of the elementary schools in the district. “We want to make sure that we are doing the best we can for our students,” said Flo Kidd, Chair of the Alignment Nashville K-4 Committee and Tier Grade Level Director for Metro Schools. “The results of these surveys will let us know whether or not we are preparing our elementary school students to become good citizens.” The pilot program is also being conducted at the following elementary schools:

Bellshire Design Center Cockrill Elementary

Cora Howe Elementary Granberry Elementary

Joelton Elementary Jones Paideia Magnet

Julia Green Elementary Lakeview Design Center Napier Enhanced Option

Paragon Mills Elementary Tom Joy Elementary Whitsitt Elementary

Alignment Nashville’s K-4 Committee plans to expand the program to all of Metro’s elementary schools in the 2006-2007 school year. For more information about Alignment Nashville, visit www.alignmentnashville.org.

Alignment Nashville


Developing School and Community Leaders In this high school classroom, there may not be any Student Government members, honor roll students, or star athletes. But this classroom is full of future leaders, and they are eager to learn how to change their school – and their world.

Veteran educator Tara Brown is teaching the first-ever Leadership Development course at Antioch High School, Nashville’s largest high school with over 2,700 students. And she is convinced that this diverse group of students has the potential to make their school a better place to learn. “We have students from a wide variety of social groups and backgrounds,” said Brown. “This course will equip a

diverse group of students with leadership skills, giving us an incredible opportunity to have a positive impact on nearly every segment of our student population to make our school a better place to learn.” The Leadership Development course is being offered at Antioch and Maplewood High Schools through a unique partnership with Alignment Nashville, a non-profit organization dedicated to improving public education in Nashville. The course combines academic content with leadership development activities. For example, students recently studied Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech and discussed its cultural impact. “Our goal is to give students the skills they need to be able to change the climate of the schools to make them better places to learn,” said Wayne Parker, Director of 9-12 at Metro Nashville Public Schools, and chair of Alignment Nashville’s 9-12 Committee. “Students are faced with violence, drug and alcohol abuse, and other social pressures that impede their learning. We believe that by empowering these students to become leaders among their peers, we can help students overcome some of these barriers.”

Alignment Nashville


Alignment Nashville represents the collaboration of several non-profit organizations in the Nashville area, all of which have a common goal: improving the lives of young people in our community. “Alignment Nashville is coming alongside Metropolitan Nashville Public Schools to help them achieve specific goals for their schools and their students,” said Rodger Dinwiddie, Executive Director of non-profit organization STARS (Students Taking a Right Stand) and co-chair of Alignment Nashville’s 9-12 Committee. “The Leadership Development course is a great way for non-profit organizations in Nashville to come together to help Nashville’s high school students make their own schools more conducive to learning.” Several of Nashville’s youth services organizations are stepping up to provide additional resources that will equip these students with the skills they need to be effective leaders. “Most of the resources that we need to equip these future leaders already exist right here in Nashville,” said Sydney Rogers, Executive Director of Alignment Nashville. “It’s just a matter of getting them all together in the right place at the right time. The Leadership Development course is an excellent example of how students benefit when we can achieve widespread collaboration.” Several of Nashville’s non-profit organizations are participating in this pilot project:

• The YMCA’s Center for Asset Development is providing project coordination and Youth Leadership Training.

• STARS (Students Taking a Right Stand) is providing project coordination and assistance at Maplewood High School, where it already has an established presence.

• Nashville CARES is providing administrative and educational support to begin Survivor Club projects at Antioch and Maplewood High Schools.

• The Oasis Center is conducting a fall leadership retreat for

participating students. • The National Conference for Community Justice is providing technical

assistance and training for diversity education in the classroom, as well as linkages to their Building Bridges program.

• Metro Parks will coordinate all of their current youth services programs with Leadership Development classes at Antioch and Maplewood High Schools.

Alignment Nashville


Change is already happening, according to Brown. “The students in my Leadership Development class have taken a lead role in organizing relief efforts for victims of Hurricane Katrina,” said Brown. “Students who otherwise might have been in the background have stepped forward and encouraged their peers to participate in meaningful ways. And they have many more ideas that will build community and school spirit, which will make Antioch High School a better place to learn.” The Leadership Development class is currently being piloted at Antioch and Maplewood High Schools. Alignment Nashville’s 9-12 Committee plans to expand the program to four additional high schools in fall 2006. For more information about Alignment Nashville, visit www.alignmentnashville.org.

Alignment Nashville


Pre-K Committee Update on Activities, 2005-2006

Project Description The Pre-K Committee was formed to bring together resources throughout the community in support of early childhood education. The goal of the committee is to create an environment where all children, regardless of what type of educational background they come from, will enter Kindergarten prepared and ready to learn. Therefore, the committee selected the following goal and strategy:

GOAL

Come to school ready to learn

STRATEGY To have all Pre-K providers using our standards

to ensure consistent content and quality The Essential Literature reading list was created by MNPS during the 2002-2003 school year to familiarize students in each grade level with a core set of books. These books then create a shared knowledge for students who are able to use them in discussion and comparison with other texts. The Pre-K list was created in 2004 on the premise that the same should hold true for children entering Kindergarten. There are six required and fifteen optional titles on the Pre-K list. Each book was chosen by early childhood experts based on specific criteria, such as rhythmic language, word play, rhyme, repeated text, and artistic merit. Every MNPS Pre-K classroom has a set of the required books in “big book” form, as well as smaller paperback versions for the students to take home and read with their families. The Pre-K Committee was presented with this information and undertook the task of making Essential Literature an alignment tactic.

TACTIC Use the Pre-K Essential Literature list

to promote reading with children

Alignment Nashville


The overall goal of this project is to promote early childhood literacy. Specifically, the Pre-K Committee will promote the reading of these books to four year olds across Nashville, not just those in MNPS Pre-K classrooms. The committee is looking for community organizations to provide trainings for child care providers and families, create special programs for each Essential Literature book, make Essential Literature books available outside of MNPS Pre-K classrooms, and use the books on this list to promote reading with children. The target population for our pilot will be all four year olds, specifically those in 0 and 1 Star child care centers, based on the state’s Star Quality Child Care Program. A survey will go out to all child care providers throughout Davidson County in the initial stages of the project. This survey will provide the committee with information on which books are currently being used in the classroom and which providers could benefit from increased access to training. In order to measure what Alignment Nashville is doing to help provide access to these books, the committee will also record the number of children who had the Essential Literature books read to them in a small or large group and the number of child care providers and families who attended trainings on early-literacy skills. The Invitation to Participate was released on October 17, 2005. The November meeting of the Pre-K Committee will be dedicated to answering the questions of those community organizations wishing to participate in the project. Proposals are due by December 1, 2005 and the Committee plans to begin implementation by January 2006. State Pre-K Grant Metropolitan Nashville Public Schools was awarded 11 new Pre-K classrooms through the Voluntary Pre-K for Tennessee Act. The Alignment Nashville Pre-K Committee served as the Community Pre-K Advisory Council for Davidson County. In that capacity, the Pre-K Committee assisted in the completion of the grant application. The committee sent out an initial letter to all 3 Star Center Directors explaining the state grant and determining the level of interest for community collaboration in opening new Pre-K classrooms. An informational meeting was then held at MNPS for all community providers who expressed interest in participating.

Alignment Nashville


Unfortunately, due to the tight time frame imposed by the state for opening new classrooms this year, MNPS allowed agencies only two days to complete and return their applications for collaboration. This prevented a number of agencies from applying, resulting in the lack of any community partnerships this year. The Alignment Nashville Pre-K Committee continues to fully support community Pre-K partnerships with MNPS. Therefore, in preparation for the anticipated expansion of state Pre-K grants next summer, a workshop will be held in November for all 3 Star centers interested in collaborating to open a Pre-K classroom during the 2006-2007 school year. Home is the First Classroom In July 2005, the Pre-K Committee applied for the Early Learning Opportunities Act (ELOA) Grant to fund the “Home is the First Classroom” project. ELOA is a federal grant from the Department of Health and Human Services, Administration on Children and Families; funds are to be used to enhance early literacy. “Home is the First Classroom” is designed to serve all children ages three to five in Nashville, with a special focus on the three highest child poverty rate zip codes – 37206, 37207, and 37211. The purpose is to better prepare children for Kindergarten by enhancing early childhood literacy, providing caregivers with new resources to increase their capacity to promote early learning, and improving the quality of early learning programs through professional development. There are three components to “Home is the First Classroom.” First, the kindergarten readiness kit, designed with input from parents, educators, healthcare professionals, and others interested in early learning, will be provided to all children ages three to five in Nashville. The kits include activity cards designed by early childhood experts, an instructional video for parents, a booklet containing instructions and relevant resources for parents, a children’s book, and a refrigerator magnet with contact information for the program. For the second component, trainings will be held for teachers and parents; qualified substitute teachers will be provided so child care staff can attend the trainings. Third, a public awareness campaign will target the specified zip codes, 37206, 37207, and 37211. Congress did not reauthorize funding for the ELOA grant in fiscal year 2006.

Alignment Nashville


K-4 Pilot Report

MNPS Goal Selected Acquire the basic skills of reading, writing, and socialization and values

that lead to becoming good citizens

MNPS Strategy Selected Ensure all students have access to counseling services and community programs

that teach socialization skills and character education

Tactic Selected by Committee Focus community organizations and schools on building socialization skills and

character education traits for elementary school children Overview The Alignment Nashville K-4 committee was formed in the fall of 2004 to identify community tactics with measurable outcomes that would support the goals and strategies set by Metro Schools. The committee reviewed and analyzed data provided by Metro Schools and learned that one of the greatest barriers to academic success in elementary schools is attainment of socialization skills and positive character traits. The committee studied best practice community-school models for character development, such as the highly successful model in Chattanooga and the Lakeview Elementary Design Center model in Nashville. Next, the committee conducted focus groups and interviews with school staff, community leaders, and family resource center staff to identify needs and ways for the community to address the needs. The committee recommended pilot elementary schools and requested their participation in a project planned for this school year. This project will combine efforts by the schools to enhance their school environment with support from the community in teaching and modeling character traits and socialization skills.

Alignment Nashville


The principals in the 13 proposed pilot schools met in February 2005 with the committee to learn more about the Chattanooga model and to orient themselves to the selected goals, strategies and tactic for the pilot. All agreed to participate. A request for nonprofit participation was distributed in April, and proposals were submitted for 16 community programs. The principals and community organization leaders who submitted proposals met together in May to discuss the Chattanooga model, to learn ways that community organizations could support the tactic, and to finalize the calendar for building character traits. This calendar is shown below:

Aug/Sept.: Respect February Honesty October: Responsibility March Self-Control Nov/Dec.: Kindness, Fairness, Caring April Courage January Perseverance May Citizenship

The K-4 Alignment Committee met in June to finalize the selection of community programs that supported the pilot project goal and projected outcomes. In July, community leaders from the 12 approved programs and staff from the 13 pilot schools attended a half-day workshop to share ideas and draft monthly plans for the character traits. Materials were provided by Lakeview Design Center and by Character Counts! Nashville. This was an opportunity for participating community leaders and school leaders to get to know each other better and to work together in planning for the coming school year. As a follow-up to that workshop, each school and its community partners will be responsible for completing a plan for one of the months and posting it on the AN website as a resource for other pilot schools. In addition, members of the K-4 Alignment Committee have agreed to serve as liaisons between one school and the committee in order to enhance communication and accountability.

Alignment Nashville


Participants Elementary Schools Supporting K-4 Pilot

School Name # Children % Pov# Poverty Children Cluster Title I FRC

En. Option School

Design Center Magnet

Napier Enhanced Option 386 94.56% 365 McGavock Yes Yes Yes Cora Howe 221 90.95% 201 Stratford Yes Yes Tom Joy 515 86.21% 444 Maplewood Yes Cockrill 650 85.23% 554 Pearl Cohn Yes Paragon Mills 594 82.66% 491 Glencliff Yes Whitsitt 467 81.58% 381 Glencliff Yes Yes Bellshire 345 80.58% 278 Hunters Lane Yes Yes Jones Paideia 339 54.28% 184 Hillwood Yes Yes Yes Lakeview 820 49.88% 409 Antioch Yes Joelton Elementary 353 48.44% 171 Whites Creek Pennington 243 38.68% 94 McGavock Julia Green 463 21.60% 100 Hillsboro Granbery 465 13.12% 61 Overton Total/Average/Total 5861 63.68% 3733

Alignment Nashville


Community Organizations Supporting K-4 Pilot Agency/ Organization

Program Summary Schools

Family & Children’s Services

CHAMPS. Cora Howe A Model Program for Success. Prevention program classroom and counseling services on topics such as Character Education, Conflict Resolution, and Personal Safety.

Cora Howe

Family & Children’s Services

FACES. Families and Children Emerging Successfully. School/community collaboration for Napier Elementary that provides a number of free mental health services. Covers topics such as Character Education, Conflict Resolution, and Personal Safety.

Napier

Kids on the Block Performance art of puppetry for children on topics pertinent to development of healthy relationships. Also parent and community workshops and teacher in-services. Topics relevant to character education program, including Awareness of Differences, Bullying, and School Safety.

All

Love in a Big World Edutainment program on character development. Character education arts and media resources for families, schools, and communities.

All

Metro Parks and Recreation

Mentoring, tutoring, recreation, arts, music. Can modify existing programs to support principals’ goals for character education. Can reinforce monthly traits

All

Museum Advocates Representing all the arts and cultural organizations in the city (Frist, Adventure Science Center, Cheekwood, Nashville Zoo, Nashville Ballet, Nashville Children’s Theatre, etc…) will provide programs on Saturday free of charge to schools for up to 20 students per activity to be used as incentives for positive progress in the character education program.

All

Nashville Public Television

Ready to Learn. Workshops and materials for parents, teachers, and children. NPT will provide schools with a workshop model and materials for each of the character traits for the year.

Napier

PENCIL Foundation PENCIL Partners--partnerships between Nashville businesses and organizations and schools. Will coordinate involvement by each school’s PENCIL Partners in character education and support activities identified by the principal.

All

PENCIL Foundation/ Character Counts! Nashville

Reading Partners. One-on-one reading support with a volunteer tutor/mentor. Regular classroom reading by volunteers. Collaborating with Character Counts! Nashville to select character ed books and to train volunteers

All

Girl Scouts Rites of Passage after school program. Designed to teach girls to make healthy life choices, promote self-confidence and self-esteem, while building their character and leadership skills.

Cora Howe

Senior Citizens, Inc. Friends Learning in Pairs. One-on-one reading support with senior volunteers. Tutors will have books aligned with character traits and activities to support learning.

Bellshire Cora Howe Granberry Paragon Mills Pennington

The Tennessean Newspaper in Education. Provide newspapers and quality education programs, with real-world applications to the classroom. Will partner with Love in a Big World to develop a character education student supplement on traits of the month.

All

Additional Community Organizations Providing Committee Support Bethlehem Center Rape and Sexual Abuse Center 100 Black Men

Alignment Nashville


Expected Outcomes Children in the pilot schools will make gains in four areas:

1. Knowledge of character traits and behavior expectations 2. Improvements in behavior and social development 3. Improvements in school climate 4. Improved student academic achievement

Assessment Plan Outcomes will be assessed through qualitative and quantitative assessments of students in the pilot schools. Area 1 (knowledge) outcomes will be measured using a survey of students at the beginning and end of the school year. Area 2 (behavior and social development) outcomes will be assessed using office referral forms, records of suspensions, and records of referrals to alternative education. Also, qualitative data will be gathered in May, using a survey of students, parents, and teachers from the pilot schools. The survey will assess perceptions about safety, fairness, bullying, personal responsibility, and other behavior and school environment issues. This survey is budgeted for funding by Alignment Nashville and will be directed by MNPS, with assistance from the committee. Area 3 (school climate) outcomes will be assessed using the same survey of educators, students and parents. Results will be compared with baseline data collected through the school surveys conducted in 2003 and 2004. Metro Schools Research staff and project team members will analyze the data to identify trends and targeted areas for improvement. Area 4 (academic achievement) outcomes will be assessed using district assessments in reading, writing, and mathematics. Opening of school and early pilot project activity School opened on Monday, August 15. Of our thirteen pilot schools, three have new principals, two have new assistant principals, and two have principals entering their second year as leaders in their schools.

Alignment Nashville


Principals in our pilot program began their school-based efforts to integrate character education and socialization skills beginning on the first day of school. Our committee will receive a report from them on their early, school-led activities at our October 11 K-4 committee meeting. In most of our pilot schools, community and volunteer involvement in the schools will begin October 1 at the request of the principals. The purpose of this request is to allow enrollments to stabilize and to allow children and teachers to settle into their daily routines for a few weeks before bringing partners into classrooms and assemblies.

Leadership meeting Flo Kidd, Sydney Rogers, and Connie Williams met on August 23 to identify improvements to make to the committee process for the pilot school year, now that we are moving from planning to implementation. We agreed on the following:

Hold monthly meetings of the committee, 2nd Tuesday of each month, at 8 a.m. in one of our pilot schools. This meeting will be a chance for the school and its community partners to share their plan for that month and to showcase the pilot project work being done at that school. This is the committee’s opportunity to observe best practices, document progress, and collaborate.

Request that each K-4 committee member agree to take on one of the following responsibilities for the group:

o Serve as a communication and reporting link between the committee and one of the pilot school project teams

o Serve as a communication link between the committee and guidance counselors in the pilot schools

o Compile reports from and communicate with the pilot principals o Serve as liaisons to the nonprofit community, with emphasis on

communicating with Family Resource Center partners Ask for a recommitment from current committee members to serve for an

additional year. We think this is important now that the pilot is beginning and the committee responsibilities are changing.

Add representatives from the nonprofits working in the pilot project to the K-4 committee.

Add a representative to the committee from the Research & Evaluation group and a university team member with experience in assessment. (to be identified by the AN Operating Board)

Alignment Nashville


Meeting with school guidance counselors On August 29, Flo Kidd and Connie Williams met with guidance counselors from 11 of the 13 pilot schools. These counselors are front-line coordinators for the development of children’s socialization skills and are important partners with community volunteers.

The meeting’s purpose was to update them on the plans for the K-4 pilot project and to share information on the nonprofit and community programs and resources available to partner with them. The counselors were pleased to be involved in the pilot. They shared positive experiences that some of them had had with various organizations on the community partner list.

The guidance counselors asked to have a meeting at Lakeview Elementary School to learn more about the guidance portion of that school’s program. They also asked to meet as a group from time to time, first thing in the morning before school, to share ideas as the year progresses.

The K-4 committee intends to establish a formal connection between one of our members and this group of counselors to keep the lines of communication open.

Recommitment of committee members; new additions to committee We have communicated with all of the current community committee members and have asked them to consider committing to another year of work with our project. We have also asked each to select a school they are willing to partner with for reporting or to identify another committee responsibility each is willing to take on.

We have also communicated with the nonprofits not currently represented on our committee who are involved in the school pilot. This includes Family & Children’s Service, Museum Advocates, Girl Scouts, Nashville Public Television, and Metro Parks & Recreation. As with our returning committee members, we are asking each to commit to a committee responsibility.

Committee meeting plans for 2005-2006 The K-4 Committee has set the following schedule for meetings. Each will begin at 8 a.m. with a 45-minute overview of Alignment project activity at the host school and group sharing of ideas. That will be followed by a 45-minute committee business/reporting session. Principals and guidance counselors from two schools will be invited as guests to each of the school sessions. Everyone is invited to the May meeting.

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Report from Pennington Elementary—October 11, 2005 Carolyn Wood, principal for Pennington Elementary provided the following update on the pilot activities currently in process in their school. The committee also had a chance to view resources, see the morning announcements, and review lessons.

• Student Led Announcements over WPEN closed circuit TV includes character trait emphasis each morning; began on October 3, 2005

• Pennington Student Pledge is emphasized each morning • Student Awards Assembly every six-weeks – Participation in Love Helps, Inc. Triple-

“A” Achiever Program that emphasizes: Academics, Attendance, and Attitude • All Faculty & Staff during in-service developed their “I Am From… Poem” • “Love in a Big World” scheduled for students on November 18, 2005 @ 9:00 a.m. • Purchased Character Counts! School Agendas, K-2 & 3-4 formats • 48 Character Biographies/Weekly lesson ideas to assist teachers and parents about

character. • PENCIL Partner – Secured Gaylord Entertainment as Partner for 2005-06; will

formalize partnership in October 2005 • Kids on the Block of Middle Tennessee – Scheduled performance on October 20,

2005 (Bullying & Alternatives to Violence/School Safety) • FLIP Volunteers/Donelson Senior Citizens Program – 8 Volunteers – Welcome

meeting held September 30, 2005 • Newspaper In Education Supplements used in Literacy Centers, Grades 3 and 4 • Hallway Messages – Student Written Responses to featured trait • Guidance Lessons include overview of bulletin board w/ character traits • Ordered red ribbons for Drug Awareness Week and bus ribbons for good citizenship • Formed Character Education Committee (Janet Skinner, Chair; Maynord, Jackson,

Martin) • Collected toys and canned goods for Louisiana evacuees

Date/Time Location Hosts School Guests October 11, 2005, 8-9:30 a.m. Pennington Carolyn Wood, Janet Skinner Julia Green, Jones November 8, 2005, 8-9:30 a.m. Napier Michael Ross, Jane Gough Bellshire, Cockrill December 13, 2005, 8-9:30 a.m. Granberry Lori Donahue, Olivia Elliott Whitsitt, Tom Joy January 10, 2006, 8-9:30 a.m. Whitsitt Doreen Stoner Joelton, Paragon Mills February 14, 2006, 8-9:30 a.m. Tom Joy Michael Holt Lakeview, Pennington March 14, 2006, 8-9:30 a.m. Jones Pam Greer, Evelyn Barbour Granberry, Napier April 11, 2006, 8-9:30 a.m. Paragon Mills Mary Lou Del Rio, Jolynne

Giordano Cora Howe, Julia Green

May 9, 2006, 8-9:30 a.m. Julia Green Robert Bohrer, Jim Hartline All pilot schools June 13, 2006, 8-9:30 a.m. Cora Howe Teresa McCain; Lee Mayberry Cockrill, Whitsitt

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5-8 Pilot Report

MNPS Goal Selected Help all students choose to become good students

MNPS Strategy Selected

Provide intervention programs (such as mentoring) for 5-8, which addresses specific student behaviors that impede student achievement (such as peer pressure)

Tactic Selected by Committee

Create a culture of kindness in the schools

Overview The tier grade level 5-8 committee began the challenge of identifying tactics with measurable outcomes that would achieve the goals and strategies set out by Metro Schools for the Alignment project in the fall of 2004. MNPS goals and strategies were completed in the spring of 2004 and the committees were formed by September 2004. The committee undertook an extensive process to evaluate the best course of action including the collection of baseline quantitative data. Due to limited availability of support resources during the pilot phase, the following pilot schools are receiving the complete program along with all available resources proposed by the community service providers:

Cameron Middle School Dalewood Middle School

Ewing Park Middle School Jere Baxter Middle School

The following pilot schools are receiving the complete Olweus program; additional resources will not be provided during the pilot phase:

Bass Middle School Bellevue Middle School

Neely’s Bend Middle School

The following pilot schools are receiving the “No Bullying” component of the pilot project, but will receive no additional support resources during the pilot phase:

Apollo Middle School McMurray Middle School West End Middle School

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Pilot schools were selected based on indirect assault data provided by MNPS. Although direct assault data was also studied as possible criteria for selection as a pilot school, intervention programs currently exist for direct assault incidents. The committee concluded that tactics that employ a proactive approach that will affect the climate of the entire school are preferable to duplication of specific intervention programs that may impact the direct assault data. Specific behaviors targeted are described below in the section entitled “Expected Outcomes”. Non-profit and other providers that have been invited to participate in the initial pilot were selected based on a series of meetings and focus groups that the committee conducted with principals of the pilot schools. Principals were asked to identify specific programs and characteristics of programs and agencies that have been successful in their schools. They were also asked to identify programs that were not successful. In addition, they were asked to identify specific ways in which agencies and programs could help their schools achieve the goals that have been targeted. Finally, principals were asked questions to gauge their level of interest in having non-profits invited to come into their schools to provide services. Principals agreed to participate unanimously and enthusiastically. Categories of needed activities The committee identified a need to “create a culture of kindness” in the schools. A large part of the effort is intended to eliminate bullying from the culture. However, the committee agreed that the desired culture would permeate the entire school and affect all children, not just the bullies and those who are bullied. The committee believes that such a culture will create the best environment for learning. To create this culture, all aspects of the community must be addressed. Therefore, the committee invited to providers to propose delivery of existing or new programs in the following categories:

• Training for staff and faculty • Mentoring • Tutoring • Motivational speakers • Saturday and after-school programs • Training and other programs for parents • Transportation

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Community Organizations Supporting 5-8 Pilot Agency/ Organization

Program Summary Schools

PENCIL Foundation

PENCIL Foundation will align the activities of three of its successful programs – PENCIL Partners, PENCIL’s CHOICES, and MATH PARTNERS – to provide support for Alignment Nashville activities at all four pilot schools.

Cameron Dalewood Ewing Park Jere Baxter

Scarritt-Bennett Center

Scarritt-Bennett is offering its Cultural Education program on Saturdays for up to sixty students from the pilot schools


STARS STARS is assisting the pilot schools in developing a Respect and Protect systemic approach to reduce indirect assaults. STARS is also providing project coordination for the schools and the service providers.


Oasis Center/STARS

Oasis Center and STARS are collaborating to assist Cameron Middle School in developing a Culture of Kindness/Respect and Protect program to reduce indirect assaults and enhance the safety and connection students and school staff perceive through school staff training, parenting education, 5th grade student classroom curriculum, and mentoring of Cameron’s student government association.

Cameron

Martha O’Bryan Center

The Martha O’Bryan Center will identify and mentor 20 students at Dalewood Middle School to participate in its Y-REEL (Youth Reading Exploring Education Learning) program, which teaches at-risk children the academic and social skills necessary to become successful students and citizens.

Dalewood

Girl Scouts of Cumberland Valley

The Girl Scouts of Cumberland Valley will implement its Studio 2B initiative at each of the four pilot schools, providing need-based scholarships and support for volunteer advisors.



Metro Parks will conduct staff training programs to align its existing community center staff with tutoring and mentoring needs in all four pilot schools. In addition, Metro Parks will provide after-school and weekend activities to be used as rewards or incentives for students.


Project for Neighborhood Aftercare

Project for Neighborhood Aftercare (PNA) will operate free after-school programs, focusing on academic improvement and achievement, as well as providing mentoring.


The Tennessean’s Newspaper in Education program

NIE will provide teachers at each of the pilot schools with classroom sets of The Tennessean once a week during the first semester of the 2005-2006 school year. In addition, NIE will work with Love in a Big World and the Tennessean’s teen editorial board to develop character education student supplement resources and will provide professional development for teachers regarding these resources.


Tennessee Voices for Children

Tennessee Voices for Children (TVC) will provide parent and teacher training opportunities at each of the pilot schools on topics such as Children’s Mental Health Issues, Positive Behavioral Supports, etc. TVC will also provide Youth Volunteers Mentors from the TVC’s Youth in Action Council.


Homework Hotline, Inc.

Homework Hotline will sponsor “Special Days” for each of the pilot schools, providing extra incentives and prizes for students who call for free help with their homework.


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Centerstone Centerstone will provide on-site clinical services for students as well as teaching training on a variety of topics ranging from mental health issues to behavior modification strategies.


Metro Public Health Department

MPHD will provide violence prevention education expertise and resources, especially focusing on sexual violence. MPHD will provide faculty and staff training as well as training and other programs for parents.


Museum Advocates Museum Advocates will provide incentives for students at pilot school sites. Participating institutions, such as the Adventure Science Center and the Frist Center for the Visual Arts, will provide passes for students who participate in Alignment Nashville activities at the pilot schools.


Expected Outcomes 1. Reduction in the number of indirect assaults at each pilot school. Indirect

assault is described to include: a. Disruptive behavior b. Refusal to obey or accept punishment c. Profane or indecent language d. Disrespect of others e. Repeated violation of school rules and regulations f. Display of gang symbols

2. An improved perception of each pilot school as a safe environment.

Assessment Plan An assessment team has developed two surveys – one for teachers and one for students. The surveys were designed in cooperation and collaboration with a professor from Vanderbilt University, Dr. Maury Nation, who is well-known for his work in the area of student bullying and school climate. The surveys are to be administered in the fall and spring to measure changes in perceptions of students and adults regarding school climate and issues related to indirect assaults. Additionally, schools will continue to collect discipline data, and achievement test scores will also be used. MNPS has baseline data on these domains to compare results from this year to last year. Data will be collected for all 12 schools in the project. It is anticipated that the pilot schools will show the most “gains” – fewer incidents of indirect assaults, improved school climate, and improved achievement test scores.

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9-12 Pilot Report

MNPS Goal Selected

Acquire the knowledge and skills needed for success in post-secondary education and/or a career

MNPS Strategy Selected

Provide intervention to improve academic achievement for low-performing students

Tactic Selected by Committee Create a more caring and supporting

school culture and learning community Overview In 2004, the tier grade level 9-12 committee completed an extensive strategic planning process in order to identify tactics for achieving Metro Nashville Public Schools’ strategy of providing “intervention to improve academic achievement for low-performing students.” The selected tactic, which centers on the need to change the culture in the schools to create a better climate for learning, is the implementation of a Leadership Development course. This course, which combines academic learning and service learning, has the goal of addressing culture change characteristics defined by the principals. The Leadership Development Course is currently being piloted in two high schools: Antioch High School and Maplewood High School. These pilot schools were selected based on principal participation. Principals identified school cultural characteristics they would like to see addressed in the tactics. The principals agreed that improvement in the targeted area would improve the environment that contributes to the students’ academic success. Specific behaviors targeted are described below in the section entitled “Expected Outcomes.” The Leadership Development Course is a first-semester course that will award ½ credit to all participating students. A second semester will involve action research and service learning and will award an additional ½ credit for a total of 1 full credit

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hour. The first semester will include a structured academic classroom type course that is very learner-centered. Students will be engaged in many hands-on activities and will often work in teams. Grades will be based on student journals, service projects, and discussion/participation. In addition to assessment of student learning in leadership, students will be evaluated based on MNPS standards in reading, writing, and listening/speaking. Each pilot school enrolled two classes of students in the fall semester of 2005. A second group of students will begin the program at each pilot school in the spring of 2006 while the first group of students continues with their 2nd semester service-learning projects. The 2nd semester students will have a role in mentoring the 1st semester students. The 2nd semester class will be divided into teams who will be partnered with non-profits on major action research and community service projects. Both pilot schools are committed to engaging as many “non traditional” leaders as possible. Students will be selected by the principal and teachers based on:

• Attendance • Work ethic • Attitude/behavior • Peer relations • Teacher nominations • Principal nominations • Guidance counselor nominations

Community Organizations Supporting 9-12 Pilot Agency/ Organization

Program Summary

STARS STARS has a full-time Specialist that has served at Maplewood High School for five years; therefore, STARS is leveraging its existing relationship with Maplewood High School to provide project coordination, assistance and support for all non-profit organizations participating in Alignment Nashville activities at that school.

Tennessee Voices for Children

TVC will work with students at Antioch and Maplewood High Schools to implement Youth In Action Councils.

Center for Asset Development (YMCA)

CAD is providing extensive consulting, evaluation assessment and training resources to the Alignment Nashville 9-12 project to support the schools in creating caring school climates while increasing academic success.

Nashville CARES Nashville CARES will provide support for new Survivor Clubs at Antioch and Maplewood High School, which will provide further leadership development and communication education for participating students.

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Hands On Nashville HON is providing its tools, resources and staff expertise in volunteer management and project development to help students and teachers at Antioch and Maplewood High Schools develop meaningful service learning projects.

Oasis Center Oasis Center is coordinating an out-of-school leadership retreat in partnership with other participating youth services organizations.

National Conference for Community and Justice

NCCJ has provided: a model for student selection to ensure diversity; technical assistance and training to the classes on diversity education; and spots in its Building Bridges program for a selected number of students from each of the two schools.


Metro Parks will conduct staff training programs to align its existing community center staff with tutoring and mentoring needs in all four pilot schools. In addition, Metro Parks will provide after-school and weekend activities to be used as rewards or incentives for students.

The Parthenon The Parthenon’s Education Department will provide a leadership program utilizing the unique structure and focusing on classical values such as the development of a personal philosophy, the use of logic, and active participation in society and government.

PENCIL Foundation PENCIL is collaborating with its PENCIL Partners to align their programs and activities to support Youth Advisory Councils in each of the pilot schools.

Expected Outcomes Short Term – First Semester Young people identify themselves as leaders and understand how to make a positive impact on their school environment. Through learning, practice, and reflection, young people will gain the following key skills:

• Working with diversity; • Designing a meeting agenda; • Ability to work cooperatively as a team member; • Interpersonal communication skills (listening, dialoguing, conflict

resolution); • Problem analysis; • Critical thinking; • Ability to define “community”, and name various aspects that comprise a

given community; • A working knowledge of the idea of “school culture”. • An understanding of leadership as defined by the course objectives.

Intermediate – End of Year 1 Students will work with faculty, administration, parents, and other community members and organizations to:

1. Engage the entire school community in defining the elements needed for the school to have a caring and supportive environment for all its members.

2. Define key stakeholders and decision makers with regard to school culture. 3. Define resources and strengths available within the school and in the

community.

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4. Create a list of indicators for measuring improvement in school culture: how will we know when we’ve succeeded? Examples of possible indicators might be: • Students and teachers within any one grade know each other’s names. • At least one adult is at the front door greeting students as they enter the

building every day. • The number of fights decreases. • The entire school community understands their school’s definition of “a

caring community” • Signage at the school is stated in positive (“Be Sure To Do This…”) as

opposed to negative terms (“Do Not Do This…”). • The school grounds are clean and free of trash. • Absences are reduced. • There are more examples of the school community celebrating its

successes and positive qualities. • Create an Action Plan for making their school’s culture the best it can be. • Undertake to meet one short-term goal of the Action Plan by the end of

the semester. Long Term – After 2-3 Years Through the contribution of young people, the pilot high schools have achieved a caring and supportive environment and see a significant reduction in the number of direct and indirect assaults.

Assessment Plan Qualitative assessment will be accomplished through a survey of parents, teachers, staff, and students. As one of the early student projects in the leadership course, students will be charged to develop a “caring culture index”. Questions will be structured to assess the perception of the school as a caring and safe environment using the characteristics developed by the student leaders working with the principal. Questions that address the developed leadership ability of the students will be included in a survey of students and faculty. For the pilot phase, surveys will be conducted at the end of both fall and spring semesters for the 2005-2006 academic year. As there is no baseline data for this part of the assessment, there will be no comparison to previous year available. However, any emerging trends through multiple semesters will be noted.

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16-24 Committee Report

Overview Alignment Nashville conducted an Out-of-School Youth focus group in April 2005. The focus group made the following conclusions: How do we characterize this population? This group includes dropouts as well as young people who have earned diplomas, GEDs, Special Ed diplomas, or Certificates of Attendance but who are not currently engaged in work or school. This population has the following characteristics:

• Multiple personal burdens o Care of relatives who should be the care-takers themselves (parents,

grandparents) o Care of siblings o Care of their own children

• Have few informal resources, networks or supportive adults in their lives • Have experienced a great deal of personal failure

o School failure o Failure at meeting employment and self-care goals

• Varied levels of academic or intellectual ability o Undiagnosed learning disabilities o Mixed success in traditional school settings o Some very bright and academically capable

• Face subsistence barriers o Homeless o Marginally connected to safety net supports (food stamps, Families First,

TennCare) • Actions and statements often portray them as viewing themselves as having

an absence of future Where are they engaged?

• May be completely unattached to community services or programs or living in the periphery of such programs (i.e. not on the lease, but living in public housing; engaged in illegal activity that brings them into contact with the police; parent of a child on Families First or in States custody)

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• If engaged, most likely to be engaged by government programs o Families First o Food Stamps o Housing o Health Department o Courts o DCS o Probation and Parole o Police or other law enforcement

• Community-based programs and services often are not open to them or are in some way unappealing

o May drop out at 14 but can’t enter a GED program until 17/18 o Standard Adult Ed/GED programs target older participants o Youth typically don’t utilize homeless shelters (they “couch surf”)

• Some programs do exist but may have limited capacity o Transitional Housing at Oasis can take 1 out of 10 young people who

need housing o William Patton, Jr. Foundation, Project CRAFT, and Y Build offer

training in construction trades to a limited number of youth In order to reach this population, Alignment Nashville has created the 16-24 Committee, which is composed of the following members:

Ellen Zinkiewicz, Chair – Nashville Career Advancement Center Ron Groseclose, Vice Chair – Tennessee State University D’Yuanna Allen – Metro Public Health Department Dr. Margaret Bess – Antioch High School Dot Dickens – MNPS Dinah Gregory – Metro Social Services Camille Holt – Vanderbilt University Christine Jackson – Martha O’Bryan Center Kim Crane Mallory – Vanderbilt University David McNeel – Nashville State Community College Bob Ross – Metro Juvenile Courts Pearl Sims – Vanderbilt University

The 16-24 Committee will hold its first strategic planning meeting on November 2, 2005; at this meeting, the Committee will break into smaller working groups. The Committee will address issues related to the over 10,000 young people between the ages of 16 and 24 who are out of work and out of school in Davidson County. The Committee will also function as the P-16 Council for Davidson County.

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Children’s Health Committee Report

Overview On September 29, 2005, the Alignment Nashville Children’s Health Committee met for its first strategic planning session. At this meeting, the committee divided into six subcommittees focused on the following topics:

Adolescent Pregnancy Creating a Healthy School Environment Disparity: Infant Mortality Early Child: Immunizations Mental Health Obesity/Diabetes

Each Subcommittee is tasked to review evidence on children’s health problems, identify best practices to address problems, develop indicators of progress and success, and develop a report with recommendations. The Steering Committee will then offer feedback on the subcommittee reports, assure alignment of subcommittee reports with the approach of Alignment Nashville, and prepare for presentations during the Mayor’s Summit on Youth. Timeline Subcommittees convene October 2005 – January 2006 Steering Committee reconvenes February 9, 2006 Mayor’s Summit on Youth Spring 2006

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Strategic Plan

Common Goal: To create a system to bring community organizations and resources into alignment so that their coordinated support of Nashville’s youth has a positive impact on public school success and the success of our community as a whole. Measures: 1. Contribution to public school success

2. Success of community as a whole Organizational Goals Goal 1 Align to common goals

Community has a system for working toward common goals for improvement of children and youth.

Strategy 1.1: Support existing school system strategies for school-age youth

Tactic 1.1.1: Develop focused and measurable tactics that engage the non-profit community toward the current school system strategic plan.

Strategy 1.2: Support community-developed strategies for children and

youth who are outside of school system responsibility Tactic 1.2.1: Develop a strategic plan, in conjunction with the school system to establish an agenda for children and youth outside the schools. Tactic 1.2.2: Develop focused and measurable tactics that engage the non-profit community in support of the community developed strategic plan

Goal 2 Work collaboratively

All Nashville stakeholders (business, education and youth services organizations) are engaged and working collaboratively.

Strategy 2.1: Develop effective oversight and sustaining structure

Tactic 2.1.1: Develop effective Board of Directors that meets semi-annually and whose function is to find resources for the development of the process.

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Tactic 2.1.2: Develop an engaged Operational Board that meets quarterly and whose function is to provide broad oversight and represent Alignment Nashville to the stakeholder community.

Strategy 2.2: Develop committee structure and processes that are inclusive

of all stakeholders Tactic 2.2.1: Provide roadmap for committee work and membership.

Strategy 2.3: Fully develop and refine a process of invitation for the not-for-

profit community to participate in achieving success of the young people Tactic 2.3.1: Develop template of invitation that includes parameters for participation Tactic 2.3.2: Develop technology solution that will facilitate (automate) the invitation, proposal, and review process

Strategy 2.4: Create incentives for participation of youth services

organizations Tactic 2.4.1: Develop resources for non-profits who participate. Seek grant funding from foundations and government agencies (local, state, and federal)

Goal 3 Measure progress and use it to improve

Progress toward achieving the common goal is measured through a system of assessment, accountability and continuous improvement.

Strategy 3.1: Move responsibility for sustained effort to appropriate

organization after success is proven Tactic 3.1.1: Define “success.”

Tactic 3.1.2: Define parameters for selecting responsible organizations.

Tactic 3.1.3: Develop system for monitoring and improving sustained effort.

Goal 4 Communicate results

Nashville is well informed of Alignment Nashville progress and activities.

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Strategy 4.1: Develop a system that provides effective communication to

the targeted stakeholders Tactic 4.1.1: WEBSITE - Develop the Alignment Nashville website as the central tool to communicate all the important strategic and operational information. Tactic 4.1.2: NEWSLETTER – Distribute a quarterly e-mail newsletter to engage potential new stakeholders and to serve as an update for those fully engaged in Alignment Nashville. Tactic 4.1.3: ANNUAL STAKEHOLDER MEETING – Hold an annual meeting of all stakeholders to distribute updated information and to gather feedback from participants. Tactic 4.1.4: MARKETING PLAN – Each committee will develop a plan for communication/marketing the progress of its work to the internal and external community. Tactic 4.1.5: HIGH LEVEL INFO – Develop a semi-annual report to be shared with board members and potential funding agencies.

Goal 5 Develop great leadership

Highly skilled Alignment Nashville leadership exists across all stakeholder groups.

Strategy 5.1: Develop incentives for excellence in AN work Tactic 5.1.1: Create a recognition system for committee chairs. Tactic 5.1.2: Create a professional development plan for committee chairs that includes emphasis on working collaboratively.

Strategy 5.2: Develop models of excellence Tactic 5.2.1: Showcase highly successful projects as benchmarks of excellence.

Goal 6 Spread success across the city

Successful pilot projects are effectively scaled to the entire community and become institutionalized.

Strategy 6.1: Develop process for expanding projects to broader community

Tactic 6.1.1: Tactic 6.1.2:

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Goal 7 Fund adequately

Alignment Nashville has sufficient resources to maintain basic operations and fund successful implementation of committee projects.

Strategy 7.1: Seek funding for operations

Tactic 7.1.1: Develop commitment for support from board and other stakeholder groups.

Strategy 7.2: Seek funding for committee work and project scale-up. Tactic 7.2.1: Develop and submit grant proposals for funding to

support project work and to government agencies and private foundations.

Strategy 7.3: Develop system for accounting for shifting resources.

Tactic 7.3.1:

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