1. Alternative High School Initiative (AHSI) Prepared for MNPS Board of Education February 10, 2009

2. History of AHSI Grant  AHSI grant was brought to the attention of Dr. Garcia and Marsha Warden in late fall 2007.  Dr. Garcia signed off for MNPS to be a partner on the grant, which would be driven by Mayor and Vice Mayor (since it was an NLC grant).  Marsha Warden, and later Chris Henson, served in leadership roles during the application process. Once grant was awarded, May 2008, James Briggs was appointed as MNPS' lead administrator.  Chris Henson served on the AHSI oversight committee, co- chaired by Mayor and Vice Mayor.  Dr. Register now serves on the committee, replacing Henson. His first committee meeting is later this month.  James Briggs and Ellen Zinkiewicz serve as co-chairs of Alignment Nashville committee for AHSI and staff the oversight committee. Alignment is the lead CBO for the grant.

3. AHSI Partnership Grant Application Committee, April 1, 2008 Diane Neighbors, Vice Mayor Marsha Warden, Chairperson, MNPS Board of Education Chris Henson, Interim Director of Schools, MNPS Lance Lott, Ass’t. Superintendent, IT Division, MNPS James Briggs, Director, Office of Redesign and Innovations, MNPS Dr. Danielle Mezera, Mayor’s Office Ellen Zinkiewicz, NCAC Dr. Ginny Shepherd, Vanderbilt University Sydney Rogers, Alignment Nashville Connie Williams, Pencil Foundation Pam Garrett, Nashville Alliance J. Lawrence, YMCA Hal Cato, Oasis John Sheley, MD TN Homebuilders Association

4. AHSI Oversight Committee  Karl Dean, Mayor, Co-Chair  Diane Neighbors, Vice Mayor, Co-Chair  Dr. Register, Director of Schools, MNPS (replacing Chris Henson, Interim Director of Schools)  Danielle Mezera, Mayor’s Office  Marc Hill, Nashville Chamber of Commerce  Ellen Lehman, President, Community Foundation of Middle TN  Ellen Zinkiewicz, NCAC  George VanAllen, President, Nashville State Community College  Sydney Rogers, Alignment Nashville  Richard Tennent, Chair, Parent Advisory Council, MNPS  James Briggs, MNPS  Rose Wang, Chair, Mayor’s Youth Council

5. What is AHSI? The Alternative High School Initiative (AHSI) is a network of youth development organizations with over 250 sites nationwide committed to creating educational opportunities for young people for whom traditional school settings have not been successful.250 sites nationwide AHSI was launched in 2003 as a response to the growing national trend of diminishing graduation rates, affecting this country’s low income, African American and Latino youth. Since its formation, AHSI has grown to include twelve organizations with high quality, innovative alternative school models that promote rigor, relevance, and relationships as integral parts of the learning experience for young people, as well as AHSI partnerships in Indianapolis, Nashville, and Newark.twelve organizations

6. What is AHSI?, cont’d With support from The Bill & Melinda Gates Foundation, AHSI is co-convened by Big Picture Learning and the National League of Cities Institute for Youth, Education, and Families.The Bill & Melinda Gates FoundationBig Picture Learning National League of Cities Institute for Youth, Education, and Families AHSI’s co-conveners work closely together to facilitate and manage the work of AHSI which includes building capacity to deliver high quality teaching and learning; strengthening the network by convening its members and hosting other learning exchanges; connecting with municipal leaders and other policy makers; and enhancing participating organizations’ individual and collaborative work.

7. AHSI Distinguishers Five qualities that distinguish AHSI schools: Authentic Learning, Teaching and Performance Assessment Personalized School Culture Shared Leadership and Responsibility Supportive Partnerships Future Focus

8. Authentic Learning, Teaching and Performance Assessment AHSI students learn across a wide range of interrelated experiences. Learning is centered on students’ personal passions, interests, styles and needs and is deepened through relevant and real world experiences. Each of these opportunities is structured around clearly defined learning goals and objectives that meet state learning standards. Authentic rigorous learning experiences promote analysis, reasoning, application and knowledge development. Students develop learning strategies that work for them. Each student feels connected to an adult, who has high expectations and the ability to monitor student academic progress and the commitment to help that student navigate the most rigorous track through high school, college and on to a meaningful life of learning.

9. Personalized School Culture Personalization is a critical component to all aspects of school culture. At every level – student, teacher, principal, school, intermediary – individual uniqueness is honored, engaged and respected. Teachers are responsive to students’ cognitive, emotional, and physical needs. Student learning is challenging, meaningful and personalized and a commitment to lifelong learning and inquiry is fostered. Teachers have the capacity to tailor and pace curriculum according to students’ individual needs. High adult expectations drive quality work that demonstrates students’ social and academic growth. Respect fosters pride and motivation.

10. Shared Leadership and Responsibility School leadership is shared by the intermediary, district representatives, school staff, students, families, and relevant community partners. The school mission, vision, and goals are clearly defined and understood by all. Stakeholders participate regularly in data- driven decision making focused on improving support for student achievement and attainment. Roles and responsibilities are clearly defined with support and accountability systems in place to ensure effectiveness. Leadership capacity is groomed and supported at all levels: students, parents, mentors, instructors and principals.

11. Supportive Partnerships The school is seen as an asset to the local community and community members are engaged with the school and with individual students. Community businesses contribute to student development by providing real world relationships, relevant learning opportunities and rigorous expectations. Community resources such as daycare, after school and other expanded-day programs, physical health, mental health and social services and opportunities for employment are partnered with the school. The intermediary supports the school in identifying and connecting with community partners. Intentional cooperative relationships are built between the school and the local district as well as postsecondary institutions to ensure student learning opportunity and success.

12. Future Focus AHSI schools foster students’ intellectual development, empowered sense of self, critical thinking skills, civic participation, improved life chances, and a commitment to lifelong learning in order to facilitate a successful transition to adulthood. Upon entering an AHSI school, every individual becomes intentionally aware that college is a viable option. All AHSI graduates will leave high school ready to access and achieve in postsecondary learning options. The intermediary organizations, schools and community partners work to maximize and facilitate postsecondary opportunities and attainment for students.

13. AHSI Organizations - Nashville AHSI consists of twelve youth development organizations committed to creating educational opportunities for young people for whom traditional school settings have not been successful. As of October 2008, the AHSI network contained 258 schools. MNPS presently has a Big Picture School and is in the planning stage for the Diploma Plus and the Gateway to College models while investigating the YouthBuild model.

14. Big Picture www.bigpicture.org Students recruited in the 8 th grade to begin at Big Picture in the 9 th grade No academic pre-requisites Takes 4 years to graduate MNPS school

15. The Big Picture Company believes that schools must be personalized, educating every student equally, ONE STUDENT AT A TIME. Each student’s learning plan should grow out of his or her unique needs, interests, and passions. They believe that the education system must ensure that students and families are active participants in the design and authentic assessment of each child’s learning. Schools must be small enough to encourage the development of a community of learners, and to allow for each child to be known well by at least one adult. School staff and leaders must be visionaries and life-long learners. Schools must connect students, and the school, to the community - both by sending students out to learn from mentors in the real world, and by allowing the school itself to serve as an asset to the local community and its needs. Schools must allow for admission to, and success in, college to be a reality for every student, and work closely with students, families, and colleges throughout – and beyond - the application process.

16. MNPS Big Picture School MNPS presently has one school with an enrollment of 119 students grades 9-10. Big Picture will relocate to Martha Vaught building for the 2009-10 school year with an enrollment of 196 students grades 9-11. 2010-11 school year Big Picture will split into two Programs under one roof at Martha Vaught location with a maximum enrollment of 264 students grades 9-12.

17. Diploma Plus www.commcorp.org Students recruited: sixteen years of age and older and who are behind in academic credits Some students may have either dropped out or be on the verge of dropping out Students must read at least at a 6 th grade level Takes between two and three years to graduate MNPS School

18. Diploma PlusDiploma Plus (DP) is a nationally recognized education model that provides a rigorous, relevant, and student-centered alternative for youth who have been underserved by the traditional education system. DP is an alternative in the best sense of the word; its role is to transform our students’ learning experiences so they will achieve success in high school, college, and careers. DP Schools are primarily located in urban areas and serve students who are over-aged and under- credited, re-entering high school, or at risk of dropping out.

19. Gateway to College www.gatewaytocollege.org Students recruited who have dropped out of high school and no longer identify themselves as “high school” students Students must read at least at an 8 th grade level Takes up to three years to graduate Nashville State Community College will run the school in partnership with MNPS

20. Gateway to CollegeGateway to College serves youth, 16 to 20 years old, who have dropped out of high school or are on the verge of dropping out. The program gives students an opportunity to simultaneously accumulate high school and college credits, earning their high school diploma while progressing towards an associate degree or certificate. Gateway to College students are young people who did not fit well in a traditional high school setting, and are a diverse group facing many challenges. Some are English language learners, teen parents, former gang members, foster youth, or students who struggled with substance abuse. Many work full time and live on their own.

21. Youth Build www.youthbuild.org Students should be between the ages of 18 and 24 and without a high school diploma No academic prerequisites Program participation is time-limited, but follow- up and support towards diploma or GED completion are on-going If federal Youth Build grant is awarded, YMCA will run the program in partnership with MNPS

22. YouthBuild USAYouthBuild USA supports more than 200 YouthBuild programs nationwide to unleash the positive energy of low-income young people who have dropped out of school, to rebuild their communities and their lives. YouthBuild USA is supports existing diploma granting YouthBuild schools and helping YouthBuild GED programs become diploma granting in a multi-state demonstration focused on preparing all young people for post-secondary education and training, careers, and citizenship. Students engage in competency based, personalized learning while they acquire job skills by building affordable housing for homeless and low- income people. Additionally, leadership development, college readiness, community service, career development, and positive youth adult relationships are emphasized.

23. Timeline 2008-2009 Fall 2008 Second year for Big Picture High School Planning for Diploma Plus Grant application for Gateway to College Grant application for Youth Build Data aggregation and preliminary analysis

24. Timeline 2009-2010 Big Picture High School splits into two programs under one roof (9-10 and 11-12 college focus) First Year for Diploma Plus Planning year for Gateway to College First Year for Youth Build (assuming grant awarded) Data available to determine immediate future expansion plans

25. Timeline 2010-2011 Big Picture graduates first class Second Year of Diploma Plus First Year for Gateway to College Second Year for Youth Build Implement data-driven expansion plans

26. On-Going Work Integration of Data into how the city understands and addresses high risk students and students who have dropped out Creating and maintaining necessary wrap- around services for supporting young people and their families Communicating these schools and their potential to the wider Nashville community

27. Data Analysis Drop-out data integration into MNPS’ overall data collection efforts Plan for reporting data to the larger community  On-going partnerships with university researchers  Continuous feedback for new school implementation  Continuous feedback for wrap-around services development (students dropping out because of pregnancy, or mental health, etc informs targeted services needed) Evaluation and data analysis frameworks for the individual models and for AHSI

28. Wrap-Around Services High school to college and career transition Internships and work experiences Social and emotional supports Systems coordination