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Enrich, Inspire, Ignite! Kiwanis Children’s Health, Education and Welfare Project A Project Serving 0 through 8 Year Old Children to have the Maximum Possible Positive Impact on Society

PROJECT BUSINESS PLAN

July 10, 2019

Office: 7020 Stone Run Drive, Nashville, TN 37211‐8535 Mobile: (615) 870‐7040

Kiwanis Children’s Health, Education and Welfare Project Business Plan Table of Contents

Executive Summary 3

The Challenge

Kids Need Kiwanis 4

Communities Need Kiwanis 5

Families Need Kiwanis ‐ Adverse Childhood Experiences (ACEs) 6

The Solution – Many Collaborators for Collective Impact

Building Strong Brains Tennessee (BSBT) 11

ACE Nashville (ACEN) 16

Read To Be Ready (RTBR) 18

Blueprint for Early Childhood Success (BECS) 21

The Skills Kiwanis Youth Develop 24

KCHEW Project Plan Overview 28

KCHEW Project Action Plan 29

Key Components of the KCHEW Project 31

A Case Study 33

Power of Possibility 34

Potential Partners 35

Children’s Kindness Network (CKN) 37

Barefoot Republic Camps and Retreat Center (BRCRC) 40

The Kindness Revolution (TKR) 40

Kiwanis Children’s Fund (KCF) 42

ReadyNation 43

Scholastic Books 43

Tennessee Association for Children’s Early Education (TACEE) 43

2019‐2020 Fund Development Plan 44

Benefits for the participating Kiwanis Clubs 48

Executive Summary

This is the business plan to implement the Kiwanis Children’s Health Education and Welfare (KCHEW) Project of the Kiwanis Club of Nashville South and the Kiwanis Club of Nashville South Foundation. It documents the need and justification for the project and the need for Kiwanis to undertake it. It also details the expansion of the project and the sharing of it with other Kiwanis clubs in Tennessee and beyond. The establishment of this program aligns the club and foundation with the Kiwanis mission. It also establishes a clear and relatable purpose for all fundraising and other events. It provides an opportunity to enhance outcomes success, collective impact, club membership and fund development through extensive collaborations and partnerships.

Background

 A committee searched for possible signature programs within the membership, current projects, other clubs, governor’s office, various Tennessee and local government departments, local nonprofits and schools.  The committee identified three projects that met the criteria for a signature project which complement each other. Kiwanis Children’s Health, Education and Welfare Project supports the Tennessee goals within our club’s footprint: o Help to raise the third grade literacy rate of students from 28% to 75% by 2025. o Help to reduce the number of children affected by at least one ACE factor from 61% to 50% by September 30, 2028 and provide resiliency for those already affected to enhance success in learning and life. o Develop social and emotional learning resources for 0 to 8 year old children with kindness as the foundation but extend the scope to include other life skills including: courtesy, etiquette and manners; nutrition and exercise; personal relationships, collaborations and team building; love of reading and learning; work ethic; dream building and goal setting. The Kiwanis KCHEW pilot has three concurrent strategies:

 Awareness of Literacy, Building Strong Brains, and Children’s Kindness Network action plans. o Club members, Circle K etc. clubs, other TN Kiwanis Clubs, Corporations, Foundations.  Fundraising for the KCHEW program. o Member giving and legacy planning, Grants, Non‐members, Member related corporations, other corporations, signature events, and developing a signature fundraising event.  KCHEW Program Pilot o Launch Literacy program at of the ten head start centers within Davidson County. o Launch Building Strong Brains program within the same sites. o First year pilot costs are estimated to be $80,000. o Align all other club programs with the KCHEW program as the core of a signature project. o Evaluate pilot for expansion, contraction, or maintenance at end of year one.

Kids Need Kiwanis – the Kiwanis International branding campaign

Kiwanis Organization’s Principals

source: www.kiwanis.org

Kiwanis Mission ‐ Kiwanis empowers communities to improve the world by making lasting differences in the lives of children.

Kiwanis Vision ‐ Kiwanis will be a positive influence in communities worldwide so that one day, all children will wake up in communities that believe in them, nurture them and provide the support they need to thrive.

Kiwanis Objects (Values) 1. To give primacy to the human and spiritual rather than to the material values of life 2. To encourage the daily living of the Golden Rule in all human relationships. 3. To promote the adoption and the application of higher social, business and professional standards. 4. To develop, by precept and example, a more intelligent, aggressive and serviceable citizenship. 5. To provide, through Kiwanis clubs, a practical means to form enduring friendships, to render altruistic service and to build better communities. 6. To cooperate in creating and maintaining that sound public opinion and high idealism which make possible the increase of righteousness, justice, patriotism and good will.

Kiwanis Goals 1. Membership & Engagement: To build, retain, and support a growing Kiwanis membership network. 2. Community Impact: To perform meaningful service, with service to children as our priority 3. Our Kiwanis Image: To enhance the Kiwanis image worldwide. 4. Financial Viability: To ensure financial viability and responsible stewardship.

Communities Need Nashville Kiwanis

Families Need Kiwanis ‐ Adverse Childhood Experiences (ACEs)

The CDC‐Kaiser Permanente Adverse Childhood Experiences (ACE) Study is one of the largest investigations of childhood abuse and neglect and household challenges and later‐life health and well‐being.

The original ACE Study was conducted at Kaiser Permanente from 1995 to 1997 with two waves of data collection. Over 17,000 Health Maintenance Organization members from Southern California receiving physical exams completed confidential surveys regarding their childhood experiences and current health status and behaviors.

More detailed information about the study can be found in the links below or in the article, “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults”.

The ACE Pyramid

The ACE Pyramid represents the conceptual framework for the ACE Study. The ACE Study has uncovered how ACEs are strongly related to development of risk factors for disease, and well‐being throughout the life course.

Study Questionnaires

The Family Health History and Health Appraisal questionnaires were used to collect information on child abuse and neglect, household challenges, and other socio‐behavioral factors in the original CDC‐Kaiser ACE Study.

The questionnaires are not copyrighted, and there are no fees for their use. If you include the ACE Study questionnaires in your research, a copy of the subsequent article(s) is requested (send to [email protected]).

 Family Health History Questionnaire o Male VersionCdc‐pdf[PDF 183KB] o Female VersionCdc‐pdf[PDF 196KB]  Health Appraisal Questionnaire o Male VersionCdc‐pdf[PDF 208KB] o Female VersionCdc‐pdf[PDF 109KB]

Data and Statistics Adverse Childhood Experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by gender, race, age, and education. The prevalence of ACEs is organized by category.

ACEs Definitions

All ACE questions refer to the respondent’s first 18 years of life.

 Abuse o Emotional abuse: A parent, stepparent, or adult living in your home swore at you, insulted you, put you down, or acted in a way that made you afraid that you might be physically hurt. o Physical abuse: A parent, stepparent, or adult living in your home pushed, grabbed, slapped, threw something at you, or hit you so hard that you had marks or were injured. o Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you.  Household Challenges o Mother treated violently: Your mother or stepmother was pushed, grabbed, slapped, had something thrown at her, kicked, bitten, hit with a fist, hit with something hard, repeatedly hit for over at least a few minutes, or ever threatened or hurt by a knife or gun by your father (or stepfather) or mother’s boyfriend. o Substance abuse in the household: A household member was a problem drinker or alcoholic or a household member used street drugs. o Mental illness in the household: A household member was depressed or mentally ill or a household member attempted suicide. o Parental separation or divorce: Your parents were ever separated or divorced. o Incarcerated household member: A household member went to prison.  Neglect1 o Emotional neglect: Someone in your family helped you feel important or special, you felt loved, people in your family looked out for each other and felt close to each other, and your family was a source of strength and support.2 o Physical neglect: There was someone to take care of you, protect you, and take you to the doctor if you needed it2, you didn’t have enough to eat, your parents were too drunk or too high to take care of you, and you had to wear dirty clothes.

1Collected during Wave 2 only.

2 Items were reverse‐scored to reflect the framing of the question.

Participant Demographics

Demographic information is from the entire ACE Study sample (n=17,337).

Demographic Information for CDC‐Kaiser ACE Study Participants, Waves 1 and 2.

Demographic Information Percent (N = 17,337)

Gender

Female 54.0%

Male 46.0%

Race/Ethnicity

White 74.8%

Black 4.5%

Asian/Pacific Islander 7.2%

Other 2.3%

Hispanic 11.2%

Age (years)

19‐29 5.3%

30‐39 9.8%

40‐49 18.6%

50‐59 19.9%

60 and over 46.4%

Education

Not High School Graduate 7.2%

High School Graduate 17.6%

Some College 35.9%

College Graduate or Higher 39.3%

Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different reports of participants’ demographic information.

ACEs Prevalence

The prevalence estimates reported below are from the entire ACE Study sample (n=17,337). 8

Prevalence of ACEs by Category for CDC‐Kaiser ACE Study Participants by Sex, Waves 1 and 2.

ACE Category Women Men Total

Percent (N = 9,367) Percent (N = 7,970) Percent (N = 17,337)

ABUSE

Emotional Abuse 13.1% 7.6% 10.6%

Physical Abuse 27% 29.9% 28.3%

Sexual Abuse 24.7% 16% 20.7%

HOUSEHOLD CHALLENGES

Mother Treated Violently 13.7% 11.5% 12.7%

Substance Abuse 29.5% 23.8% 26.9%

Mental Illness 23.3% 14.8% 19.4%

Parental Separation or Divorce 24.5% 21.8% 23.3%

Incarcerated Household Member 5.2% 4.1% 4.7%

NEGLECT

Emotional Neglect3 16.7% 12.4% 14.8%

Physical Neglect3 9.2% 10.7% 9.9%

Note: 3Collected during Wave 2 only (N=8,629). Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.

ACE Score Prevalence for CDC‐Kaiser ACE Study Participants by Sex, Waves 1 and 2.

Number of Adverse Childhood Experiences Women Men Total (ACE Score) Percent(N = Percent (N = Percent (N = 9,367) 7,970) 17,337)

0 34.5% 38.0% 36.1%

1 24.5% 27.9% 26.0%

2 15.5% 16.4% 15.9%

3 10.3% 8.5% 9.5%

4 or more 15.2% 9.2% 12.5%

Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.

Source: Centers for Disease Control and Prevention, Kaiser Permanente. The ACE Study Survey Data [Unpublished Data]. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention; 2016.

Major Findings

ACEs are common across all populations. Almost two‐thirds of study participants reported at least one ACE, and more than one in five reported three or more ACEs.

Some populations are more vulnerable to experiencing ACEs because of the social and economic conditions in which they live, learn, work and play.

The ACE score is the total sum of the different categories of ACEs reported by participants. Study findings show a graded dose‐response relationship between ACEs and negative health and well‐being outcomes. In other words, as the number of ACEs increases so does the risk for negative outcomes. For an exhaustive list of outcomes see selected journal publications.

Content source: National Center for Injury Prevention and Control, Division of Violence Prevention

Building Strong Brains Tennessee (BSBTN)

BUILDING STRONG BRAINS: TENNESSEE ACEs INITIATIVE – AN OVERVIEW

Overview: The future prosperity of any society depends on its ability to foster the health and well‐being of the next generation. The early years of life matter because the basic architecture of the human brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences literally shape how the brain gets built, establishing either a sturdy or a fragile foundation for all of the development and behavior that follows.

As the latest brain science shows, chronic trauma—what experts call “adverse childhood experiences” or “ACEs”—can disrupt this brain‐building process. Like building a house in a storm or with below‐grade materials and tools, ACEs are toxic to brain development and can compromise the brain’s structural integrity. Left unaddressed, ACEs and their effects make it more difficult for a child to succeed in school, live a healthy life, and contribute to the state’s future prosperity—our communities, our workforce, and our civic life. At present, public policy and practice lag behind the brain science. That is why Tennessee Gov. Bill Haslam, First Lady Crissy Haslam, Deputy Gov. Jim Henry, and the ACE Awareness Foundation in Memphis launched the Tennessee ACEs Initiative in November 2015.

What we strive to accomplish: The Building Strong Brains: Tennessee ACEs Initiative has set the bar high. Over the next three years this initiative, working under the auspices of the Three Branches Institute and guided by an ACE coordinating team will strive to: ‐ Establish Tennessee as a national model for how a state can promote culture change in early childhood based on a philosophy that a focus on ACEs and how to prevent and mitigate their impact is the most promising approach to helping Tennessee children lead productive, healthy lives and ensure the future prosperity of the state. ‐ Encourage government and private organizations to revise their policies and create innovative practices focused on ways to strengthen the social and emotional health of families, reduce the impact of toxic stress on young children, and take steps to ensure Tennessee children have safe, stable, nurturing environments. In short, we need to move away from after‐the‐fact interventions that do not consider the social contexts affecting people’s outcomes and move toward effective service‐delivery approaches that do. The culture must shift from “what is wrong with you” to “what happened to you?” ‐ Enhance Tennesseans’ knowledge about the latest brain science related to childhood adversity so people across the state can talk with authority and accuracy about ACEs and toxic stress and understand the need to address these issues to improve outcomes. ‐ Embed sufficient political, governmental, philanthropic and private support for this culture change effort so state agencies, local communities and those concerned about future generations of Tennesseans will have the resources needed in the years ahead to continue to build on this ACE prevention/mitigation approach. ‐ Enable innovation in both the public and private realms to help communities develop ACE‐ prevention/mitigation plans that both strengthen the core capabilities of children, parents/caregivers, and neighborhoods and also successfully address the impacts of violent, threatening, or unpredictable environments. ‐ Effect positive changes more quickly by encouraging state agencies, health care organizations, social service programs and other partners to work collaboratively on research and development of projects and approaches that mitigate ACEs/toxic stress and build resilience and hope into the lives of future generations. A final word: The importance of making this pivot from after‐the‐fact treatment toward early ACE intervention/prevention is difficult to overstate. The journal of the American Academy of Pediatrics puts it this way:

Advances in the study of toxic stress represent a paradigm shift in our understanding of health across the human lifespan. Although debates about early childhood policy today focus almost entirely on education objectives, science now indicates that sound investment in interventions that reduce toxic stress and childhood adversity are likely to strengthen the foundation of physical and mental health and generate even larger returns for all of society.

MISSION AND GOALS OF BUILDING STRONG BRAINS: TENNESSEE ACEs INITIATIVE

Mission: In order to secure our state’s social and economic prosperity, now and in the future, Building Strong Brains: Tennessee ACEs Initiative works to change the culture of Tennessee so the state’s overarching early childhood philosophy, policies, programs and practices utilize the latest brain science to prevent and mitigate the impact of adverse childhood experiences. The Tennessee ACEs Initiative includes public and private sector partners from across the state. The partners will work collaboratively to identify breakthrough approaches to help communities provide safe, stable, nurturing environments where children can develop the social, emotional and behavioral skills they need to secure long‐term health, succeed in school and in life, and contribute to our shared future.

Approach: Building Strong Brains: Tennessee ACEs Initiative is a public‐private partnership among the state of Tennessee, the ACE Awareness Foundation, and a growing list of partners across the state. All partners are committed to creating a new culture in Tennessee that focuses on preventing ACEs and toxic stress from damaging future generations and harming the state’s prosperity. The partners may intersect with the Tennessee ACEs Initiative statewide at four different levels:  Development or refinement of an ACE prevention philosophy to guide the organization or agency;  Formation of new policies and funding priorities that focus more resources on the prevention and mitigation of ACEs;  Adaptation or refinement of existing programs and services to reflect a greater focus on prevention and mitigation of ACEs and ACE‐related toxic stress;  Changes in day‐to‐day professional practices that are informed and guided by ACE awareness and prevention.

Goals of the Initiative: In each of these four domains, the Building Strong Brains: Tennessee ACEs Initiative will work with agencies, community leaders, and service providers to align their philosophy, policies, programs and practice to address the following goals:

Goal 1 – Increase the potential that every child born in Tennessee has the opportunity to lead a healthy, productive life. This is good public policy and good for the future prosperity of the state.

Goal 2 – Raise public knowledge about ACEs. This means building a knowledge mobilization movement around early childhood brain development. With the help of the FrameWorks Institute, an international leader in knowledge mobilization and how to communicate complex issues in ways that everyone can understand, the initiative will train leaders in all sectors about ACEs, brain architecture and why addressing these issues is critical to the future of Tennessee. This knowledge mobilization means developing a common understanding about early childhood through a shared, up‐to‐date, clear storyline based on science: (3 examples)  The architecture of a young child’s brain is shaped by the interaction between genes and experiences, and this can have either a positive or a negative result;  Science makes it clear Adverse Childhood Experiences negatively impact the architecture of the developing brain.  Children thrive in a safe, stable, nurturing environment of supportive families, caregivers, neighborhoods and communities.

Goal 3 – Impact public policy in Tennessee to support prevention of ACEs and to reduce community conditions that contribute to them. This means more government agencies, social services, health care providers, insurance companies, private businesses, community organizations and philanthropy shifting resources to a prevention and early intervention approach that addresses ACEs/toxic stress. State agencies will focus internal discussions on needed policy reforms over the life of this project. The University of Memphis Law School will be a resource for all partners to help define this public policy shift through an ACE Policy Lab.

Goal 4 – Support innovative local and state projects that offer fresh thinking and precise measurement of impact in addressing ACEs and toxic stress in children. In 2016, the Tennessee legislature approved $1 million to support ACE prevention‐ and treatment‐related activities. Under the guidance of the Three Branches Institute, the Building Strong Brains: Tennessee ACEs Initiative coordinating team will oversee allocations of these funds and has developed a checklist of criteria for assessing proposals requesting funding.

Goal 5 – Seek sustainable funding to ensure the state maintains a long‐term commitment to reduce the impact of adverse childhood experiences. This sustainability strategy begins with encouraging governments and philanthropy to shift existing resources to ACE‐related interventions. The sustainability plan also will seek to develop new funding mechanisms.

Goal 6 – Embrace open, responsive governance through the Three Branches Institute (3BI) and statewide planning groups. 3BI represents the leadership of the legislative, judicial and executive branches of state government and will help the initiative maintain a collaborative, coordinated strategy. In addition, a statewide ACE coordinating team and both public and private sector steering groups will ensure communication about the ACE initiative is open and vigorous across the state.

Chris Peck, State Director

ACE Awareness Foundation The future prosperity of all Tennesseans

The future prosperity of all Tennesseans depends on the investments we make in children today.

Adverse Childhood Experiences (ACEs) are stressful or traumatic experiences such as abuse, neglect and family dysfunction. They disrupt the architecture of the developing brain and can lead to long‐term challenges in health and behavior. Safe, stable, nurturing relationships and environments build strong brain architecture that supports all future learning, behavior and health.

SAFE Free from physical and emotional harm. STABLE Familiar routines, people and places. NURTURING Sensitively care and encourage development. Serve and return interactions with adults are vital to building a solid foundation for healthy brain architecture. Toxic stress from prolonged exposure to adversity without adequate support impairs brain development and executive function. Resilience, which refers to a child’s ability to use coping skills to counterbalance negative experiences, is built through safe, stable, nurturing environments. Charging stations provide children needed resources and mentors that can power up their l e a r n i n g t o k e e p t h e m engaged and inspired in order to build skills to help them succeed.

What can be done to prevent or reduce the impact of adverse childhood experiences?

• Equip community/congregation/organization leaders and others with information about Adverse Childhood Experiences (ACEs) • Tutor children at an afterschool program • Provide respite for parents by offering practical assistance or a parent’s night out • Advocate for quality childcare for your community • Volunteer to assist new parents or a teen mother • Find ways to connect with children to provide safe, stable, nurturing relationships and environments, like Scout troops, youth sports, theater, music and dance • Collaborate with other organizations to serve children and families in struggling communities • Coordinate a meeting for your group to discuss ways to prevent and reduce the effects of Adverse Childhood Experiences (ACEs) in your community/congregation/organization • Support parent training programs • Mentor a child • Be a social support to parents • Refer families of young children to the Governors Books from Birth Foundation (https://www.governorsfoundation.org/) • Become involved with Adverse Childhood Experiences (ACEs) efforts in your community • Help change the culture in your organization and community to be more Adverse Childhood Experiences (ACEs) and trauma‐informed • Refer children and families to needed services • Provide resources about substance abuse and mental health in your community • Create a calm down center or peace corner for children who are feeling emotionally overwhelmed. Equip the center with soothing objects or images that will help them become calm and able to rejoin their group • Embed Adverse Childhood Experiences (ACEs) information on your organization’s website

Early Childhood Well‐Being/Preventing Adverse Childhood Experiences Tennessee Commission on Children and Youth (TCCY) has intensified its advocacy of and collaboration for Early Child Well-Being/Adverse Childhood Experiences. This work, including training, collaboration and advocacy on a number of levels, is being overseen by Jennifer Drake Croft.

The early years of life matter because the basic architecture of the human brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences literally shape how the brain gets built, establishing either a sturdy or a fragile foundation for all of the development and behavior that follows. Adverse Childhood Experiences (ACES) harm the developing brains and bodies of young children and lead to poor mental and physical health across the lifespan. Preventing and mitigating these experiences benefit all Tennesseans by reducing crime, violence, substance abuse, unhealthy behavior and physical disease.

(Infographic Source: Robert Wood Johnson Foundation, rwjf.org/aces)

ACE (All Children Excel) Nashville (ACEN)

Addressing Adverse Childhood Experiences: A Case for Attention and Action in Tennessee

(SOURCE: Tennessee Department of Health, Authorization No.343573, November 2017)

The future prosperity of any society depends on its ability to foster the health and well‐being of the next generation. When Tennessee invests wisely in children and families, the next generation will pay that back through a lifetime of productivity and responsible citizenship.

The early years of life matter because the basic architecture of the human brain is constructed through an ongoing process that begins before birth and continues into adulthood. Like the construction of a home, the building process begins with laying the foundation, framing the rooms and wiring the electrical system in a predictable sequence. Early experiences literally shape how the brain gets built, establishing either a sturdy or a fragile foundation for all of the development and behavior that follows. A strong foundation in the early years increases the probability of positive outcomes. A weak foundation increases the odds of later difficulties, and getting things right the first time is easier than trying to fix them later.

The interactive influences of genes and experience shape the developing brain. The active ingredient is the “serve and return” relationships children have with their parents and other caregivers in their family or community. Like the process of serve and return in games such as tennis and volleyball, young children naturally reach out for interaction. This process starts in infancy – with facial expressions and babbling – and continues throughout the early years. If adults do not respond by getting in sync, the child’s learning process is incomplete. This has negative implications for later learning. But when children develop in an environment of relationships that are rich in responsive, back‐and‐forth interactions, these brain‐building experiences establish a sturdy architecture on which future learning is built.

Just as a rope needs every strand to be strong and flexible, child development requires support and experiences that weave many different capacities together. Cognitive, emotional and social capacities are tightly connected in the brain. Language acquisition, for example, relies on hearing, the ability to differentiate sounds, and the ability to pay attention and engage in social interaction. Science therefore directs us away from debating which kinds of skills children need most, and toward the realization that they are all intertwined.

Science also points us to pay attention to factors that can disrupt the developmental periods that are times of intense brain construction, because when this activity is derailed, it can lead to lifelong difficulties in learning, memory and cognitive function. Stress is an important factor to consider. Everyday challenges, like learning to get along with new people or in new environments, set off a temporary stress response that helps children be more alert while learning new skills. But truly adverse childhood experiences – severely negative experiences such as the loss of a parent through illness, death or incarceration; abuse or neglect; or witnessing violence or substance abuse – can lead to a toxic stress response in which the body’s stress systems go on “high alert” and stay there. This haywire stress response releases harmful chemicals into the brain that impair cell growth and make it harder for neurons to form healthy connections, damage the brain’s developing architecture and increase the probability of poor outcomes. This exaggerated stress response also affects health, and is linked to chronic physical diseases such as heart disease and diabetes.

Science tells us that many children’s futures are undermined when stress damages the early brain architecture. But the good news is that potentially toxic stressors can be made tolerable if children have access to stable, responsive adults – home visitors, child care providers, teachers, coaches, mentors. The presence of good serve‐and‐return acts as a physical buffer that lessens the biological impact of severe stress.

The factors children are exposed to affect how well they progress, and communities play a big role. A child’s wellbeing is like a scale with two sides; one end can get loaded with positive things, while the other end can get loaded with negative things. Supportive relationships with adults, sound nutrition and quality early learning are all stacked on 16

the positive side. Stressors such as witnessing violence, neglect or other forms of toxic stress are stacked on the other. This dynamic system shows us two ways we can achieve positive child outcomes: to tip to the positive side, we can pile on the positive experiences, or we can offload weights from the negative side. Children who have experienced several ACEs are carrying a heavy negative load, and to tip these children toward the positive, innovative states and communities have been able to design high‐quality programs for children to prevent Adverse Childhood Experiences whenever possible, and respond to them with strong, nurturing supports to ameliorate their impact when they can’t be prevented. These programs have solved problems in early childhood development and shown significant long‐term improvement for children.

As Tennesseans understand the impact of Adverse Childhood Experiences, they will realize the future economic development and prosperity of the state depends on what we do now to prevent these experiences whenever possible and to wrap services around children and families when they can’t be prevented. There will be better collaboration across disciplines, departments, agencies and communities, and focus on the infrastructure of services and supports that make a difference. When child abuse and domestic violence prevention, home visiting, mental health and substance abuse services for parents,

and a variety of other services and supports are available for early intervention, they put in place a preventive system that improves serve‐and‐return before it breaks down. This kind of sound investment in our society’s future is confirmed by brain science. It improves outcomes for children now, and is a significant foundation for solutions to many of the long‐standing and nagging challenges we face as a state in our health, mental health, social services, child protection, and juvenile and criminal justice systems.

All children need someone in their corner. The shift from “What is wrong with you, or why are you a problem?” to “What has happened to you, and how we can we support you and help you overcome these experiences?” will result in a more effective, more empathetic service delivery system and a stronger Tennessee.

Read To Be Ready (RTBR)

State Launches Initiative to Nearly Double Reading Proficiency in Third Grade by 2025 (Source: TN Department of Education – February 17, 2016)

NASHVILLE—Tennessee Department of Education Commissioner Candice McQueen joined Gov. Bill Haslam and First Lady Crissy Haslam today to kick off “Read to be Ready,” a statewide campaign focused on the critical value of reading.

Over the past several years, student performance on the English language arts TCAP has remained stagnant or declined. By the end of third grade, only 43 percent of students in Tennessee are reading on grade level. Of the almost 6,000 Tennessee students rated below basic in third grade English language arts, less than three percent reach proficiency by fifth grade. However, students who are reading proficiently by third grade are four times more likely than their peers to graduate from high school by age 19 and go on to postsecondary.

The goal of the Read to be Ready initiative is to move third grade reading proficiency in Tennessee to 75 percent by 2025. While we know building literacy starts long before a child begins third grade and continues long past it, third grade is a valuable benchmark to predict future outcomes for our students. (Read more on elementary grades reading in Tennessee in the department report, “Setting the Foundation.”)

“Tennessee students have shown incredible growth since 2011, but reading remains a challenging area that we have to get right,” Gov. Haslam said. “Currently, less than half of our third through eighth grade students are meeting proficiency in reading, and more than half of our students are heading into high school without the ability to read proficiently. We can do better, and we have to do better both for these individual students and to reach our educational and job attainment goals as a state.”

Read to be Ready is a coordinated approach that addresses everything from classroom instruction, to teacher preparation, to adult literacy rates, to school‐community‐parent partnerships for after‐school and summer programs. Using third grade reading as the benchmark, the Read to be Ready campaign seeks to do the following:

 Raise awareness about the importance of reading.  Unite efforts to address the reading gap.  Highlight best practices from across our state.  Lay out ways each of us can begin to address these issues.  Build partnerships across communities to align to our goal.

Gov. Haslam has proposed a $9 million investment to the General Assembly to create a network of literacy coaches and regional coordinators supporting literacy efforts all across the state. This is in addition to the department’s commitment to partnering with higher education to refine and strengthen literacy standards for new teachers as well as providing support to existing teachers on intervening and strengthening literacy skills in students that are already behind.

“Teachers must have the knowledge, skills, and expertise to teach decoding and the act of reading words on a page while simultaneously emphasizing that reading is about making meaning, understanding rich vocabulary, improving thinking, and opening the world to our students, “ Commissioner McQueen said. “We have to approach this work from multiple angles, strengthening the training that our teachers receive, deepening

community partnerships to provide support for students and families after school and during the summer, as well as preparing our youngest students with early literacy skills before they ever enter a classroom.”

“Working together to improve third grade reading is one of the best ways to make sure Tennessee children are ready for success,” First Lady Haslam said. “This is not something government can do alone. I believe our leaders, teachers, principals, families, businesses, and communities can work together to make a difference for students.”

Tennessee has made tremendous gains in student performance over the past several years – except in reading. Despite our educators’ best efforts, reading skills in elementary school learners have failed to improve, and in some cases have even declined. But these abilities are some of the most important ones our students need, and they are foundational to their success.

This problem shows up early. Overall, less than half of our third and fourth graders are reading on grade level based on state tests, and more rigorous national assessments suggest that only one‐third of our fourth graders are proficient – an unacceptable outcome in a state that has prided itself on being the fastest improving in the nation. Achievement gaps are also striking: only one‐third of economically disadvantaged students and just one in every five of our students with disabilities achieve proficiency by the end of third grade. English learners are not advancing as quickly as their native‐speaking peers. On top of that, too often, students who start behind stay behind: state data tell us that less than 3 percent of students at the lowest reading performance level in third grade catch up by grade five.

Over the long term, national research shows that children who are not reading proficiently by third grade are four times less likely to graduate from high school by age 19. Dropping out of high school severely damages earnings and job market appeal, and it impacts chances of leading a healthy and productive life, in addition to increasing odds of incarceration, poverty, and single parenting. This cripples not just our students’ future, but our state’s as well.

We have different vision for the future. We not only want to teach our children to read – we want to develop them into the thinkers, problem‐solvers, lifelong learners, and future leaders of Tennessee. And it will take all of us to get there.

READ TO BE READY PROGRAM OVERVIEW

This program is currently administered by the TN Department of Education who used a seed money grant from Dollar General to start the camps. TN Department of Human Services has funded these camps through 2019. Our club has the opportunity to adopt this exciting grass root program in stages based on our abilities over the next two years. Ultimately our club can fully own this program within our six county footprint and lead Kiwanis clubs across Tennessee or we can only support any smaller portion based on our abilities.

PROGRAM FACTS: related to Davidson, Sumner, Wilson, Cheatham, Rutherford, and Williamson Counties (our club footprint).

 23 out of 31 grant applications were funded by the State for 2018. o The 26 camps will serve 820 children in 2018. o Children participants are economically disadvantaged and at the lowest literacy level in first to third grade.  The camp is four weeks during June and state requirements for funding are: o At least 20 hours of literacy work each week. o 1 teacher to 5 student ratio o At least 4 days a week o Community involvement  The current funding by the State Gov. is $1,200 per child. o 67% ‐ teacher salary & benefits 19

o 21% ‐ Supplies and Field trips o 7% ‐ student transportation o 3% ‐ staff development (mandatory training) o 2% ‐ snacks  2018 funding is approximately $984,000 in grants issued by the State of TN. o $42,782 per camp average.

Blueprint for Early Childhood Success (BECS)

FOR IMMEDIATE RELEASE CONTACT: Sara Salisbury

Oct. 4, 2017 [email protected] 615‐259‐4000

MAYOR, CITY LEADERS COMMIT TO SOLVING THIRD‐GRADE LITERACY CRISIS

Nashville Literacy Collaborative Releases Citywide Blueprint for Early Childhood Success

NASHVILLE, Tenn. – Two in three of Nashville’s third‐graders cannot read on grade level – a challenge Nashville has wrestled with for more than two decades. That’s why, for the first time, civic, nonprofit and philanthropic organizations have come together to address the problem. The group, the Nashville Literacy Collaborative (NLC), has created an actionable, measureable plan to double the number of third‐graders who read on grade level by 2025 through the “Blueprint for Early Childhood Success.”

The unprecedented, collective plan was released today by Mayor Megan Barry, Director of Schools Dr. Shawn Joseph and the NLC, a community working group convened by the mayor, Dr. Joseph, the Nashville Public Library (NPL) and the Nashville Public Education Foundation (NPEF) earlier this year. Following the release, community, civic and business leaders signed a “Community Commitment,” pledging their resolve to the plan’s shared mission for effective, research‐ based, citywide strategies.

This ambitious Blueprint combines the thoughtful leadership of the NLC, literacy groups, faith and volunteer partners, parents, students, and educators to create a shared implementation framework composed of 29 recommendations.

These recommendations create a web of efforts to prevent any child or family from slipping through the cracks. The recommendations focus on a set of six comprehensive pillars of work:

. Strengthening birth‐through‐age‐3 supports . Improving quality and access to pre‐K . Strengthening the district’s ability to meet student literacy needs . Substantially reducing chronic absenteeism . Stemming the tide on summer reading loss, and better maximize out‐of‐school time . Raising public consciousness of the importance and urgency of early literacy

Equally important as the recommendations, the group collectively set outcomes for success and committed to creating measures to evaluate progress in real time.

“Nashville and Davidson County’s children deserve the best opportunities possible, and we must meet them at all points in this critical time in their lives,” Mayor Barry said. “The Blueprint incorporates my pre‐K roadmap and goes even wider, focusing on innovative birth‐through‐third‐grade strategies. This plan represents a common vision for the public, private, and non‐profit partners involved that we can and must do better for all of our students to have a chance at success.”

The development of an action plan is critical because, currently, only 34 percent of third‐graders in Metropolitan Nashville Public Schools read at grade level by the end of third grade – an early milestone that is often viewed as a leading indicator of later student success. Research shows there is a direct correlation between kids who miss this milestone and high school drop‐out rates, college graduation, lifetime earnings and more.

“Literacy is vital for our students’ success and one of the school district’s top priorities,” Dr. Joseph said. “But there are gaps that the district cannot solve alone. It’s incredibly encouraging to see a citywide strategy to support our work. The

community has rallied around our students’ needs, and I’m confident that one concerted, unified effort will lead to significant gains in third‐grade literacy.”

“I am so thrilled to see the city rallying together around early literacy in such a profound way. The work that has gone into developing the Blueprint and the fact that it has been done collectively with so many community partners bodes well for our ability to deliver on its vision,” said Anna Shepherd, MNPS school board chair. “We are all committed to working together and doing what it takes to make the vision of this plan come to life, because our students deserve nothing less.”

Part of the research that went into creating the Blueprint for Early Childhood Success was completing an inventory of existing community efforts, exploring national best practices and surveying schools about on‐the‐ground challenges, needs and perceptions. The working group also visited classrooms to understand what literacy instruction looks like today and met with MNPS leaders to understand their vision for how that needs to change and improve.

The Blueprint reflects the work of more than 1,600 hours, invested over six months, involving 200‐plus community leaders and 30‐plus national experts.

“Literacy is at the heart of a library,” said Kent Oliver, Nashville Public Library director. “So many of our programs, from Bringing Books to Life to story time with Wishing Chair Productions and, of course, Limitless Libraries, are at the core of our mission. We’re excited to work with all of Nashville to bring what we do every day to outside of our walls and into the community. The Blueprint helps do that and combines everyone’s strengths into one solid, integrated framework for literacy gains.”

“Today marks a new chapter for the way Nashville looks at and approaches literacy. As a city, we now have a deep resolve to join forces to create an innovative, accelerated trajectory for our children,” said Shannon Hunt, president and CEO of the NPEF. “The blueprint is energizing and will allow Nashville to do the unimaginable and achieve what no one else thought was possible.”

The NPEF funded and managed research and planning resources for the collaborative, while the NPL supported the work with additional staff resources. Lipscomb University led research, with an immediate charge of mapping existing community efforts and helping to assess where there are gaps in service, unmet needs, opportunities to think bigger and better ways to align resources. The Lipscomb team was led by Dr. Kristine LaLonde, associate dean for the College of Leadership and Public Service.

Members of the NLC working group include:

• Angie Adams, PENCIL • Elyse Adler, Nashville Public Library • Harry Allen, Studio Bank and former Chamber Education Report Card Co‐Chairman • Shawn Bakker, Nashville Public Library Foundation • Dr. Adriana Bialostozky, local pediatrician with Vanderbilt Hospital • Carolyn Cobbs, Cumberland Elementary School • Dr. Monique Felder, Metropolitan Nashville Public Schools • Rae Finnie, Glengarry Elementary School • Marc Hill, Nashville Area Chamber of Commerce • Tari Hughes, Center for Nonprofit Management • Shannon Hunt, Nashville Public Education Foundation • Melissa Jaggers, Alignment Nashville • Erica Mitchell, United Way of Metropolitan Nashville • Laura Moore, Mayor’s Office • Kent Oliver, Nashville Public Library

• Tara Scarlett, Scarlett Foundation • Renata Soto, Conexión Américas • Melissa Spradlin, Book’em • Denine Torr, Dollar General Literacy Foundation • Whitney Weeks, Whitney Works Consulting

To view the full Blueprint or learn more, visit blueprintforearlychildhoodsuccess.com.

The Skills Kiwanis Youth Develop

Thursday, April 04, 2019

Our programs help club members develop important social and emotional skills that promote meaningful connections with self and others. Club members learn to be mindful servant leaders who pause and welcome each new experience with non-judgment and acceptance.

There are four skill sets club members master through involvement in our programs. They include: social and emotional skills, growth mindset, habits of mind and happiness habits. Each skill set is highlighted below.

SOCIAL AND EMOTIONAL SKILLS

Self-awareness Accurately accessing one's feelings, interests, values and strengths/abilities, and maintaining a well- grounded sense of self-confidence.

Self-management Regulating one's emotions to handle stress, control impulses and persevere in overcoming obstacles; setting personal goals and academic goals and then monitoring one's progress toward achieving them. The ability to express emotions constructively.

Social awareness Taking the perspective of empathizing with others; recognizing and appreciating individual and group similarities and differences; identifying the following social standards of conduct; and recognizing and using family, school and community resources.

Relationship skills Establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure; preventing, managing and resolving interpersonal conflict; and seeking help when needed.

Responsible decision-making Making decisions based on consideration of ethical standards, safety concerns, appropriate standards of conduct, respect for others and likely consequences of various actions; applying decision-making skills to academic and social situations; and contributing to the well-being of one's school and community.

GROWTH MINDSET

Youth who have a growth mindset are resilient and view failure as an opportunity to learn a different problem-solving strategy. They’re lifelong learners who don’t give-up when faced with adversity. Young people with a growth mindset learn to love challenges, learn from mistakes and value effort and lifelong learning. They’re also aware of their inner monologue and use self-compassion to promote a calm, clear perspective so that problem-solving and constructive action take place.

HABITS OF MIND

Cultivating habits of the mind in youth helps them effectively assess and solve complex problems. Club members learn these habits through their community-service efforts.

These habits include:

Persisting Persevering in task through completion: remaining focused. Looking for ways to reach your goal when stuck. Not giving up.

Managing impulsivity Thinking before acting: remaining calm, thoughtful and deliberative.

Listening with understanding and empathy Devoting mental energy to another person’s thoughts and ideas: Try to perceive another’s point of view and emotions.

Thinking flexibly Being able to change perspectives, generate alternatives, consider options.

Thing about your thinking (mindsight – understanding our inner voice) Being aware of your own thoughts, strategies, feelings and actions and their effects on others.

Striving for accuracy Always doing your best. Setting high standards. Checking and finding ways to improve constantly.

Questioning and problem-posing Having a questioning attitude: knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve.

Applying past knowledge to new situations Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned.

Thinking and communicating with clarity and precision Strive for accurate communication in both written and oral form; avoiding over-generalizations, distortions, deletions and exaggerations.

Gathering data through all senses Pay attention to the world around you. Gather data through all the senses: taste, touch, smell, hearing and sight.

Creating, imagining and innovating Generating new and novel ideas, fluency, originality.

Responding with wonderment and awe Finding the world awesome, mysterious and being intrigued with phenomena and beauty.

Taking responsible risks Being adventuresome; living on the edge of one’s competence. Try new things constantly.

Finding humor Finding the whimsical, incongruous and unexpected. Being able to laugh at one’s self.

Thinking interdependently Being able to work in and learn from others in reciprocal situations. Teamwork.

Remaining open to continuous learning Having humility and pride when admitting we don’t know; resisting complacency.

HAPPINESS HABITS

According to neuroscience research, happiness is a skill set that can be learned. We can re-wire the brain for happiness by participating in specific activities and practices. Why is being happy important? When we’re happier, we think better, we connect more meaningfully with self and others, we retain what we learn, we sleep more soundly and we respond rather than react.

The practices that help us grow happiness also help us develop empathy, compassion and kindness. Here are the 7 Happiness Habits based on neuroscience, positive psychology and mindfulness studies.

Mindfulness Mindfulness, the ancient practice of focusing non-judgmental awareness on the present moment and thoughts, is increasingly recognized in today’s scientific community as an effective way to reduce stress, increase self-awareness, enhance emotional intelligence and effectively manage painful thoughts and feelings.

Gratitude Research has found that gratitude can significantly increase your happiness and protect you from stress, negativity, anxiety and depression. Gratitude practice is one of the easiest ways to counter the brain’s negativity bias or the tendency to cling to the negative.

Physical Wellness According to research, if you have a good sense of well-being, it’s easier to maintain good habits such as exercising, eating a balanced diet and getting enough sleep. People with optimistic mindsets are more likely to engage in healthy behaviors because they perceive them as helpful in achieving their goals.

Giving Back, Altruism Happiness and altruism are intimately linked. Doing good is an essential ingredient to being happy, 26

and happiness helps spark kindness and generosity.

Science suggests that how we spend our time and resources is as important, if not more important, than the amount of money we make. Giving to others releases endorphins, activating the parts of our brains that are associated with trust, pleasure and social connection.

Authenticity, Vulnerability, Forgiveness What lies at the root of social connection? The ability to be vulnerable and courageous enough to be your authentic self. When you embrace an authentic and vulnerable stance to life, people will meet you there in that openness, allowing you to experience true connection.

Forgiveness is a byproduct of living authentically and vulnerably. Forgiveness offers patient encouragement of growth. Practicing forgiveness not only benefits the person you forgive; research shows that it has tangible benefits allowing one to let go releasing anger and resentment.

Social Connection, Empathy, Compassion When connection with others is present, it can boost mental and physical health and increase immunity and longevity. Our happiness depends on the happiness of those we are connected to. Science shows that through practicing happiness, we make those we meet happier. Happiness is contagious!

Meaning, Purpose, Strengths, Success Happiness fuels success, not the other way around. Science has shown that, “The brain at positive is 31 percent more productive than at negative, neutral or stressed,” reports Shawn Achor, a happiness researcher and author of the Happiness Advantage. The type of work you do is key: Engaging in meaningful activity is a big indicator of happiness.

LEARN MORE Collaborative for Academic, Social and Emotional Learning Visit the Collaborative for Academic, Social and Emotional Learning (CASEL) to learn more about how social and emotional skills make a difference in a young person and their future.

The Mindset Scholars Network The Mindset Scholars Network’s mission is to advance our scientific understanding of learning mindsets in order to improve student outcomes and expand educational opportunity. It conducts original interdisciplinary research, builds capacity for high quality mindset scholarship and disseminates the latest scientific knowledge through outreach to education stakeholders. Learn more about growth mindset here.

The Institute for Habits of the Mind The Institute for Habits of Mind offers professional development through virtual media, workshops, consultations and conference. Learn more.

Project Happiness Multiply the number of social and emotional skills club members learn by getting your happy on and using Key Club's Guide to Project Happiness. Learn more about integrating happiness into your life at projecthappiness.org.

NBC News Education Nation – (Parents resource for Social and Emotional Learning) NBC News Education Nation has produced an online social and emotional learning toolkit for parents that offers a wide variety of resources and information. This toolkit can be used by anyone interested in helping young people attain these skills. Learn more at parenttoolkit.com.

KCHEW Project Plans Overview

OVERVIEW:

The Kiwanis KCHEW program has three pillars:

• Reduce and provide resilience for Adverse Childhood Experiences (ACEs) • Increase literacy • Instill social and emotional learning skills in young children from 2 to 8 years of age.

These pillars provide the clarity to: • Focus and build all sources of funding: Grants, individual and corporate contributions, events, fellowships and planned giving, etc. • Attract new members who desire to support the Kiwanis mission by giving of their time, talents and treasure, • Syndicate to other Kiwanis clubs. • Promote our club and the Kiwanis organization. • Develop partnerships with government, business, nonprofit organizations.

Following are the Core Values of the Kiwanis KCHEW Project. OK#x denotes the related Objects of Kiwanis.

 Kindness – To give primacy to the human and spiritual rather than to the material values of life (OK#1). To encourage the daily living of the Golden Rule in all human relationships (OK#2). The display of Kindness in all facets of our lives is the surest way to appreciation, happiness, and long term success.

 Inspiration – To cooperate in creating and maintaining that sound public opinion and high idealism which make possible the increase of righteousness, justice, patriotism, and goodwill (OK#6). Setting a good example and providing positive support and encouragement for goals and dreams of children and their families is the foundation for a healthier citizenry for the future.

 Development – To promote the adoption and the application of higher social, nosiness, and professional standards (OK#3). To develop, by precept and example, a more intelligent, aggressive, and serviceable citizenship (OK#4). The development of children and youth for a successful education, good health, and the future welfare of our workforce and society.

 Service and Support– To provide, through Kiwanis and Service Leadership Program clubs, a practical means to form enduring friendships, to render altruistic service, and to build better communities (OK#5). Developing the next generation of servant leaders is dependent on the servant leadership example of the present generation.

Our Kiwanis KCHEW Program satisfies all criteria of Kiwanis International’s mission, objects and goals and those of the Kiwanis Children’s Fund.

KCHEW Project Action Plan

OVERVIEW:

Year #1 ‐ the program will focus on:

 Identifying partners and resolving tasks for most successful results for each partner and the children  Head Start Centers (10 centers with approximately 1485 children)  The greater Nashville area within Davidson County  Collaboration with Kiwanis Clubs within Davidson County (Madison, Nashville, Nashville South and West Nashville)  Peace Corners within the designated Head Start Centers  Charging Station (1) once monthly on Saturdays with no more than 30 children and their primary caretaker  Reading Centers in public laundromats with monthly maintenance and restocking of books as needed  Involving sponsored SLP club members as possible  Sharing the program with other Kiwanis clubs in Middle Tennessee  Monitoring progress on a regular basis (monthly or quarterly as determined to be necessary) and improving the program  Document all plans, training materials, curriculum guides, resources, outputs and outcomes  Recruit more Kiwanians and non‐Kiwanian volunteers to reach more children

Year #2:

 Expand the local program to pre‐schools and day care centers and to kindergarten classes at public and private schools  Enlarge the geographic coverage to Williamson County  Expand the geographic coverage to Dickson, Houston and Humphreys Counties with a Kiwanis club satellite  Expand the Peace Corners to each additional site  Increase the Charging Centers as feasible  Extend the sharing of the project to Kiwanis clubs across Tennessee (and perhaps Kentucky and Los Angeles)  Present at workshops and display in the exhibit hall at Kiwanis International and District Conventions as well as TACEE and other conferences  Continue to monitor, evaluate and improve the program  Continue to recruit volunteers

Year #3:

 Expand the local program to first grade classes at public and private schools and add the Bring Up Grades and Terrific Kids programs and establish K‐Kids Clubs (encompassing Children’s Kindness Clubs)  Extend the sharing of the project to Kiwanis clubs to other parts of the US and internationally  Present at workshops and display in the exhibit hall at Kiwanis International and District Conventions as well as TACEE and other conferences  Continue to monitor, evaluate and improve the program, adding evaluation of improvement of grades and reduction of school absences and elimination of discipline challenges  Continue to recruit volunteers

Year #4:

 Expand the local program to second grade classes at public and private schools

 Extend the sharing of the project to Kiwanis clubs to other parts of the US and internationally  Present at workshops and display in the exhibit hall at Kiwanis International and District Conventions  Continue to monitor, evaluate and improve the program  Continue to recruit volunteers

Year #5:

 Expand the local program to third grade classes at public and private schools  Extend the sharing of the project to Kiwanis clubs to other parts of the US and internationally  Present at workshops and display in the exhibit hall at Kiwanis International and District Conventions  Continue to monitor, evaluate and improve the program and add the evaluation of the participating children versus state and national benchmarks for literacy in reading at or above grade level in third grade  Continue to recruit volunteers

Subsequent years:

 Present at workshops and display in the exhibit hall at Kiwanis International and District Conventions  Continue to monitor, evaluate and improve the program  Continue to recruit volunteers  As feasible (or requested) add sponsorship of Builders Clubs and Key Clubs, establishing the social and emotional learning as a core of the SLP club focus, and an expectation of the members participating for service hours by mentoring younger children within the KCHEW program

Include the KCHEW “Don't list” for future club and foundation policy and plans:  Re‐grant funding  Allocate funds for other NPO events  Give scholarships for college  Provide volunteers for NPO that are not partners or collaborators of KCHEW  Use KCNSF to fund other Kiwanis clubs but help them to incorporate, get 501c3 and write grants  Commit to projects or tasks that conflict, compete or are not consistent with KCHEW

KCHEW Project Key Components Charging Stations provide children needed resources and mentors that can power up their learning to keep them engaged and inspired in order to build skills to help them succeed. The plan is to conduct a monthly Saturday event, possibly at Jennifer O’Neill’s Hope and Healing at Hillenglade farm. Each session will include horses, donkeys, games, discussions and lessons. The same 30 children with their caretaker attending each monthly session will provide for consistency and better evaluation during the year. The requirement for a caretaker to be involved in the project is to insure that each child has a responsible adult at home who becomes familiar with the lessons and resources to continue reinforcement at home throughout the year. Food will be provided to be sure the attendees have adequate nourishment to succeed in the program. Classroom Visits will be conducted once monthly to each participating class at each participating site for the time period coordinated with each group leader (probably 30 to 45 minutes) with a prepared plan of lessons and activities. Most visits will include donation of books to the classroom and some may also include distribution of books, stickers, bookmarks, etc. to each child. Occasionally costumed characters Moozie and/or Quacky may appear, particularly when the lesson plan includes Moozie’s Kind Adventure, Make Way for Ducklings, or other similar books. Possibly schedules can be arranged to do all classes at a single site on the same visit. Ideally this phase of the project might include college student volunteers, but may be restricted to Kiwanians who don’t have a work conflict. Laundromat Reading Centers will provide a reading opportunity for a caretaker to read to or with their child(ren) for the estimated duration of 45 minutes to 2 hours on each visit to a coin laundromat. They might take books home to reread, but experience demonstrates that many of those books are returned on the next visit. The KCHEW project involves setting up each center with a book holder, books, posters, and a colorful piece of carpet (the total is minimal or many of the items might be donated). Monthly visits to each site will be made to tidy up, replace books, exchange posters (available from ReadyNation), and take occasional photos for publicity. A schedule might be arranged with the laundromat owner for occasional reading or other activities with the children. Peace Corners are calm down centers in classrooms for children who are feeling emotionally overwhelmed. They will be furnished with a colorful carpet, appropriate books, and soothing objects or images that will help them become calm and able to rejoin their group. A pilot program at Napier Elementary School in a low income area of the Metro Nashville Public School using Moozie’s Kind Adventure and the Moozie hand puppet has been very successful.

Project Sharing involves responding to the request by state and local government agencies to encourage replication of the project throughout Tennessee (and subsequently throughout the country and eventually internationally) through Kiwanis clubs in urban and rural areas. Each phase of the project will be documented including, where appropriate, photos and videos, with project activities, costs, fundraising, results (outputs and outcomes), feedback and testimonials. A group of Kiwanians will be enlisted to make presentations at other Kiwanis clubs and conventions, and a website and exhibits will be developed to promote the project. Service Leadership Programs sponsored by Kiwanis Clubs are ideal for connecting with children to provide safe, stable, nurturing relationships and environments as well as inspire learning and the social and emotional skills needed to thrive throughout life. Summer Day Camps will be coordinated with Barefoot Republic Camps during the summer to include selected KCHEW participating children. Kiwanians might volunteer to participate in applicable portions of the activities that might relate directly to the KCHEW mission and activities. Trauma Informed Public involves distributing resources through community, congregation, business and organization leaders and others with information about Adverse Childhood Experiences (ACEs) and their prevention as well as resilience through developing the ability to use coping skills to counterbalance negative experiences.

KCHEW Project ‐ A Case Study

Gitanjali (“Anjali”) Rao became familiar with Children’s Kindness Network as a pre‐ school child because of her mother’s association with CKN founder Ted Dreier. She is a shining example of the success of Moozie’s lessons of kindness at a young age.

Gitanjali Rao is 13 years old and is an 8th grader at STEM School Highlands Ranch in Highlands Ranch, CO. She was named America’s Top Young Scientist of 2017 by the Discovery Education 3M Young Scientist Challenge, with a patent pending device to detect lead in water faster than any other current techniques. She is also the winner of a global Paradigm science challenge. She is a Davidson Young Scholar since 2012, and has received several scholarships and awards for achievements in science, arts and community service.

She is an active STEM promoter and is involved in promoting STEM based activities in schools, clubs and the community. She was selected as the STEM Scout of the Year in 2016‐2017 and was selected as one of the 12 delegates to Report to the Nation in the year 2017‐2018. She was recognized as a Forbes 30 under 30, for science and invention. She is also an EPA Presidential award winner and is recognized as a Gloria Barron 'Young Hero' Honoree for community impact. Gitanjali has recently open‐sourced her lead detector invention processor and app code for the community and it has been used for other applications. She is continuing to perform accuracy testing in Denver Water for the lead sensor.

Some of Gitanjali’s hobbies include playing the piano, Indian classical dancing and singing, swimming, fencing, and baking. She has been playing classical music for almost 8 years. She shares her talent of playing piano in local assisted living centers.

Gitanjali has been an active volunteer for Children’s Kindness Network that spreads an anti‐bullying message, and promotes the importance of kindness in all of us. She conducts workshops in elementary schools and hopes to educate children about kindness when they are still young.

Gitanjali currently is interning at the "The 3D printing store" to shadow designers.

She is conducting research in University of Colorado, Denver in department of Cell Biology to find a solution for prescription opioid addiction using the latest in genetic engineering. Gitanjali aspires to study genetics and epidemiology. She hopes to keep writing, discovering, and sharing her knowledge in the future.

The Power of Possibility

Exploring Greater Impact Through Strategic Partnerships (https://www.thepowerofpossibility.org/)

Why It Matters

As a nonprofit board or staff member, you have a tremendous responsibility. As a leader of your organization, you are responsible for keeping your organization strong. You are empowered with decision making that will impact your organization’s work long into the future. And you are entrusted with ensuring that your organization puts its core purpose and those who depend on it first. Nonprofit leaders are right to take this responsibility seriously. But sometimes in our efforts to serve our organization, we can become singularly focused on our own success or survival, and lose sight of how our work fits into the bigger picture. How it is impacted by the work of others. How our programs and goals overlap or intersect. How we might be limited by current resources, programs, or scale. And – importantly – how our efforts could be accelerated and amplified by working together.

MORE ABOUT WHY IT MATTERS (/why‐it‐matters/)

Starting Points

It’s never a bad time to consider the possibility of strategic alliances and restructuring, but some moments create more natural opportunities to do so than others. This is why we’ve developed focused resources to help guide board discussion during these critical moments. They are designed to help you reflect on where your organization is, where it’s headed, and how a strategic alliance or restructuring could help you get there.

Strategy & Planning (https://www.thepowerofpossibility.org/starting_points/strategic‐planning/)

Adapting to Change (https://www.thepowerofpossibility.org/starting_points/adapting‐change‐board‐levelthinking/)

Executive Transitions (https://www.thepowerofpossibility.org/starting_points/executive‐transitions/)

Innovation & Scale (https://www.thepowerofpossibility.org/starting_points/innovation‐scale/)

Closing the Doors (https://www.thepowerofpossibility.org/starting_points/closing‐the‐doors/)

Starting a Nonprofit (https://www.thepowerofpossibility.org/starting_points/starting‐nonprot‐boardsourcethe‐power‐ of‐possibility/)

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Potential partners

Kiwanis Club of Nashville South (KCNS) and Kiwanis Club of Nashville South Foundation (KCNSF) – Vic Legerton, 2019‐ 2020 Club President & Foundation Executive Director

Nonprofit Kiwanis Club of Nashville and Kiwanis of Nashville Foundation – Mike Forster, 2019‐2020 Club President – https://nashvillekiwanis.org/ Children’s Kindness Network (CKN) – Vic Legerton, Executive Director – https://moozie.org/ Tennessee Association for Children’s Early Education (TACEE) – Connie Casha, President ‐ https://www.tacee.org/ TN Head Start Association (THSA) ‐ http://www.tnheadstart.info/ Metropolitan Action Commission Head Start Program of Nashville and Davidson County – Dr. Cynthia Croom, Executive Director ‐ https://www.nashville.gov/Metro‐Action‐Commission.aspx Tennessee Early Childhood Training Alliance (TECTA) ‐ https://www.tecta.info/ Tennessee Chapter of the American Academy of Pediatrics or Tennessee’s Voice for Children and Pediatricians ‐ https://www.tnaap.org/ We Serve Too – Christopher Nason ‐ https://www.weservetoo.org/ ‐ CKN backpack kits for military children Hope and Healing at Hillenglade (HHH) – Jennifer O’Neill ‐ http://www.hillenglade.org/ Barefoot Republic Camp and Retreat Center – Tommy Rhodes, ED ‐ https://barefootrepublic.org/ The Kindness Revolution – Ed Horell, Founder ‐ https://www.thekindnessrevolution.net/ Scouts of America Girl Scouts of America Prevent Child Abuse Tennessee (PCAT) – Kristen Rector, Trevor Garrett, Melanie Scott ‐ http://www.pcat.org/ TN Voices for Children (TVC) – Ricky Harris, Executive Director & Bill Kirby, Interim Board P. E. ‐ https://tnvoices.org/ Education The Center for BrainHealth at the University of Texas at Dallas School of Behavioral and Brain Sciences ‐ ‐ https://brainhealth.utdallas.edu/ Vanderbilt University – Midori Lockett, Community Liaison, Community, Neighborhood and Government Relations – http://www.vanderbilt.edu/cngr ‐ student volunteer engagement Metro Nashville Public Schools ‐ ? – https://www.mnps.org/ Franklin Special School District – Dr. David Snowden ‐ https://fssd.org/ State Government TN Department of Children’s Services (DCS) – Mary Rolando, Dir ACEs Innovations ‐ https://www.tn.gov/dcs.html TN Commission on Children and Youth (TCCY) – Richard Kennedy, ED ‐ https://www.tn.gov/tccy.html TN Department of Health (DOH) TN Department of Human Services (DHS) 35

TN Department of Education (DOE) – Penny Schwinn, Commissioner Building Strong Brains Tennessee Read to Be Ready Business Council for a Strong America & Ready Nation – Diane Halstead, TN Project Director ‐ https://www.strongnation.org/locations/tennessee Scholastic Books Vanderbilt University Medical Center Cracker Barrel Purity Dairies LLC ‐ http://www.deanfoods.com/brands/purity‐dairies/ Chick‐fil‐A ‐ https://www.chick‐fil‐a.com/ Subaru ‐ https://www.subaru.com/love‐promise.html

Case Statement/Call for Action “Young children are the future hope of this country. We as parents, grandparents, educators, and leaders are challenged to help these children understand the importance of kindness, having respect for others, and having the ability to decide on what is the right thing to do and do it. Kindness is not weakness. Kindness requires strong character and is important for us as a society. Teaching and encouraging kindness to young children is the foundation for reducing violence and bullying among children.” – Ronald W. Yates, General, USAF (Ret)

Mission Children's Kindness Network is dedicated to preventing bullying before it begins by promoting kindness values to young children. through Moozie the Cow. Moozie is CKN’s mascot and ambassador for kindness. She teaches children to be kind to each other, animals, Earth, and to themselves through the use of music, puppetry, and books. Background Moozie the cow is an icon that captures young children’s attention and they want to be her friend. Her message of kindness to animals, others, Earth or ourselves promotes kindness behavior. She reaches children as a preprogramed talking robotic cow, or a costume cow, or as a puppet. Over and over teachers have confirmed that young children remember what she says. On the playground when a child is being mean, you hear another saying, "Moozie doesn't want you to talk that way" ‐‐‐ or "Moozie doesn't like it when you push."

Moozie’s first "outing" was at a HeadStart school in Denton, TX. Teachers were amazed how the children sitting on the hard cafeteria floor were captivated by robotic Moozie. Hearing from teachers how weeks later they were hearing children mention Moozie's name, Ted left his career as a motivational speaker and founded the Children’s Kindness Network in 1998.

Moozie has two books with orchestral music wrapped around the kindness story read by Larry Gatlin‐‐ Moozie's Kind Adventure and Moozie's Orchestra Adventure.

There is a leader’s manual relating the music and narration of Moozie's Orchestra Adventure to facilitate creativity, imagination, kindness and empathetic understanding. This program meets the Tennessee State Academic Standards for K‐2. The activities are appropriate for both Language Arts and the Arts.

Impact  Over 400,000 children have reached by Moozie's kindness message through music, literature and presentations. Parents and teachers share how children talk about Moozie at home and they see behavioral changes as result of Moozie's emphasis on kindness.  Research has shown that as the result of the Moozie kindness program in the classroom, 20% less time was spent on dealing with disruptive behavior. Also grades improved and absenteeism decreased.  When robotic talking Moozie is at public events, young children will stand and listen to Moozie talk about kindness, and will return again and again. We know that Moozie truly connects with a child's heart.

Areas of Kindness . Be Kind to Yourself ‐ Moozie says be kind to yourself by exercising, learning and more. . Be Kind to Others ‐ Moozie says be kind to others by making new friends. . Be Kind to Animals ‐ Moozie says be kind to animals by petting, feeding and protecting. . Be Kind to the Earth ‐ Moozie says be kind to the Earth by recycling and planting trees.

Special Programs . Girls Scouts – merit badge programs for the Cadet and Junior levels . We Serve Too – Moozie kits are distributed to young children of active duty military personnel

Resources available and in development . Books with CDs – Moozie’s Kind Adventure and Moozie’s Orchestra Adventure . Hand puppet . Curriculum materials for classrooms and homes . Coloring books and stickers . Music . Robotic cows . Moozie costumes . Testimonials . Guides and merit badges for Girl Scouts (to be adapted for Boy Scouts and other organizations) . Training guides and webinars (in development)

Website URLs: https://moozie.org (alias www.moozie.com & childrenskindnessnetwork.org)

Supporting information: https://givingmatters.guidestar.org/profile/2371/children's‐kindness‐network.aspx

Bethel College Moozie Center

In 2017 a donation 0f $3,000 was given to BCAPA ‐‐ Bethel College Academy of Performing Arts (https://www.bcapaks.org) in North Newton, Kansas for a move into their new facilities. For the $3,000 a Moozie Kindness Center was created— plus a small office— which later became a part of the Moozie Kindness Center. The Moozie Kindness Center is where the brothers or sisters can play when other sibling takes lessons.

Moozie the kind cow connects with Military Children

Military children face the challenges and sadness of having a parent deployed. Their parents miss their sporting events, proms, graduations, holiday celebrations … even birthdays. Not having a parent at home is difficult … especially at bedtime. It is at such times that Moozie, a cuddly lovable cow puppet, comes to the rescue. Moozie becomes their new friend, a comforting friend they can wrap their arms around for a good night hug. While attending family retreats or pre‐deployment events, the youngsters have their own meeting time with Moozie . . . kindness games, puppet shows, and a special time of sharing when they are treated kindly and when they are kind to someone else. The time for sharing about kindness opens up meaningful give and take. As in one instance, a young boy shared how he was being bullied … which he had never shared before. He later shared with his surprised grateful parents. A leader remarks, “The Moozie event gave him courage to share.” As a big surprise, at the end of the program, every child gets their own Moozie string backpacks . . . packed with a Moozie puppet, Moozie kindness books, stickers, and other fun items … and printed on the backpack is the message, “Moozie says, 'Always be kind'.” — a $48 gift. A leader shares, “You should see their eyes light up when they discover they each will receive a Moozie hand puppet! One young sweet six‐year‐old gingerly took the Moozie puppet from her backpack. She came over to the leader and said, “This is PERFECT! My Dad and I do puppet shows all the time but we don’t have any fancy puppets like Moozie. We just use socks. Now we can do our shows with Moozie." From August to December, 2018, over 450 military dependents were reached in twenty‐two Moozie programs in 10 different states. Children left the events with renewed commitment to being kind like Moozie. Currently, the Children’s Kindness Network has requests for over 1,000 Moozie kindness backpacks for military children.

Barefoot Republic Camps and Retreat Center (BRCRC)

OUR NAME Being barefoot is a sign of vulnerability, our humanity, as well as a sign of our brokenness. It is only when we admit that we are barefoot, that we are able to comprehend our need and receive God’s provision. We consider our cabin groups republics – small communities comprised of kids from all nations who come together as a united family. During each session, every republic decides on its own name, working together to find common ground and quickly forging a new, common identity. Barefoot Republic is a vehicle of hope. Barefoot will offer a glimpse of Heaven to a population of kids in need of the ability to dream of what God can do with their lives by uniting them with their parents, community and the church to help define His eternal purpose for each one of them. OUR STATEMENT OF FAITH Barefoot Republic seeks to honor God and share the good news of Christ’s reconciling love with the world. We are “inter‐denominational”, looking to the Bible as our source for teaching; and addressing the basics of the Christian faith that will positively impact students from all backgrounds.

The Kindness Revolution

Based on the principles of the best‐selling book of the same name, The Kindness Revolution™ was founded by consumer advocate Ed Horrell in 2007 and subsequently has impacted hundreds of companies and thousands of individuals through its endeavors.

The Kindness Revolution™ is a national not for profit organization, based in Tennessee, that is 100% funded by a business membership called Community Champions. Our mission is to bring back the sorely needed values of dignity, respect and kindness to the workplace, schools and everyday life. It’s our starting point in shaping kind behavior.

THINGS YOU PROBABLY DON’T KNOW ABOUT THE KINDNESS REVOLUTION™

 We are one of the longest running national initiatives focused purely on kindness.  We are funded exclusively by the private sector, with no dependence on government or charitable funding.  We give out thousands of “Pay It Forward” and “It’s Cool 2B Kind” wristbands weekly in recognition of kindness across the country.  We reach over 100,000 people with Kindness Tips on social media weekly.  Our monthly Facebook campaigns are seen by over 1,000,000 consumers.  We recognize dozens of students for exemplary behavior every week.  We present “Spirit of Kindness” Awards to deserving employees, volunteers and organizations nationally.  We honor teachers for their unsung efforts and values in schools all over the US.

THE KINDNESS FAQ

What exactly is The Kindness Revolution™? The Kindness Revolution™ is a non‐profit (501c6) business membership organization with the mission of raising the awareness of values, such as kindness, in leadership, customer service, schools and communities. We are funded entirely by our members (Community Champions).

How is that done? Since our focus is on awareness, we are active in telling “our story” where people gather. We actively lead what we call 40

“mini‐events,” which include participation at charitable events, golf outings, festivals, athletic events, school functions, and other creative opportunities to engage with consumers regarding initiatives to promote values‐based leadership.

Can you give me some examples? Sure! We give out our popular “Pay It Forward” The Kindness Revolution™ wristbands all over our communities, encouraging adults and children to recognize and promote kindness.

We collaborate with high school students with what we call “Student Street Rallies,” where we engage drivers with signs to “Honk if you love kindness!”

We share our “Kindness Tips” with hundreds of thousands of followers on social media, promoting respectful and courteous behavior.

We work with elementary schools with our popular “It’s Cool 2 B Kind” program to support character behavior as well as high schools with our “Art of Kindness” program to sponsor posters and theme contests on topics including Kindness, Sportsmanship, Cancer Awareness, Drug Prevention, and Don’t Text and Drive.

With our “Spirit of Kindness” awards, we recognize local unsung employees and organizations for their kindness.

Through the use of our “Kindness Mixers” our Friends and Community Champions regularly network with like‐minded individuals and organizations.

Additionally, our speakers, especially our Founder, are active in addressing corporations and conferences regarding values‐based leadership and service. Our value added service is great for business men and women who want help running an ethical business.

You mention Community Champions…who are they? Our Community Champions are leading businesses who support and fund The Kindness Revolution™. It is through their effort that The Kindness Revolution™ exists!

Why would a company want to be associated with The Kindness Revolution™?

 Their Support Helps with Our Student and Community Awareness Initiatives  We Provide Promotion to the Public as a Company Committed to Values in their Leadership and Service  We Provide Tools to Assist in Employee Recognition  We Provide Tools to Support their Commitment to Values

Who are “Friends of The Kindness Revolution™?” “Friends” are individual consumers who are like‐minded in their desire for more civility in their communities. These are individuals who join us to support our cause, attend our events and receive updates from our Community Champions.

Kiwanis Children’s Fund

Mission, vision and core values

At the Kiwanis Children's Fund, our mission is to develop resources that transform the goodwill and vision of Kiwanians into programs that serve the children of the world.

So the work of the Children's Fund helps Kiwanians change kids' lives— often in ways that would otherwise remain beyond the resources of clubs and districts.

In fact, our vision is to extend your Kiwanis impact. We strive to make sure your gift helps children in many places and many ways. And we succeed by holding fast to a set of core values:  Stewardship. We are committed to meeting and sustaining donors’ confidence that the Children's Fund will invest their contributions wisely and distribute funds consistent with the values inherent in the Kiwanis International mission.  Transparency. We adhere to the Donor Bill of Rights to treat all constituents fairly and ethically and to be above board in all of our dealings.  Responsiveness. We are relevant and proactive in meeting donors’ and grantees’ needs.  Legacy. We give donors the opportunity to leave a lasting mark on the world.  Integrity. We deal honestly in our interactions with all stakeholders.  Trust. Through the integrity of our actions, we seek to earn and maintain the trust of our Kiwanis family and constituents.

Along with all these values comes accountability. Your gifts reflect your hope for children’s lives—and your trust in us. So we strive to earn that trust. We share records and reports that document gifts, grants and the people we serve.

ReadyNation (associated with the Council for a Strong America)

Mission Statement Council for a Strong America engages law enforcement, military, business, faith and sports leaders who promote evidence‐based policies and programs that enable kids to be healthy, well‐educated and prepared for productive lives.

Vision Statement To strengthen the nation by promoting solutions that prepare young people to succeed.

Overview Council for a Strong America is a national, bipartisan nonprofit that unites five organizations comprised of law enforcement leaders, retired admirals and generals, business executives, pastors, and prominent coaches and athletes who promote solutions that ensure our next generation of Americans will be prepared for productive lives.

They help facilitate the Reading Centers in Laundromat program to boost early literacy, numeracy and parent engagement with young children

Scholastic Books

Scholastic Books offers a program to Kiwanis Clubs entitled Scholastic Literacy Partnerships. The program benefits are:

 A selection of over 2,000 pre‐K to 12th grade cross‐cultural, thematic, and leveled titles  Savings of up to 70% off list prices  Free 10‐book bonus collection for every $150 spent  Free shipping and handling  Access to over 10,000 titles via the Literacy Partnership online catalogue: scholastic.com/literacypartnershios

Tennessee Association for Children’s Early Education (TACEE)

Our Mission TACEE exists to provide members with professional development opportunities and to advocate for best practice in the care, development, and education of all Tennessee’s young children.

Our Vision Reaching potential together.

Our Values Collaboration with all members of the community High performing organizational strategies Inclusive environments for all children and adults Leadership in child advocacy and public policy Diversity in the early childhood community Relationships with children and their families Early care and education professionals who use best practices National, regional and local alliances

Kiwanis Club of Nashville South Foundation Fund Development Plan 2019‐2020

Goals: To allow Kiwanis Club of Nashville South Foundation to improve the lives of children in our community and the world by raising significantly greater funds in FY 2019‐2020 to invest in programs and projects that meet the needs of the individuals being served.

To develop a broad, deep and sustainable base of financial support to ensure the long‐term viability of Kiwanis Club of Nashville South Foundation as we seek an enriched program of community service. Strategic Focus #1: Focus on a single major fundraising event – TBD. Targets for Strategic Focus #1:

1) The TBD shall be the primary focus of fundraising time, effort and member involvement for the 2018‐2019 Kiwanis year. 2) Budget, plan and prepare for the 2019 TBD to raise a larger net amount for Kiwanis projects and programs and grants to community service partners. 3) Each club member will be encouraged to support the TBD in at least one of the following opportunities: a. Be an in‐kind sponsor at a value of at least $500 in applicable ways as needed for marketing, PR, receiving/storage/transportation/shipping, etc. b. Be a cash sponsor in an amount of at least $500 with payment prior to the event. c. Secure the participation of at least 10 non‐Kiwanian participants. d. Make a contribution to Kiwanis Club of Nashville South Foundation of at least $200.

Strategic Focus #2: Participate in The Big Payback 24‐hour online giving campaign. Targets for Strategic Focus #2: 1) The Kiwanis Club of Nashville South Foundation will participate in the 24‐hour online campaign hosted and facilitated by the Community Foundation of Middle Tennessee for more than 900 Middle Tennessee 501(c)(3) nonprofit organizations. 2) Register, establish and create the profile for each possible social media venue – Facebook, LinkedIn, Twitter, and YouTube. 3) Encourage all club members to like, follow, or otherwise make connections to each of the Kiwanis Club of Nashville South Foundation social media venues. 4) Plan a campaign strategy and calendar and promote it among the club members in order to capitalize on the 24‐ hour event. 5) Evaluate the campaign and the use of the social media in order to improve and utilize the resources and procedures for the major club projects. 6) Follow up with all donors to extend our appreciation for their support and to determine if some may be potential club members and/or future donors. 7) Determine the allocation of the funds raised to priority club projects.

Strategic Focus #3: Raise $10,000 in new funding from Annual Giving.

Targets for Strategic Focus #3:

1) Secure at least 20 Kiwanians to participate in a regular commitment to annual giving: a. Encourage members to pledge to annual giving of a regular amount at regular intervals. b. Enable the options of payment by check or e‐check or EFT, credit cards or PayPal.

c. Enable the flexibility of satisfying an annual pledge by payments at intervals of monthly, bi‐monthly, quarterly, semi‐annually or annually.

Strategic Focus #4: Raise $10,000 in new funding from Major Giving.

Targets for Strategic Focus #4:

1) Secure at least 2 Kiwanians to participate in a regular commitment to major giving with annual gifts of at least $5,000 each year: a. Encourage members to pledge to major giving of a regular amount at regular intervals. b. Enable the options of payment by check or e‐check or EFT, credit cards or PayPal. c. Enable the flexibility of satisfying an annual major gift pledge by payments at intervals of monthly, bi‐monthly, quarterly, semi‐annually or annually.

Strategic Focus #5: Raise $100,000 in new funding from Grants.

Targets for Strategic Focus #5:

1) Create a list of potential grant funders satisfying the following parameters: a. Geographic focus of the Nashville‐Davidson‐Franklin‐Murfreesboro Metropolitan Statistical District b. Focus in the target of service areas of Education, Health, and Human Services c. Accept applications (as well as letters of interest and proposals rather than foundations that give only to predetermined charitable agencies). d. Focus on any of the following Population Groups: Academics, Adolescents, Adults, Children, Children & youth, Economically disadvantaged people, Ethnic & racial groups, Females, Foster & adoptive children, Jewish people, Low‐income & poor, People with disabilities, People with diseases & illnesses, People with physical disabilities, People with psychosocial disabilities, Students, Victims & oppressed people, Victims of crime & abuse, Victims of Disaster e. Focus on any of the following Subjects: Biodiversity, Community improvement, Disease prevention, Diseases & conditions, Economic development, Education, Elementary & secondary education, Family services, Health, Human services, Human services information, Nonprofits, Special population support f. Focus on any of the following Support Strategies: Advocacy, Advocacy & systems reform, Annual campaigns, Building & renovations, Capacity‐building & technical assistance, Capital & infrastructure, Capital campaigns, Continuing support, Emergency funds, Endowments, Equal access, Equipment, Financial sustainability, Fundraising, General support, Individual development, Information & referral, Information technology, Land acquisitions, Leadership & professional development, Network‐building & collaboration, Policy, Presentations & productions, Program development, Public engagement & education, Re‐granting, Research, Scholarships, Seed money, Sponsorships, Student aid, System & operational improvements, Technical assistance, Volunteer development 2) Prioritize the list obtained from Foundation Directory Online satisfying the above criteria that most closely match our needs, desires and circumstances. 3) Make contact with the person in each community, corporate, family, private or public foundation that is most closely responsible for coordinating and assisting in the grant making process. 4) Identify the component of our particular needs, desires and circumstances that most closely align with each foundation 5) Respond in the most appropriate manner (letter of interest, proposal or application, either online or written as required by each foundation) with an appropriately prepared and reviewed document. 6) Follow up as appropriate with each foundation contact before & after submission of the grant proposal or application and following the grantmakers decision.

Strategic Focus #6: Raise $100,000 in commitments for the KCNSF Planned Giving Program (defer to 2021).

Targets for Strategic Focus #6:

1) Complete the development of the approved Planned Giving Program. 2) Create the necessary plans, policies, procedures, forms, promotional information, and other associated documents. 3) Initiate the presentations and workshops for financial professionals (attorneys, accountants, financial advisors, etc.) and club members. 4) Establish a Legacy Society for Kiwanians, former Kiwanians, and non‐Kiwanians who submit approved documented planned giving commitments. 5) Meet with possible candidates for Planned Giving.

Strategic Focus #7: Participate in The Giving Tuesday 24‐hour online giving campaign. Targets for Strategic Focus #7: 1) The Kiwanis Club of Nashville South Foundation will participate in the 24‐hour online campaign involving thousands of nationwide 501(c)(3) nonprofit organizations. 2) Register, establish and create the profile for each possible social media venue – Facebook, LinkedIn, Twitter, and YouTube. 3) Encourage all club members to like, follow, or otherwise make connections to each of the KIWANIS CHILDREN’S FUND OF MIDDLE TENNESSEE social media venues. 4) Plan a campaign strategy and calendar and promote it among the club members in order to capitalize on the 24‐ hour event. 5) Evaluate the campaign and the use of the social media in order to improve and utilize the resources and procedures for the major club projects. 6) Follow up with all donors to extend our appreciation for their support and to determine if some may be potential club members and/or future donors. 7) Determine the allocation of the funds raised to priority club projects.

Strategic Focus #8: Promote the adoption of Honor and Memorial Giving program for Kiwanian or non‐Kiwanian tributes and memorials. Targets for Strategic Focus #8: 1) Share the notice of any deceased family member of a Kiwanian or former Kiwanian. 2) Encourage all Kiwanians and former Kiwanians to designate the Kiwanis Children’s Fund of Middle Tennessee for memorial giving in lieu of flowers. 3) When giving significant tribute in brags in an amount of at least $50, use a check or a note requesting to charge a specified amount to a valid credit card on file.

Strategic Focus #9: Establish a Strategic Planning Committee to develop a Strategic Plan for Kiwanis Club of Nashville South Foundation. Targets for Strategic Focus #9: 1) The Kiwanis Club of Nashville South Foundation shall have a recurring Strategic Planning Committee to focus its efforts during the March to May period each year to evaluate the community service mission and outcomes of the club to establish (in 2019) and annually revise (in each subsequent year) the Strategic Plan. 2) To distinguish the areas of responsibility from a parallel Strategic Plan for the Kiwanis Club of Nashville (which shall focus on club administration, club meetings, communications, PR and marketing, membership growth and retention, dues and fees, interaction with Kiwanis International and the Kentucky‐Tennessee District), the Strategic Plan of the Kiwanis Club of Nashville South Foundation shall focus its mission, vision, core values, goals, objectives and action plans on: a. Kiwanis projects and programs consistent with the mission 46

b. Fundraising endeavors to support the mission c. Management of the endowment fund including investment policy and plan, spending plan, donor contribution plan including fellowships and donor advised or donor designated funds, planned giving opportunities and promotional material, charitable remainder trust guidelines, etc. d. Grants supporting non‐Kiwanis nonprofit organizations consistent with the Kiwanis mission

Fund Development Plan approved by the Board of Directors

Date: ______Attested by: ______(President)

KCHEW Benefits for participating Kiwanis Clubs

1. The foundation can focus on the stated mission of Kiwanis to serve and improve the lives of children in our region while the Club boards can focus on club administrative, membership and operations matters. 2. KCHEW can create meaningful and impactful service with immediate beneficial results for children, their families and the community. 3. KCHEW should provide the vehicle for positive Image building in the community. 4. KCHEW has the potential for membership recruitment from among several hundred collaborating agencies. 5. KCHEW will provide greater opportunity for those Kiwanians who want to perform service. 6. KCHEW can provide a greater opportunity for financial support by non‐Kiwanians. 7. Kiwanis clubs without a foundation of their own should create a foundation to provide the legal structure to apply for grants and secure tax deductible contributions to support financial needs of projects in their communities. Tools, templates and support are provided by the Kiwanis Children’s Fund. 8. The need for volunteers for the impactful service of the KCHEW project can also provide the incentive and justification to form new Kiwanis Service Leadership Program clubs and strengthen existing clubs.