Empowering families, equipping scholars,
inspiring hearts and balancing minds.
The Martha O’Bryan Center’s application for the whole school conversion of Napier Elementary School in 2017 is
grounded in our experience with children and families living in extreme poverty and our success building schools with
high academic success even though the student population is over 85% free and reduced lunch participants. We have
the deepest respect for the committed educators of Napier Elementary School but believe that our high poverty school
model brings the instructional resources and the social and emotional supports that can bring a turnaround of this long
academically struggling school.
This application is an academic replication of East End Preparatory School but we believe this whole school conversion
will require more extensive resources than a new school start. We have traveled across the country to see school
districts and charters who are doing it well in order to learn from others and prepare for this commitment. The emphasis
on building a culture of learning for the whole family and a deep investment in social and emotional supports reflects
our understanding that a child’s well being and readiness to learn is influenced by family and neighborhood. We
believe that parents are the experts on their children and the most important adults in their child’s success and
educational values.
We know that the best investment we can make is in the classroom which is why our model requires two certified
teachers in every classroom and additional instructional and clinical staff to support those teachers.
This charter conversion is planned as a zoned school with no changes to the zone or the composition of students, rather
an open enrollment school. It would be our hope that this turnaround could be done with a collaborative spirit with
MNPS to benefit the children of the highest poverty neighborhood in Nashville. We respectfully submit this
application to the MNPS School Board for their consideration and as always, seek to contribute to the increasing
success of our Nashville public schools.
Mission: Napier Community School will prepare all scholars for successful middle school transitions, increasing their
opportunity to lead a healthy and balanced life and equipping them with the academic foundation and strong sense of
self necessary to compete in a global context.
Vision: Napier Community School will partner with parents and community members to foster a safe, joyful, and
peaceful space for scholars to develop strong foundational literacy and math skills in preparation for middle school.
Through intentional self-awareness and mindfulness training, scholars will develop a strong character, leadership
skills, and a “mindful (balanced and healthy) mind”. This combination of academic excellence and personal awareness
will give scholars opportunities to recognize strengths, ignite curiosity, and become self-advocates. Further exploration
during related arts and out-of-school-time programming will expand their love of learning and fuel their desire for
education.
Proficiency in 21st Century Skills will empower scholars to compete in an ever-changing global job market. By
combining rigor with joyfulness, scholars will graduate from Napier Community School with the tools and resiliency
to achieve success. By embedding additional social-emotional services within our turnaround school and referring
vulnerable families to wrap-around supports at the Martha O’Bryan Center at Southside in Napier/Sudekum and across
our expansive partner network, we will foster two-generational learning and encourage pathways to post-secondary
success for both parent and child.
Need: Students living in the Napier/Sudekum community (Census Tract 148) are zoned for Napier Elementary School,
where 98.1% of students are economically disadvantaged. According to 2015 Tennessee Comprehensive Assessment
Program results, 76.9% of students demonstrated basic or below basic proficiency in Math, 86.9% demonstrated basic
or below basic proficiency in Reading Language Arts, and 82.7% demonstrated basic or below basic proficiency in
Science (TN Dept of Education Report Card, 2015). Napier Elementary School is currently a priority school, in the
bottom 5% in terms of academic performance. Additional academic performance indicators for Napier Elementary are
as follows:
Academic and Organizational Goals
Outcome
2014 2015
Napier
2017-2018
Year 1
Napier
Community
School
2019-2020
Year 3
Napier
Community
School
2021-2022
Year 5
Napier
Community
School
2023-2024
Year 7
Napier
Community
School
% of scholars
who are
proficient/
advanced in
Reading on
TNReady
13.1%
25%
40%
70%
80+%
% of scholars
who are
proficient/
advanced in Math
on TNReady
23.1%
35%
50%
70%
80+%
This lack of achievement hinders the educational foundation of children who attend Napier Elementary, decreasing
their chances of graduating high school while increasing their chances of entering the juvenile justice system. 2
According to last year’s TCAP data, 76.9% and 86.9% of Napier Elementary School 3 rd and 4th graders scored nonproficient in Math and Reading respectively.
Goals/Instruction: Napier Community School will set high expectations for all scholars, providing a variety of
quality, research-based curricula and rigorous, differentiated instruction. We know that in vulnerable neighborhoods
like Napier/Sudekum, a joyful school culture and rigorous academic instruction can ensure that every child succeeds
on a high level, regardless of prior school experience or socio-economic status. Our core academic program will
prioritize Reading, Math, Writing, Science, and Social Studies. In third and fourth grade, scholars will write across the
curriculum, integrating writing into all content courses.
Napier Community School will use a leveled, small-group structure in Reading and Math, organized by the most
current assessment data of student mastery as well as daily, observational trends. Our emphasis on true differentiation
will continue as we provide individual learning maps for all scholars. As scholars mature, these learning maps will
further emphasize and transfer ownership of learning from teacher to scholar. In practice, this will look like our
scholars taking on increased responsibility to understand their individual learning goals and show ownership of the
action steps they must take to progress further. This is in line with research that suggests that the peak of early
adolescent maturity takes place between ages 11-14. In fostering a safe and supportive environment for all scholars
while gradually releasing responsibility, we will ensure they are prepared for middle school transition.
Academic Plan/Culture: Napier Community School’s culture and academic plan will target both the lack of academic
proficiency and barriers due to socioeconomic status through investing in the social-emotional health of the scholars,
stability of the parents/guardians and home, as well as quality instruction. We will use a variety of instructional
methods to ensure scholars reach academic performance targets. These methods will strengthen scholars’ socialemotional health, empower teachers to deliver quality instruction, and fully integrate the whole family into the learning
process.
SocialEmotional
Development
Quality
Instruction
Scholar and
Parent
Empowerment
Educational Philosophies & Values
Napier Community School will prioritize social-emotional learning to ensure scholars develop
character, leadership skills, resiliency, and grit. By educating the whole child, we will equip
scholars with the life skills necessary for future success.
• Social-emotional education using the RULER methodology supported by Yale Center for
Emotional Intelligence
• 2 Academy Advisors & 4 Social Workers to support scholars in self-awareness, selfmanagement, social awareness, relationship management, and responsible decision-making
• Reduction in discipline, behavior incidents and suspensions
Through specific and intentional professional development, creative and research based scheduling,
data driven curricular decisions and best practices in instructional delivery, Napier Community
School will move students toward academic proficiency.
• 2 teachers in every classroom (1:12 teacher to student ratio)
• 150 min of English Language Arts, 110 mins of Mathematics
• Daily 45 min Exploration & Enrichment Block for remediation or advancement
• Exposure to Technology, Music, Art, and Science
• Special Education Resources
• 100 minutes of daily planning for teaching staff
• Inclusion of family members in setting and achieving goals for scholars
• Wrap-around services available to families/community members to establish stability
Staffing Projections:
Napier Community School
Staffing Projections
K-4
Position
Executive Principal
Lead Principal (K-2)
Lead Principal (3-4)
Academic Dean
Director of Family Support Services
Social Worker
Academy Advisor
Office Manager
Kindergarten Lead Teacher
Kindergarten Associate Teacher
1st Grade Lead Teacher
1st Grade Associate Teacher
2nd Grade Lead Teacher
2nd Grade Associate Teacher
3rd Grade Lead Teacher
3rd Grade Associate Teacher
4th Grade Lead Teacher
4th Grade Associate Teacher
Special Education Teacher (K-2)
Special Education Teacher (3-4)
Related Arts Teacher (Technology)
Related Arts Teacher (Science)
Related Arts Teacher (Physical Education)
Related Arts Teacher (Music)
Related Arts Teacher (Art)
(K-4)
2017-2018
1
1
1
1
1
4
2
1
4
4
4
4
4
4
4
4
4
4
1
1
1
1
1
1
1
Vision Realized: Napier Community will be achieving its mission when every scholar enters middle school at or
above grade level, academically and socially-emotionally prepared, when parents are engaged and informed of their
child's academic status, and when families are equipped with the knowledge to make choices to support their child's
educational path to college and career.
Upon entering Napier Community School, visitors will notice the positive, peaceful, and joyful energy that abounds,
love of learning demonstrated by scholars, and comprehensive support provided by the community. They will pass by
“walls of recognition” displaying scholar and family achievements, evidence that the community values education and
the opportunity for change. There will be a sense of determination, perseverance, and work ethic as scholars and staff
make their way through daily activities that challenge them in preparation for middle, high school, and post-secondary
success. Parents will be leaders and partners, regularly visiting and communicating with school staff. Through this
increased engagement and participation, parents will feel empowered to make informed decisions on their child's future
education path. Frequently, they will participate in the many wrap-around services offered to them through Martha
O’Bryan Center and school partners, to also increase their opportunities for personal, career, and family success.
Martha O’Bryan Center embodies excellence and continuous improvement, dating back a century, serving youth and
families in poverty in North Nashville (originally), Cayce Place in East Nashville, and now Napier/Sudekum. Martha
O’Bryan Center’s cradle-to-career continuum of programs and partners wraps around children and their families to
stabilize crises and remove barriers necessary to allow two-generational learning to thrive. Staff will proudly enter the
building and appreciate working at Napier Community School, supported through the training, development, and
rejuvenation efforts of the administration. Empowered by opportunity and valued as a member of the team, staff will
work efficiently to meet the unique needs of the Napier/Sudekum neighborhood, believing in and expecting the most
of their community.
The Day in the Life of Brianna Jordan, Napier Community School 3rd Grade Student
Brianna’s mom or a neighbor walks her to school each day; when they arrive at 7:30am for breakfast, they are greeted
with a welcoming hello from the Executive Principal. Brianna sits down with her friends over a healthy meal of
granola, yogurt and orange juice. They talk about their classes, but are also excited about the arts and sports projects
scheduled for related arts. As she heads quietly to her locker, Brianna remembers to use an “inside voice” transition,
appropriate for all Napier Community scholars.
At 7:50, it is time for Morning Meditation and Meeting. Brianna shares that she is feeling green and that her goal for
the week is to get an A on their Creative Writing assignment in Literacy Block, which addresses part of her
Personalized Learning Plan to hone those skills. She also participates in workshops that the Nashville Children’s
Theater holds in THRIVE, Martha O’Bryan Center’s K-8 out of school program and one day she would like to be a
playwright. Class also takes time for mindfulness training. Today, their teacher has them close their eyes, breathe
deeply and smile. They are taken to a Still Quiet Place. Brianna feels relaxed and rejuvenated and ready to learn.
(Author’s Note: Studies show that stress and poverty can cause lower executive functioning and working memory in
children; conversely, research bears out that mindfulness practice for elementary students can decrease stress,
depression, compassion, and empathy. It has untold benefits, especially when bolstering academic results because of
the enhanced ability to handle perceived failure. (Saltzman, Amy; Mindfulness: A Teacher’s Guide).
Brianna’s first class of the day is English Language Arts, which begins at 8:05 and will last for 110 minutes. Ms.
Bohling begins class with a short Entrance Ticket in which Brianna has to correct the grammar in a couple of sentences.
Brianna aces the ticket and takes out her novel and Interactive Notebook. Brianna can’t wait to hear the next chapter
of the read aloud, BFG by Roald Dahl. She never really liked reading, but her teacher, Ms. Rice, has engaged her with
this story. Brianna raises her hand and begs to Ms. Rice to read another chapter. The answer is no, but she is okay
knowing that they will be independently reading later when she can dive into her other book for 15 minutes. The class
rolls along as Brianna completes word study and drafts her supporting details for a writing prompt. During word study
time, her team sorts their words into long and short a lists. Afterward, Brianna is called to the back of the room with
the assistant teacher, Mr. Patton, and completes a close reading of a short informational text. For homework, they have
a short writing assignment to complete, where they write from the perspective of the BFG. Ms. Rice celebrates a job
well done. Tomorrow they will go over their writing in workshop format, supporting one another in strengthening key
skills.
As the class transitions to Social Studies, Brianna takes out her Interactive Notebook and answers the Do Now on the
board. She labels the map with longitude, latitude, the cardinal directions and labels the major cities of Tennessee.
Today they are continuing to learn about the different branches of government. Brianna’s group finished the legislative
branch yesterday and gets to complete a web-quest on the judicial branch today. The three of them use their
Chromebooks to follow the clues, watching videos and reading excerpts to record answers in their packet. Ms. Rice
stops by and checks their work, asking them clarifying questions. When the bell on the timer rings, Brianna jumps up
and cleans up her work space. She is the first scholar in line and awaits the rest of the class in anticipation of dance.
During the 45-minute Exploration and Intervention Block, Brianna and 20 other scholars practice the dance routine
that they will perform at this month’s family event. They finish the period with a light snack and make their way to
their two related arts blocks. Today is Brianna’s double block of Science. She meets her class in the Science Lab and
sees different colored liquids in test tubes at each table. At her seat, Brianna sees her lab worksheet and reads the
problem of the day—“Will the ball drop at the same speed in all 4 liquids?” Brianna immediately begins asking her
lab partner what he thinks will happen. Mr. Watkins gathers the class’s attention and directs them to observe the liquids
before answering their prediction. He sets the timer for 7 minutes and monitors them as they record their observations
and write their prediction in complete sentences. After the engaging lesson with Mr. Watkins, Brianna understands
properties of a liquid that affect the speed of the ball. After cleaning up, they transition to lunch where Brianna catches
up with friends from the other class.
Brianna’s math teacher picks them up from the cafeteria and walks them quietly to Math (110 minutes) and Science
(40 minutes), the last two blocks of the day. She is greeted warmly at the door by his Assistant Teacher and knows the
exact routine for the class. She is in her seat with his Math folder is open and the Do Now is ready and waiting for her.
They are led through a similar lesson structure that includes short direct instruction on a topic and time to work
individually on the topic. Once they transition to the second half of math class, they explore how to apply the skills
and concepts they are learning about to real world problems. The entire two hour block is again wrapped up with a
summary of the learning and an Exit Ticket.
During Science, they pick up their lesson on matter and refer to the results from Science Lab as they review the
properties of matter. Today, they use digital posters on their Chromebooks to organize their information on properties
of matter by creating headings for main topics and differentiating amongst clarifying details. Brianna is deeply engaged
in her work when the time rings and she is prompted to join her class on the rug for Closing Circle.
At the close of the day, students discuss topics such as “how I helped others today” and “what was important about
the day.” It is also a time to celebrate the day and each other. Like Morning Meeting at the beginning of the day,
closing circle brings a sense of calm, safety, and community to the school. At 4:40, Brianna leaves ready to go home
to her parents and sister. She meets her mom in the cafeteria. School Leaders shake the hands of students as they file
out of the building. As Brianna walks home with her mom, she talks about how much she learned that day and how
much she looks forward to tomorrow
Governance: Napier Community School will operate under sponsor agency Martha O’Bryan Center’s 501(c)3 status,
as part of our broader educational outreach mission. The Martha O’Bryan Center Board of Directors will delegate
general and day-to-day oversight and support to the initial and founding Napier Community School Council who are
MOBC Board members, non-board members and parent/caregiver members.. With oversight from the Martha O’Bryan
Center Board, the Napier Community School Council will govern the school, ensuring accountability to its academic
mission, community outreach, financial viability, and charter agreement.
Indeed, our governing philosophy centers on clear communication between Martha O’Bryan Center Board and Napier
Community School Council members in the areas of operational compliance and financial accountability, creating a
two-tiered system of accountability with clearly defined roles. The Council’s primary responsibilities
include administrative oversight, strategic planning, mission alignment, financial oversight, and resource development,
which will help ensure that Napier Community School successfully executes its turnaround, remains compliant with
all state charter laws, and adheres to its charter agreement with Metropolitan Nashville Public Schools.
Management Services: Martha O’Bryan Center has pioneered a model of management services that drives down nonclassroom costs and allows the Napier Community School Executive Principal to focus on academic achievement,
distinctive school culture, and collaborative teacher/leader culture. The Napier Community School Council will benefit
from this team of experts as well, as they will be able to draw upon the experience of the Martha O’Bryan Center
Finance, Human Resources, Resource Development and Operations Teams.
The Martha O’Bryan Center Management Services Team will undertake all aspects of non-profit governance and
school reporting, as well as the areas of financial management, HR recruiting and talent management, facilities and
technology support, and marketing/fund development. Key Martha O’Bryan Center executives will act as resources to
the Napier Community School Council and school leadership team. These executives include Marsha Edwards. MOBC
CEO, Vickeeta Coleman, Chief Operating Officer (financial, audit and operational support), Kyle Campey, Director
of Operations (facilities management and long-term capital budgeting), Peter Martino, Chief Talent and Innovation
Officer (hiring and general HR management), Michael Gross, Chief Program Officer (educational funding and
administrative systems management), and Ken Saefkow, Senior Director of Clinical and Community Services (wraparound counseling and family support services).