Literacy is Liberation… and It is Everywhere.

Guest Blog: Johnny Blount, Director of Collaborative Action, Literacy Mid-South

Literacy is everywhere–even in our trash. Every food and drink package that ends up crumpled in our wastebasket has a flavor, brand, and list of ingredients that people interpret every day. Yet, we think of literacy as much more complex, ignoring the common literacies that all of us use to navigate our daily lives. 

Often, the notion of “being literate” is viewed very narrowly–either in chapter books, newspaper articles, or long written correspondences. These have immense value, but we undersell the benefits of “community literacy” or what we need to interpret to live in a community.

Things like reading street signs, navigating challenging systems, or understanding the realities of a community are in fact literacy.

Our traditionally limited view of literacy traps us in deficit thinking because we don’t value the various forms of literacy demonstrated in life each and every day. 

Decades of research and practice show that environmental print (street signs, billboards, food labels, etc.) serve as a starting point for emergent readers. When you contemplate your reading journey, you may have a clear memory of being able to access these items first, unlocking a new world of communication.

Literacy is liberation–it is the key to having freedom of choice, informed decision-making, foundational awareness, and access to spaces that facilitate lifelong security. 

We contend that this liberation journey begins in the environment in which you live. Recognizing, celebrating, and fostering lived literacy is key to supporting literacy across the lifespan. In order to create a literate Memphis, we have to both embrace the different types of literacy and nurture them in our community spaces. 

What are Community Literacies?

To understand community literacy, we have to first think broader than the written word. Critical literacies are immersive and reach much further than one might assume. Researcher Minda Morren López highlighted helpful categories of critical literacies that are important to keep in mind:

Lived Literacy
People who understand the social and political realities of a community and are able to navigate those realities have lived literacy.

Questioning Literacy
Individuals who embrace complexity through questioning and seeking solutions beyond those that are already established.

Inclusion Literacy
Those who recognize and acknowledge multiple perspectives when contemplating issues and listening to the voices of the marginalized. Inclusion-literate individuals have shared empathy and diverse understanding.

Transformational Literacy
Community members who reflect and act in ways that change communities for the better and understand the processes and steps one must take to create change.

In order to celebrate and foster these types of literacies, communities must first realize, recognize, and value them. The strategies teachers often use to create literacy communities in their classrooms have successful applications in the broader community. They encourage ownership of literacy for all community members, foster a sense of collective responsibility for a literate community, and build relationships that reinforce literacy behaviors.

How Literacy Mid-South’s “Literacy Zone” Model is Strengthening Community Literacies

As an organization, Literacy Mid-South believes that one of the most powerful methods of encouraging literacy across the lifespan is to nurture it within communities. Because of this, we established the Raleigh literacy zone to saturate the community with resources that help build lifelong readers.

The goals of the literacy zone are to highlight the great things happening within the community, coordinate and bolster resources between organizations that directly address the literacy needs of residents, and promote the ways residents champion literacy in their daily lives.

In the literacy zone, cross-sector partners collaborate across a number of ever-growing, community-requested, literacy-building strategies. Current strategies include:

• community events and customized learning environments provided in places that are accessible to residents, such as local businesses, community centers, churches, libraries, and more;

• community literacy projects that incorporate environmental print;

• resources and supports to community-based organizations engaging residents in literacy-building activities;

• and more.

These cross-sector partnerships and efforts are led by the Raleigh Community Literacy Council. This council of Raleigh residents and leaders meets to discuss and solve problems, identify community needs, align resources, and distribute funding. They partner with the community anchor organization, For the Kingdom (FTK), to serve as literacy champions, and FTK acts as a hub and convener for activities, access, and information. Together, our goal is to build a strong, liberated community of readers.

To join this literacy zone effort, please let us know how you or your organization can support building literacy in Raleigh by completing this form.

Providing What Our Community Deserves – Access, Equity, Empowerment & JOY

By: Teshanda Middleton, Interim CEO & Chief Program Officer

Six months ago, I graciously welcomed the opportunity to step into the interim CEO role for our organization. It was a major transition at a crucial time in our planning for the start of a new school year. While CISM has remained focused on our core goal of eliminating barriers to success for the students and families we serve, our team has embraced fresh ideas and envisioned new opportunities. As we enter a new year with a renewed sense of excitement for our work, our aim is still clear, but an important shift in our approach from support to empowerment will help us deepen our impact.

The CISM mission has two parts: 1. To surround students with a community of support; and 2. To empower them to achieve in life. Now in the second year of our four-year strategic plan, there is no doubt that we are living up to our name and fulfilling the first part of our mission by bringing community resources into schools to increase daily student attendance, improve behaviors, and support stronger school climates. However, to deliver on our full promise, we have to be more intentional about expanding opportunities for empowerment.

Truly empowering programs should be people-focused and have a multi-generational impact that directly, powerfully, and rapidly transforms entire families and communities with long-lasting influence.

I emphasize the word rapidly because I believe our community deserves immediate results. That’s why my personal focus in this new role as interim CEO has centered on internal "efficiency vs wasted motion," a concept borrowed from the movie "Founder” which documented the rise of McDonald’s as the world’s fastest operating restaurant. Their rapid success was attributed to reducing time to market and creating a new customer experience. I believe the same concept applies to CISM’s operations and programming. With intentionality and synergy across all internal efforts, the foundation we’ve established for achieving and sustaining long-term impact will be elevated further through empowerment.

In order for young people and their families to experience true impact and transformation, our mindset has to shift from “doing for” to “doing with.”

We’ve made a difference for many students through charitable acts, such as financial support, gifts, and essential services. Yet, the benefits are significantly greater when we equip others with the capacity and power to create opportunities for themselves and become self-sufficient during their foundational years and throughout adulthood. That’s empowerment.

How will we get there?

• By bringing authentic voices to the table where decisions for Black and Brown children and families are being made

• By sharing our "magic" knowledge with others to build lasting developmental relationships with other people-focused nonprofit organizations

• By diving deeper into data and root cause analysis to continue our understanding of what the people we serve need most from CISM

• By working to have influence within other nonprofit organizations whose missions are centered on people as well

As we look ahead, CISM will keep building on our intentional efforts to ensure a vibrant internal culture and a high bar of excellence, and an unwavering commitment to access, equity, empowerment, and contagious joy – because our community deserves the best and nothing less.

Navigating the Holidays through Grief and Loss

By: Jocelyn Lee, CISM Social Worker – in Partnership with Angela Hamblen-Kelly, LCSW, Executive Director of Baptist Centers for Good Grief

The season of joy is here, and for most of us, this time of year also serves up a heavy dose of stress. Sure, we all know it’s coming – the shopping, cooking, traveling, family, and so many other things on what seems to be a never-ending to-do list consume our lives for two full months each year – but interestingly, holiday stress is somewhat normalized. It can be extremely overwhelming, but we anticipate it and accept it as an annual tradition. However, what’s more difficult and unpredictable – especially this time of year – is grief.

With so much centered around family togetherness, traditions, and memories of the past this time of year, it’s understandable how feelings of grief can easily intensify. It’s already difficult to talk about grief, but the idea of asking for help from friends or loved ones during the holidays can be even more of a struggle because it may feel selfish, like you’re interfering with their happiness, which can lead to isolation and an even deeper sense of loss.

The sad reality is the holiday season can be totally unbearable for those experiencing grief.

A 2021 national poll found that nearly 40% of Americans had no interest in celebrating the holidays due to feelings of grief and loss.

Grief is complicated, but being able to recognize it can help with coping. Grief encompasses all of the thoughts and feelings that consume the body, heart, and mind after a loved one dies. It is experienced in multiple ways:

• Physically (muscle tension, upset stomach, increase in heart rate, etc)

• Emotionally (anger, sadness, confusion, peace, regret, etc.)

• Cognitively (feeling stuck, struggling to process death, asking “why” and “how”)

• Spiritually (stronger connection to faith/beliefs or more questions about faith/beliefs)

• Behaviorally (loss of self/identity, isolation, or red flag behaviors, like suicide)

The important thing to remember is grief is an expression of love, and the only real cure for grief is to allow yourself to grieve. Grief is the most universal experience we have as people, young and old, but it isn’t necessary to grieve alone. 

It’s certainly natural for family and friends to want to console a loved one who is grieving. However, the role of caregiver is not easy an one either because it can also trigger personal emotions that may be hard to process, so the Centers for Good Grief has provided some helpful advice. 

Tips for facilitating conversations about grief and loss:

• Create space to have conversations about grief that is a normal and comfortable part of daily life, such as a shared activity, game, scheduled outing, daily routine, etc. Remember, it’s okay to have fun, especially when dealing with children.

• Incorporate authentic opportunities for memorialization, rituals, and traditions to honor and remember lost loved ones that fit within the context of the family or friendship. 

• Give accurate, honest, and age-appropriate information. For children, try not to avoid the words “died,” “dead,” and “death,” and remember that it’s okay not to have all the answers. 

• Reach out to people and resources that can help you facilitate a conversation and provide ongoing support.

Tips for caregivers to navigate their own grief while supporting others:

• Acknowledge the grief, and normalize grieving and mourning. It’s okay if others see your tears, including children.

• Prioritize self-care. 

• Express grief in healthy ways.

Just as we anticipate and normalize extra holiday stress, having plans for navigating grief during the holidays is just as important.

The loss of a loved one at this time of year can be devastating, but feelings of grief for family and friends who died years ago can also easily resurface and have a significant impact. Recognizing these feelings, reminding yourself that it’s okay to have them, and identifying trusted sources for support – whether it’s someone close to you or an external organization like the Centers for Good Grief – can help bring peace and comfort. 

Additional Resources:

Baptist Hospital’s Centers for Good Grief

• Website | (901) 861-5656

• Resources

• Locations in Memphis, Collierville, and Jonesboro, AR

Sesame Street In Communities

• Helping Kids Grieve

SAMHSA’s National Helpline

• 1-800-662-HELP (4357) | TTY: 1-800-487-4889

• 24/7 free, confidential information service (English and Spanish) providing referrals to local support groups and community-based organizations

Invisible Curriculum: How Early Workforce Exposure, Exploration, and Experiences Unlock Future Potential

By Kelsey Kenniel, Director of Operations and Finance

Today’s students view the future much different than prior generations. A combination of factors, from the pandemic to the rapidly changing digital world, highly competitive job market, and growing trend of self-start businesses, has made the need or desire to work a higher priority than a college degree for many high school students. 

With that in mind, the presence of career-readiness programs in high schools is more important than ever. The exposure to, exploration of, and experiences within various job fields is like the “invisible curriculum” of school – lessons beyond the traditional tested subjects that prepare students for the real world, whether they’re bound for college, trade school, the military, or eyeing a career after graduation. 

Students who are exposed to work experiences early are generally more attractive to potential employers. In addition, research shows that teens who are employed also tend to earn better grades and are more well-rounded in terms of self-confidence and social skills, as well as important life skills, like money management, problem-solving, and decision-making. This is why the College & Career Readiness (CCR) Program is such a critical component of the Communities In Schools of Memphis (CISM) model and a key lever in fulfilling our mission of keeping students in school and helping them achieve in life. 

Like anything in life, moderation is key. Students have to be able to balance school, extracurricular activities, and family life with work opportunities. Too much work – more than 15-20 hours per week – at an early age could lead to increased stress, poor grades from the inability to prioritize school work, and decreased family time. However, the “invisible curriculum” is not only intended to open students’ eyes to new possibilities, but also to help them understand the importance of balance so work does not lead to negative outcomes. 

For a school or organization interested in creating or strengthening a career-readiness program, there are three key staples that can bring this to life: work exposure, work exploration, and work experience.  

Work Exposure 

These activities are ideal for students in middle school and perhaps very early in high school (age 10-14). Information and concepts about a relatively unknown world of work can be enough to spark an interest and excitement to dream bigger. Career days and similar in-school learning activities that allow students to learn about a wide array of career fields and interact with professionals can make a strong impression at this young age.

Work Exploration

The exploration stage is much more interactive and best suited for students entering and progressing through high school (age 13-16). Students at this age are naturally more curious to examine and investigate the world of work and equipped to engage in assessments that can provide insight into their strengths, weaknesses, talents, and potential career interests. Activities may include job shadowing or peer-to-peer interactions with employers to get a deeper understanding of career fields and roles.

Work Experience 

Students in their junior and senior years (16-18) are typically more capable of managing competing priorities – plus, they’re interested in earning money – so real work experiences are much more reasonable and in demand. Employment opportunities of any type at this age help students understand how to complete tasks while being supervised and adapting to new norms and regulations, which contribute to a strong sense of independence and personal accountability. 

I was personally fortunate enough to have these opportunities as a high school student, and I believe they truly set me apart from many of my peers and gave me an advantage in my pursuit of a career – not to mention, they were some of my favorite experiences as a youth.

I took aptitude tests to identify my strengths and interests and participated in the Memphis REACH program (then called Memphis Prep), which allowed me to take part in summer study programs across the country, explore new subjects, and meet diverse people. These activities fed my desire to learn and seek more! My exposure and exploration continued with several internships after college that opened my eyes to jobs in the nonprofit sector and gave me the real-world experience I needed to put my education to work.

CISM is working to ensure the students we serve do not have to make a choice between school and work, but that they gain the exposure and experience to be successful no matter what path they choose – and the necessary sense of balance.

Our College & Career Readiness Program provides students with hands-on support with college entrance exams, FAFSA, internships, tutoring, and even money for books and supplies. Paid work experience is of course a feature component as well, thanks to our partnership with Workforce Mid-South. We’re able to offer a variety of job opportunities that pay $15/hour, along with holistic supports, such as transportation, rental assistance, tutoring, and monetary incentives, to encourage students to keep striving for greatness. 

The snapshot below shows our impact in the 2021-22 school year.

Though exposure, exploration, and experience do not end in high school, students who are fortunate enough to receive the “invisible curriculum” before graduation certainly have an advantage in navigating today’s highly competitive and diverse workforce. Recognizing that there is a world of possibilities beyond their own city or state and knowing there’s a reasonable and attainable path to get there can unlock limitless potential.

Beyond Race and Gender: Creating Youth-Friendly Work Spaces

By: JaMeko Williams, Director of Career Pathways

An inclusive workplace should be the standard all businesses and organizations aim for. Environments that value the voices, views, talents, and unique characteristics of all employees and stakeholders are generally more desirable places to work and often outperform their competitors.

Inclusive policies and practices in most cases focus on race and gender, but a critical factor sometimes overlooked in the workplace is age – more specifically, how friendly and fitting the culture is for youth. 

Wondering why it’s important to prioritize youth in an overwhelmingly adult-led environment? The answer is pretty simple: young workers (age 16-24) are the future of our workforce and economy, and the population of work-ready youth is substantial.

Given the changing dynamics of the workforce in this rapidly advancing digital age, businesses and organizations that are intentional about embracing the unique perspectives, values, skills, and expectations of young workers have a distinct advantage in attracting and retaining the best talent.

Young people (under the age of 30) make up over half of today’s global population, with some projections being as high as 75% by 2030. A 2021 report estimated the youth labor force (16-24-year-olds working or looking for work) to be over 22 million in the U.S. That said, having a youth-friendly workplace would seem to be a no-brainer. Yet, youth employment rates are considerably low compared to historical standards, and the potential negative effects of this trend could also be a major motivator for employers to become more youth-friendly.

The requirement for more education and training is one cause for lower employment rates. For young people who are neither in school or working – often referred to as “opportunity youth” – the personal burden and the resulting strain on the local economy can both be significant. Unemployed or underemployed youth lead to lower tax revenue, higher government spending, and reduced economic growth. On an individual level, longer-term effects on socioeconomic mobility are also more severe for young people who do not have stable jobs by their early twenties, including joblessness or permanently lower earnings, health risks, lower education levels, and a greater likelihood ​​for criminal justice involvement.

To create and sustain a healthy society and vibrant economy, it is essential to expand access to work experiences and professional development in all sectors of the workforce for today’s youth.

While many employers may hire young workers for a variety of positions, a workplace culture that is hostile toward youth can be just as detrimental as one that denies youth completely.

Youth-hostile work spaces are characterized by:

• “Adultist” environments

• Unrealistic expectations for skill attainment

• Very little voice 

• No autonomy 

Youth may not have all the capabilities as seasoned adult professionals, but they have the capacity to learn. This idea is not taken to heart by enough employers, and instead, many young workers are devalued, disconnected from the rest of their team, and/or excluded from some opportunities. This affects the mentality of youth and could lead to employment instability in the future.

Youth-friendly work spaces are characterized by:

• Appropriate levels of autonomy 

• Acceptance of youth voice 

• Mentorship

• Opportunities for growth and development

Here are some strategies for creating youth-friendly work spaces:

• Offering internship programs that focus on youth development

• Establishing Employee Resource Groups (ERGs) that focus on youth voice

• Providing clear pathways for job advancement

• Creating a culture where failure is used as a learning opportunity

• Allowing youth to make meaningful contributions, such as vision and strategy work

• Implementing youth-focused DEI training for all staff 

The energy, creativity, and curiosity of young people can create so much upside for an employer. Like all of us, young workers thrive when they are confident, and confidence comes from knowing they are respected as equals, trusted to share opinions and ideas, and empowered to contribute to the core work of the organization. 

The Need has Never Been Greater: Helping Families Regain Faith in Education

-By Sonji Branch, CEO

The new normal is a phrase we’ve all become accustomed to saying during the pandemic. It’s heartbreaking, really. Not because of mask mandates, social distancing, or any of the common things we’ve associated it with the past two years of pandemic life, but because of what it means for children growing up today. The idea that the challenges our families now have to contend with – particularly those in Black and Brown communities that were already under-served – should somehow be viewed as normal is simply unacceptable.

Communities In Schools of Memphis (CISM) is an independent accredited affiliate of the nation’s most effective dropout prevention organizations, providing integrated student support within more than two dozen schools across the Memphis region. Through the implementation of an evidenced-based model, we have helped schools across West Tennessee decrease grade retention, drop out rates, and chronic absenteeism while improving academic outcomes and postsecondary opportunities for students and families. 

Last school year, CISM helped keep 97 percent of Memphis students in school and supported high school students in earning an additional $2 million of income. However, the stories of adversity that we’ve witnessed locally and learned about nationally the past couple of years tells us we must operate with a greater sense of urgency to help our community rebound. 

Priorities have changed drastically for many students and families due to mounting issues, from lack of technology and food insecurity to job loss and, of course, impacts from illness and death. The trauma is significant and makes students fearful of the future. With so much ground to make up, families are also losing faith in the education system as concerns for their personal well-being take precedence. 

We don’t have any time to waste. We must remain committed to our mission more than ever and help our entire community believe that education deserves to be a top priority.

We have to do what we do best -- put the individual needs of students and families first. Our work this entire school year to expand and strengthen partnerships and identify new funding sources will help connect more students and families to the resources and supports they so desperately need to achieve a real sense of normalcy again.

Educational equity must remain at the core of our work, but a more intense focus on family stability has to guide us.

The good news is we’ve positioned ourselves to help – in the classroom and in life. Social-emotional learning (SEL) was a top priority for our team entering this school year because we knew more holistic support and emphasis on mental health was needed to help students cope with trauma in healthy ways so they can re-engage in learning. In addition to ongoing SEL training, CISM is launching the new “Take 5” video series this spring as an added wellness resource for families. Each month, we’ll share advice from local experts on physical health, mental health, and issues that affect our overall quality of life. Again, this pandemic has shifted priorities for families, so identifying more ways to address their essential needs is vital.

Recently, CISM was awarded $2.25 million from philanthropist MacKenzie Scott as part of a larger donation to the CIS national network. This investment will help us realize our five-year strategic plan, which elevates three priorities: advance educational equity, serve more students and families, and create a vibrant and inclusive culture. More specifically, we will be able to create sustainable post-secondary pathways that are tailored for the needs and interests of students in today’s society. The challenges of the pandemic have made many students re-evaluate the importance of college, at least in the short term, so we’re working to make sure they also have the right resources to pursue and obtain viable career opportunities after high school.

The new normal is going to require more than the normal approach, but we cannot back down from the challenge. We have to be innovative and adaptive to the changing needs of our students and families. Our work is only starting, and the need for strengthening public and private partnerships to deepen our impact in Memphis has never been greater.

Let’s do the best that we can for our students. They’ve been through so much, and our city’s future truly depends on getting this work right. CISM is #AllinforKids, and we’re proving it!

Important work is ahead, and I encourage you to follow the CISM Facebook, Twitter, Instagram, and LinkedIn pages to find the latest news and updates from our organization. 

Communities In Schools of Memphis Receives National Accreditation while the National Program is Recognized as a Model by the Federal Government

Locally the organization supports more than 7,000 students and their families across

16 different school campuses

Communities In Schools (CIS) of Memphis, an affiliate of CIS national, works within public and charter schools to help at-risk students stay in school and succeed in life.

Recently, the local team achieved national accreditation by demonstrating compliance with all Communities In Schools Total Quality System (TQS) standards. These define the organization's expectations for effective non-profit business practices and implementation of the model of Integrated Student Supports. The standards are based on a five-year national evaluation conducted by an independent evaluator that documented the impact of the Communities In Schools model. The assessment revealed that schools implementing this model with high fidelity achieved higher graduation rates and lower dropout rates.

Communities In Schools of Memphis have served students and families in the Memphis and Shelby County community for more than seven years. The team of 21 specialists works directly in schools to support individual students and entire schools with a wide range of services. Just last year, they helped approximately 7,500 Shelby County students across 21 campuses by meeting basic needs and distributing supplies such as food, bedding, school supplies, clothing, transportation passes, and much more. This type of support has a direct impact on academic achievement and attendance rates. One of the most significant benefits is an improved overall school environment because it creates and fosters relationships between the adults in the schools and the students they serve.

The model is so effective that the U.S. Department of Education recently included it in the COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. This handbook provides additional strategies for safely reopening America's schools to promote educational equity while endorsing the Communities In Schools program as one effective strategy to support students in an integrated way.

"We are grateful to our educational partners, SCS, ASD, and Charters, who believe in the impact that our program can have in the lives of students. Due to their continued partnership and support, we can service Memphis and Shelby County in such a comprehensive way. The recent endorsement by the USDOE reflects the hard work and dedication of the entire Communities In School program both locally and nationally. This devotion is making a huge difference throughout the nation. We're never giving up on our youth. We're true believers in seeing them soar," said Sonji Branch, CEO of Communities In Schools of Memphis.

Request for Proposals Strategic Planning

Request for Proposals: Strategic Planning

DEADLINE FOR SUBMISSION: FEBRUARY 24, 2021

BACKGROUND INFORMATION:

CIS of Memphis is part of the nation’s largest and most effective dropout prevention organization, empowering students to succeed in school and achieve in life. Operating in more than 2,300 schools in the most challenged communities of 25 states and the District of Columbia, Communities In Schools serves 1.5 million young people and their families each year. Based directly inside schools, Communities In Schools connects students and their families to basic and critical educational and community-based resources, that are tailored to each student’s specific needs.

CIS of Memphis (CISM) began as an embedded affiliate in the Communities In Schools of Tennessee network in 2014. CISM is now an independent affiliate operating exclusively in the greater Memphis area and focuses specifically on addressing the needs of local students and schools. We believe that every child, regardless of their ZIP code or family circumstance, deserves a chance to live the “American Dream.” We work to help secure that chance for children in Memphis and surrounding counties in West Tennessee.

MANAGEMENT ISSUES TO BE ADDRESSED/SCOPE OF WORK:

CISM engaged in its first strategic planning process in 2018, when the organization was just starting out. Thus, we were focused on mission and programmatic development, coupled with the concerns of a new “start-up” organization. We found the strategic planning process, and the roadmap it created, to be a productive way to focus the board and staff on the tangible needs of the organization at that time.

Presently, CISM recognizes this critical moment in U.S. history: the confluence of historical and present inequities in our communities and the social, economical, and educational disruption of the COVID-19 pandemic. Black, Brown, and Indigenous students, some of whom are also living in poverty, are experiencing a differentiated set of impacts of national crises. This moment calls for schools, non-profits, businesses, governments, and communities to embrace a conversation around shifting the educational paradigm toward reengagement, equitable learning environments, and a school climate that benefits and supports ALL students. Beyond the physical needs of students and families, social and emotional support(s) are necessary for student reengagement. The CIS Model of Integrated Student Supports can help schools address the local factors contributing to disengagement and inequitable learning.

We look to our next plan to articulate the clear business, financial, and programmatic strategies which the organization will pursue over the next 3-years. We also expect that this process will mainly involve the Board and Staff of the organization, and that the process will last no longer than three months to complete.

The first strategic plan’s focal point was how to create a new organization which would be meaningful and relevant to our region. The focal point for our next plan is how to build on that work, and develop a sustainable financial, programmatic, staffing, and board model to ensure that this organization has sustainable success not only now, but also into the future. This plan will be focused more on the business plan that will support the organization’s mission. While we would like to recommit to our mission and values, we do not expect to engage in a re-evaluation of those mission and values.

In developing the 2021-2024 plan, the applicant selected for this project will be expected to: guide the organization in establishing its Strategic Planning Team, conduct interviews and facilitate all working sessions with the Team and other key Board and staff members, and perform a SWOT analysis. Based on the analysis, specific goals will be identified and, ultimately, the consultant will develop a final strategic plan that provides CISM with clear objectives and action steps that lead to achieving organizational goals. The strategic plan will also include information on effectively monitoring progress and how and when CISM should reassess goals, objectives, and action steps to make sure that they are still relevant and reflect environmental changes that may impact CISM’s ability to implement plan and recommendations.

Specific areas that need to be addressed in the creation of a 3-year strategic plan include, but may not be limited to:

• An environmental scan that examines internal and external opportunities and perceptions impacting the organization’s ability to achieve mission.

• A thorough assessment of infrastructure needs including, but not limited to space, technology, human capital and financial resources

• The development of a sustainable financial and programmatic model to achieve goals.

The proposal will provide an executive summary of the work that will be performed by the consultant and a detailed work breakdown structure, with time frames, of the steps that will be taken to develop a strategic plan.

GLOBAL PROJECT REQUIREMENTS & TIMELINE:

1. CISM is seeking proposals from applicants who are capable of addressing all of the above stated management issues and who can provide additional expertise to help the organization and the community it serves achieve a successful project outcome.

2. While CISM understands that completing this project requires significant and active Board and staff involvement, it is important to note that the applicant selected will be responsible for completing all project work products and final deliverables (e.g. writing organizational assessments, writing the actual strategic plan, etc.). The staff will not be expected to be involved in writing work project products or final project deliverables.

3. Applicants are to propose which aspects of the project will require Board and/or staff involvement and include the expected time requirements for all activities involving their participation.

4. Proposals must include a clear description of the applicant’s plan to complete all of the project

   components (i.e. in what order will the projects be completed, how long each component will

   take to complete, etc.).

5. Applicants must include in their project timelines “check-in” points for CISM to be provided

   with project status updates. As work products/deliverables are completed prior to the

   established check-in points, applicants will be required to send CISM these materials to

   facilitate the status update meetings and/or conference calls. The successful applicant will be

   responsible for setting up the check-in meetings/calls, preparing an agenda for each

   meeting/call, sending out meeting invites and writing meeting minutes.

6. In addition to the check-in meetings and/or conference calls, the applicant will be expected to present a status update on her/his preliminary findings and recommendations prior to writing the final project deliverables and strategic plan.

7. CISM will be responsible for implementing the recommendations from all final deliverables;

   however, it is expected that the consultant selected will provide the agency with ongoing

   coaching and implementation support as needed, per letter of agreement.

8. It is expected that the total cost for this project will not exceed $30,000.
   

EVALUATION CRITERIA:

In awarding a contract for consulting services to develop a long-range strategic plan for the organization, CISM will examine a number of factors and criteria will include:

1. The extent to which the proposal addresses the stated management issues and clearly describes the scope of work.

2. Specific plans or methodology to be used to perform the services.

3. Qualifications and experience of the consultant in providing strategic planning development.

4. Availability for work to be conducted during April, May, and June with a strategic plan draft presented to the CISM board no later than their July 2021 board meeting.

5. Project cost.

APPLICATION PROCESS & PROCEDURES:

Please provide a complete written response to this RFP which is double-spaced and does not exceed 15 single- sided pages. Proposals should include:

1. Contact Information

2. A brief Executive Summary

3. A description of the applicant’s general approach to strategic planning consultation, including methodology, perspective, or philosophy that guides your work with organizations in this undertaking

4. A clear explanation of how the consultant will address the management issues to be examined at CISM

5. A list of project deliverables to be created with a detailed timeline for each deliverable and overall project completion

6. A detailed budget that breaks out expenses

7. Resumes, Credentials and qualifications of key personnel who will take responsibility for working directly on this project, including three references

8. Example(s) of a finished strategic plan created by your company.

Applicants must submit one (1) original paper copy and one (1) electronic copy of the proposal. Please note that CISM will not return any proposals it receives and will not reimburse applicants for any costs they incur in developing their proposals.

Send completed proposals, by February 24, 2021 , to Sonji Branch @ sbranch@cismemphis.org and to:

Communities In Schools of Memphis
2714 Union Ave. Ext., Suite 225
Memphis, TN 38112

Engaging Families During COVID-19

Moving Forward Together: A Word From Our CEO

Dear Friends,

As the CEO of Communities In Schools of Memphis, I am witnessing firsthand the disproportionate impact of COVID-19 on our students and families. The economic impact our families are experiencing will result in an increased demand on existing staff to provide MORE supports, such as mental health, social and emotional, academic enrichment, basic needs, child-care, etc. We expect remediation to become a bigger issue for our students and we recognize the “summer slide” is now compounded. This isn’t just about learning loss, but the stress that comes with schools being closed for our students and families.

The Communities In Schools' national Integrated Student Supports model was designed to support students facing significant obstacles to their success and it holds strong even now as students and families work to overcome significant adversities caused by this global health pandemic. CISM's Specialists are paraprofessionals with social work and youth development backgrounds who have been specifically trained to assist students and families by developing individualized support plans and working to coordinate resources designed to mitigate the barriers students and families face due to the fragmented support services that are spread across government agencies, nonprofits, and faith-based organizations.

To assist with the current needs and remediation of students and families during and post this crisis, CIS of Memphis commits to continuing AND expanding upon its programming by working in tandem with city, county, and state agencies to ensure equitable access to resources and services upon school re-entry and in the years to come. We look forward to our continued service and support of students and families in Memphis.

All In For Kids,
Sonji Branch CEO,
Communities in Schools of Memphis

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One Week Before School Closures…

In anticipation of how the coronavirus would impact our students and families, the leadership team at Communities In Schools of Memphis developed our Distance Support Model and launched our COVID-19 Family Resiliency Fund. Our rapid response positioned our organization to be able to provide purposeful and relevant tiered Integrated Student Support Services in 28 schools in Memphis and Shelby County.

Tier I – Whole School Supports

Integrated Student Supports alongside virtual instruction Working with school leaders to ensure whole school plans aren’t solely focused on learning, but supports are in place to address the stress that comes with schools being closed for our students and families. Integration of wellness activities into school’s existing virtual learning plan (i.e. Google Classroom). As teachers were providing academic support they were also providing support that helped students with self-management and other skills that contribute to their learning. Launched “caseloads” for staff (teachers, assistant principals, etc. not CIS staff) to assist families with academic and basic need issues outside of CIS case managed students.

Tier II – Case Management Small Group Students

Social Emotional Learning support through small groups and 1-on-1 wellness coaching with students and families to assist them in coping with transitioning from everyday school life to homeschooling. This assisted families in establishing healthy routines to calm fears, manage stress and “keep the peace”. COVID-19 Conversation tips - Specialists provided tips on how parents could have conversations with students about how the COVID-19 shutdown affects them in regards to being out of school and having limited socialization with peers. Staff used methods that have been proven to work as they helped, both parents and students, develop skills to manage stress and anxiety. As well as provided the tools that continued to assist in meeting their SEL goals. (i.e. self-management, self-awareness, self-esteem and coping tools). Staff provided parents with recommendations of how to interact as a family that is both engaging and meaningful. They helped them develop a “toolkit” of activities to use as guides and conversation starters. This included indoor and outdoor activities, mindfulness techniques, social and emotional support, learning from home, and healthy habits.

Tier III – Case Management Individual Supports

Conducting an emergency needs assessment for every case-managed student and family to assess overall well-being with weekly check-ins to assess any new needs. Identified insecurities and connected families to community organizations and resources such as food, mental health needs, housing, monetary assistance, etc. Staff completed referrals for families to receive various services or supports through agencies such as Community Services Agency (CSA), Youth Villages, Anaya Family Counseling Services and the United Way of the Mid-South’s Driving the Dream (DTD) program, which provides a wide network of coordinated support throughout Memphis to make sure families get assistance as needed by way of the CISM affiliate Care Coordination Hub.

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ENGAGING FAMILIES THROUGH COVID-19

Assessment Results & Support Provided

CISM has worked diligently to engage and support families through COVID-19 by providing virtual support and monetary assistance. Our biggest support needs were managing stress and anxiety related to COVID-19 shutdown, securing resources for basic needs such as food and shelter, and tackling barriers associated with virtual learning. Please find more about support provided and our impact below.

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CISM Family Resiliency Fund
Success Stories

The CISM Family Resiliency Fund was able to provide assistance to over 247 families serviced by our team. Some of our families have experienced homelessness, electricity and water shutoffs, lack of food, lack of electronics for homeschooling requirements, job layoffs/furloughs, and so much more. While it was only a one time stipend, many of the families were extremely grateful and expressed how the fund was the catalyst to get them back in motion with making preparations in the midst of the pandemic.

For some families, the $200 was the difference between a home versus the streets, water versus none, and so much more. Not only were we able to assist these families, but also gain a more in-depth look at some of the larger concerns that plague the communities we serve. This includes but is not limited to lack of infrastructure in our communities we serve. This includes but is not limited to lack of infrastructure in our communities, food desserts, minimized access to good paying occupations, affordability of healthcare, and many more policy and advocacy related hurdles.

To add on, we look beyond the child, thus the aforementioned points made are hitting the parents and extended the family members of our students extremely hard. With that said, CIS of Memphis is proud of the impact we make and the lasting relationships our staff develop with the students we serve. We value the commitment our team makes to establish partnerships across the Memphis Mid-South that can have aided us in our relief efforts during the pandemic. The following success stories are examples of the type of support CISM provides to Memphis students and families.

We survived the quarantine with CIS on our team!

Candice Fondren, a CIS of Memphis’ Student Support Specialist was able to leverage partnerships and relationships developed throughout the school year to her advantage during the pandemic. She referred 18 families to New Ballet for an Orange Mound Food Initiative/Giving Tuesday. In short, New Ballet was able to provide $50 SUPERLO CARDS to all of the families she referred. In turn, this helped to offset food costs and shortages in the Orange Mound community, where a number of our students reside. This coupled with CISM’s Family Resiliency Fund has made a tremendous impact in our student’s lives.

"Words can not begin to express how much Ms. Fondren means to me. She has been the shoulder to cry on, the light out of darkness, the inspirational speaker, and much more. I would have been lost without her, especially when COVID-19 hit. I already suffer from PTSD, so to go from being able to work and do things while my children were at school, to full time mom and homeschool teacher, triggered my PTSD. I admit, I have been emotionally drained, but when I thought all was lost, along came SuperHero Ms. Fondren! She is not only a kid's superhero at school, but also my superhero when in need. I remember feeling so overwhelmed to the point of tears, and as if she knew what was happening at that very moment, she texted me. I told her what was going on. We talked about solutions, and she has been following up with me ever since on my progress. My daughter doesn’t want to graduate fifth grade because she will not have Ms. Fondren everyday anymore! A billboard is not big enough to show my appreciation for her and her services." – CISM Parent

"Thank you [CISM] so much for helping me and my family. I really needed an extra boost at this time. With no food and no personal items for all of my girls, your help has been tremendous. I thank you from the bottom of my heart. Keep us in prayer; I'm a single mother, so it is very hard." – Ms. Pitmman, CISM Parent

"CIS of Memphis has helped me and my family through this hard time. We greatly appreciate everything you all have done: the monetary donations for my son’s educational needs, electronics for homeschooling, transportation assistance, all of it! Thanks again!" – A. Bowling, CISM Parent