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PNA History After extensive research throughout 1996, Tying Nashville Together identified the need for an aftercare program in Metro schools and developed the fundamentals for what would soon become Project for Neighborhood Aftercare. The fundamentals consist of:
(Since PNA's inception, the core concepts have evolved to include a one-hour before-school program as well as the initiation of a nominal registration fee for enrollees.) The actual scheduling of activities and the layout of the program differs at each site but all operate by the guidelines listed above. The homework/tutorial hour occurs either following the sign-in and snack time or after the main group activities. At least one third of the scheduled activity groups or classes are academically based with such offerings as Computer Math, Fantasy Football on the Internet, The Golden Treasure Chest Reading Program, World Culture and Geography, Play Production, Math Wizardry, Accelerated Reading and Horticulture. In addition, a pool of Specialists is retained to implement workshops in interests such as Percussion, Aroma Art, Self-Esteem and Grooming. Parent Action Committees (PAC) are in place at each site and are scheduled to meet at least twice during the program year to discuss relevant issues. The PNA Board of Directors consists of nine voting members: four members from the public sector, including one staff person from Metro School Department of Community Education, two principals from PNA sites, one staff person from that department of Metropolitan Government serving as fiscal agent; two members of Tying Nashville Together congregations who have helped develop PNA; and three parents of children enrolled in PNA. The board also includes two non-voting members, the Director of PNA and one PNA Site Director. The board meets at least twice during the program year. PNA was extremely fortunate to have a first year evaluation performed by the Vanderbilt Institute of Public Policy. The report indicated that PNA was rated highly by parents, teachers and children and addressed and served critical needs in each community. Significant changes in children's attitudes, classroom behaviors, social skills and homework performance were clearly indicated. Project for Neighborhood Aftercare does not discriminate on the basis of race, color, national origin, sex, handicap, or age. |
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