Download - ACES Comm Mtg 5 24 12 final - University of Oregon · 2015. 7. 28. · Compression Planning Summary Report – June 1, 2012 – Page 2 of 15 Table of Contents Session!Participants

Compression Planning Summary Report – June 1, 2012 – of 15

May 24, 2012

Richland School District Richland, WA

Designed and Facilitated by: Erich Bolz, Gail Ledbetter and Bonnie Wickler

Focusing & Coordinating a Birth – 3rd Grade

Community System


Table of Contents Session Participants -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 3 Background and Purpose -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 4 Brainstormed ideas about how people can help/contribute toward this initiative -‐-‐-‐-‐-‐-‐ 5 By September 2013 what will we have accomplished? -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 6 What would the success indicators (evidence) be within the first 100 days of the project? (How will we know we have hit a home run? -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 7-‐9

• Top Ideas from each table -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 7 • Additional ideas from each table -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 8-‐9

Ways I can help to build this project -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 10-‐12 Key Session Deliverables “Top Ideas” -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 13 Action Plan -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 14 Communication Plan -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 15


Participants

Brian Ace, Boys & Girls Club Jim Amend, Southside United Protestant Church Todd Baddley, Richland School District Gordon Beecher, City of Richland Kathy Beecher, Tri-‐Cities Prep Karen Bjur, Liberty Christian School Nicki Blake, Richland School District Erich Bolz, Richland School District Samantha Bowen, ESD 123 Jim Bruce, Richland School District Kelly Buchanan, Christ the King Jim Busey, Richland School District Bobbi Buttars, Richland School District Mandy Cathey, Richland School District Charity Cree, Mid-‐Columbia Library Rick Donahoe, School Board Erika Doyle, Richland School District Michelle Fickle, Richland School District Jolene Frisbie, Richland School District Jenny Fulton, Children’s Garden Julie Funfar, Champions Carrie Green, 3 River’s Community Foundation Mary Guay, School Board Mike Hansen, Richland School District Beth Harrington, Richland School District Elizabeth Heaston Thompson, Heaston

Thompson Vision Clinic Karen Heaston, Heaston Clinic Suzanne Heaston, Bechtel National, Inc. Jerry Holloway, Washington River Protection

Lorri Hope, Childcare Association Rick Jansons, School Board Gail Ledbetter, Richland School District Susan Leschinski, Department of Early Learning Chandra Markel, Parent Shane Markel, Tony Roma’s Restaurant Kerri Mathis, Richland Education Foundation Lori McCord, Richland School District Kathy McMullen, Ben-‐Franklin Transit Marc Nelson, Richland School District Steve Overton, Bechtel National, Inc. Sandy Owens, Benton-‐Franklin Health Dept. Rhonda Pratt, Richland School District Kelly Reed, Richland Public Library Cheryl Ricketts, Seattle Children’s Tri-‐City Clinic Shantel Rivera, Richland School District Paul Roy, Realtors Association Brenda Russie, Richland School District Brian Sites, Richland School District Jim Skucy, Benton-‐Franklin Head Start Lara Stark-‐Wickman, Richland School District Paul Strand, WSU-‐TC Suzanne Suyama, Childcare Resource & Referral Sharon Teats, Liberty Christian School Tom Tierney, Dairy Queen Randy Way, Sylvan Learning Center Karen Weakley, Weakley Consulting Beverly Weber, United Way Bonnie Wickler, Richland School District

Facilitators: Erich Bolz

Gail Ledbetter Bonnie Wickler


Focusing & Coordinating a Birth – 3rd Grade Community System

Overall Purpose of Today’s Session

To design a roadmap and

galvanize support for a full and sustainable

implementation of a Community-‐Wide Birth-‐3rd Grade

Educational System

By September 2013 what will we have accomplished?

Background

Students are not ready for school

Children who start behind academically have a difficult time

catching up Intensive

intervention is costly and does not ensure

“catching up”

Nearly 11 million American children under 5 spend part

of their day in childcare

To get all of us on the same page, heading the same

direction

Purpose of Today’s Session

To understand our common work

To get 30-‐40 great

ideas to serve as a foundation of our

action plan

Non-‐Purpose of Today’s Session

To seek community assistance in

operationalizing our plan

To complete this plan

What would the success indicators (evidence) be within the first 100 days of the project? (How will we know we have hit a home

run?

Ways I can help to build this project

Top Ideas

Tasks

Who Will Do It/ Deadline

Expected Results

To wring our hands about things we cannot control

Background, Continued

To talk about other RSD initiatives

Nearly 4 classrooms of kindergartners across RSD show up at risk and have had

no access to preschool

More community outreach is needed -‐ philanthropy as well as volunteerism Two years of planning and

research on the part of administrators in

our district (Washington State Leadership Academy Team) has shown this is a critical area

to address

Social skills are the number one reason supporting long-‐term employment or the reverse: Longitudinal

research shows the importance of

cognitive and non-‐cognitive skills

The 2005-‐06

Superintendent’s Task Force identified the weakness in our

programming, particularly related to children of need


Brainstormed Ideas about how people can help/contribute toward this initiative:

• Assist with cost • Staffing • Materials • Training • Resources • Partner with school district – be identified as an ACES supporter • Child training • Purchase supplies and resources • Professional development of preschool teachers and parents – dollars and training • Build capacity in their working environment • Help deliver strategic resources • Help define what we need to make this work


Topic Card #1 – By September 2013 what will we have accomplished?

1. Engage and involve families (45) 2. Identify children who are not in any part of the system (23) 3. Provide parents resources (public service announcements, website, newspapers,

classes, school offices, businesses) (21) 4. Clearly communicate standards for kindergarten readiness (20) 5. Create and provide training for childcare providers (19) 6. Provide one full time employee/coordinator for ACES (17) 7. Create benchmarks for each age [newborn, 1, 2, 3, 4, etc.] (20) 8. Identify specific best practices and providers that use them (10) 9. Develop partnerships with heath care providers (10) 10. Articulate a plan for parent education (9) 11. Communicate what programs are available (7) 12. Identify partner childcare /preschool centers serving a majority of these kids (6) 13. Create an awareness (understanding need) with parents (6) 14. Provide information on how parents can connect with community resources (6) 15. Provide speakers to light a fire under parents/community (6) 16. Engage business leaders to support the initiative (6) 17. Provide free childcare for those in need during evening professional development

/training opportunities (pre-‐k); include extended learning opportunities for K-‐3 students (6)

18. Support early childhood providers (Early Achievers) (5) 19. Invite others to help ACES (expand stakeholders) (4) 20. Create a sense of urgency (responsibility) (3) 21. Implement partnerships to tabulate information (pilot program) (3) 22. Provide flexible childcare (day/night) (3) 23. Provide list of health care resources (free screenings, etc.) (3) 24. Create collaborative ownership of ALL kids and the outcome 25. Use media to communicate success 26. Engage America’s Edge (national program) 27. Identify and connect with one person 28. Build an understanding of parent survival, poverty and it’s neurology 29. Educate the school secretaries and counselors 30. Define the different levels of audience. Define “ready” and “success” (variety of

parents) 31. Connect to Adult Basic Education and GED programs 32. Grant writing 33. Connect with Pasco and Kennewick -‐ NNPS


Topic Card #2 – What would the success indicators (evidence) be within the first 100 days of the project? (How will we know we have hit a home run?)

Top Ideas

1. Establish a 3-‐5 year action plan including vision, mission, and goals 2. Identify and connect resources 3. Investigate and identify successful programs 4. Motivational messages to empower parents who need support (Radio) (Love, Talk,

Play) 5. Develop resource guide to be given to parents at hospitals/medical offices (videos at

each site) 6. Identify who is the one contact person for the district 7. Inform the community of the consequences for poor academic outcome 8. Identify children who are in the 42% (Child Find) 9. Decrease in students not ready for kindergarten by 21% (320 children) 10. List of resources available at doctor’s offices, community centers, grocery stores,

Goodwill, food banks, churches, etc. 11. Building a resource pool that parents can find 12. Establish milestones for the next year – 5 years 13. Create community comprehensive plan branded 14. Establish 1 FTE – communication coordinator in the district to be a central intake hub

coordinating resources in the community (211) 15. Assessment of resources available in community 16. Use Public Service Announcements (PSA) 17. Develop a communication plan 18. Engage the public to identify potential high risk children – clergy, businesses,

neighbors, medical providers… 19. Set up an escrow account and generate our $ amount goal 20. Compile community resources already available – Asset mapping 21. Make contact with Benton County health care and social services providers – compile

a list of services 22. Identify additional community partners who can support the plan 23. Find the trusted messengers (who will the parents, audience, etc. listen to?) 24. Identify what kinder readiness would look like 25. Contact pediatricians to give information 26. Identify existing resources – create a directory 27. Make early learning standards accessible to parents (language) 28. Identify/hire one specific contact person to act as a contact or bridge between district

and business/childcare facilities


Topic Card #2 – What would the success indicators (evidence) be within the first 100 days of the project? (How will we know we have hit a home run?) Table Groups

1. Send an ACES team to the Starting Strong Conference in Vancouver – August 2012 2. Identify specific skills focused on in preschools 3. Develop quadrants to target the 42% and a systematic way of providing support and

instruction 4. Disseminate school readiness benchmarks 5. Develop a visual and/or communication plan 6. Develop a strategic plan that will increase % of children kinder ready 7. Identify a marketing strategy and a plan to identify children and parents 8. Engage media to join in our partnership to raise awareness 9. Develop a scope and sequence and deliver to day care and preschools 10. Schedule for training standards 11. Get standards on small paper, bulleted 12. Bring resources to parents 13. Look for funding sources 14. Spend time creating a plan to pool resources 15. Produce positive partnerships with parents who have had negative school experiences

(make schools a safe place) 16. Raise awareness for workplaces to allow parent participation 17. Make children interested in participating 18. Create creative partnerships (break down barriers) 19. Open the schools to families (high volume of participation) 20. Market, market, market 21. Figure out different messages for different groups 22. Simplify key messages and figure out how to get them out (“Read 20 minutes a day”) 23. Provide/host booth at the fair, library, etc. 24. Identify levels of quality they can expect – don’t have to settle for less 25. Prioritized list of information to be disseminated to parents 26. Educate the public about licensed v. unlicensed childcare 27. Know the audience 28. Identify information that needs to be shared with parents 29. Transmit (give) – disseminate information to parents 30. Engage at-‐risk families 31. Engaged regular free media agreement 32. Identified businesses with resources to donate 33. Have parent mentors by request 34. Have identified strategies for child find 35. Awareness of readiness indicators (parents included) 36. Have held a follow up (2nd) meeting including all childcare and preschool providers 37. Know the licensed childcare providers in each elementary catchment zone –

communicate with them (us). 38. Have all elementary secretaries in communication with community action and CCR&R 39. Have every k child matched with a peer mentor


40. Include families in a follow-‐up meeting plan 41. Appoint a community spokesperson with referent power 42. Have a district wide universal k entry form of preschool skills 43. Establish parent engagement flyer in business community wide 44. Send elementary newsletters to childcare providers in the catchment zone 45. Identify volunteers as advocates 46. Successfully identify and reach-‐out to our under-‐identified families/cultures 47. Increase in (Arc, Head Start, ESD123, etc.) number of children accessing services 48. Identify who is participating in “Early Achievers” 49. Evidence of the infrastructure – support people in children’s lives 50. Finding a parent program that would educate all parents (READY!) 51. Incentives for parents to attend informational nights (PD) (Yoke’s fruit and veggie

voucher) 52. Launch a pilot program at River’s Edge 53. Identify targeted neighborhoods with at risk families 54. Build partnerships with organizations that are already reaching target population 55. Have trainings set for parents with initial EL education 56. Begin a community messaging campaign 57. Expanding the United Way’s OBCW program (to targeted populations) 58. Provide training for day care providers (targeted audience) 59. Collaborate with all school districts in the area 60. Distribute fliers in area businesses 61. Develop centralized info link on RSD website 62. Distribute posters/placards that identify readiness targets / goals for parents 63. Educate and train our school secretaries to address early childhood resources for

parents 64. Develop social regulation skills need for families 65. Unsolicited requests from at-‐risk parents 66. Get the ACES acronym out to the community 67. Connection with day care and health care providers 68. Connect with food banks, shelters, parent policy council 69. Provide Stars Training for daycare providers to earn credit and learn about ACES 70. Improve parent awareness of k readiness 71. Educating parents 72. Develop parent mentoring system 73. Establish a communication system (parents, childcare, etc.) 74. Improve child/parent find system 75. Develop vision, mission, and goals 76. Learn about what is already in place here (directory system) 77. Invent centralized hub 78. Ensure ACES group commitment continues with momentum 79. Community field trips for enrichment / exposure for at risk kids – scholarship based on

need 80. Mentoring program for parents 81. Communicate through childcare providers 82. Great speaker/topic – Mind in the Making book by Ellen Galinsky


Topic Card #3 – Ways I can help to build this project. . .

Leverage community resources Provide needed training Make contacts with faith based communities for this project (preschools and partnerships) Build preschool partnerships Work on ideas for distributing pre-‐k readiness standards Provide funding resources Provide informative tours of our schools for business folks Provide communication resources through Bechtel / CBC Foundation Facilitate community partnerships outreach I would recommend the district look at The Campaign for Grade Level Reading Awareness of REACH OUT & READ Facilitation of DOLLY PARTON IMAGINATION LIBRARY Delivery of READY FOR KINDERGARTEN if district desires Access to literacy resources, parent trainings, and community resources First year teacher library Ready! Team Read Support K-‐3 programs and teachers Build community wide marketing efforts Fund and deliver marketing Partner to teach parents/childcare providers Help deliver the message Private business tagging their advertisements with community messages Communicate regularly with school community (events, newsletters, etc.) Volunteer / assist in ACES project Help with marketing Suggest contact Cindy Rasmussen at New Horizons school in Pasco. She lives in Richland and is passionate about teen parents Attend think-‐tank meetings, workshops Help educate public about licensed childcare – be a resource /contact person Spread the word about DEL’s Early Achievers (Quality rating and improvement system) Align ACES with statewide P-‐3 work underway at OSPI, in partnership with DEL, Thrive by Five and the Gate’s Foundation Align ACES with WaKIDS – Early Learning Collaboration component Engage SE WA Regional Early Learning Coalition – raise awareness locally and regionally Garner support from the other Richland Optometrists as volunteers for either program implementation or InfantSEE program Develop clear annual benchmark indicators that will be used to communicate the ACES program impact to all stakeholders. Emphasis on communicating impact to families in poverty Community roll out day – local media, fun activities Incorporate this project into the City of Richland Strategic Plan (2020 Vision) Expand this project to include Parochial Schools (ex. Christ the King) Pass out information to all pediatric healthcare providers regarding the program details Provide program materials (when ready) to local employers for “incoming parents” Assist in Child Find – ID of additional stakeholders (community)


Communicate the talking points to teachers at my school (and other schools in RSD). They might know of other key stakeholders Could help put early learning guidelines booklet in the baby go home from the hospital bags Can volunteer time to input data into a data base of emails of community members interested in group communication Connect with providers in my school zone to increase awareness of initiative I can help coordinate kindergarten teachers, childcare providers and preschool teachers for tea and crumpets Training for preschool providers Arrange for Steve Leahy (America’s Edge) to make site visit to Tri-‐Cities – connect with ACES I know many volunteers in community to help with kids Info on FCRR Phonemic Awareness / Training Scholarships provided to students in return for service provided to community or business – Catholic HS Educate and provide information on vision development necessary to have the skills needed to be able to learn effectively once in kindergarten Help with pre-‐k to kindergarten transition for Head Start. Evaluate and try to reverse Have childcare program up and running at River’s Edge and begin work on 3-‐4 program Provide early learning education to parents for free Work with Our Babies – can’t wait to do education for parents Connect our parents with lower income families Distribute / communicate needs to our families Willing to help in any way we can Provide volunteers to participate in programs – teachers, high school student helpers Provide a facility for training if needed Be a neighborhood center resources Feature information about the program in employee newsletter at Bechtel’s VIT plant project Help with assessment of pre-‐k to kindergarten transition and school success Volunteer my time reading with children and training parents Open our facilities for free use to organizations that share a vision to bring physical, mental and spiritual health to our community Provide communication about program at the Jefferson School site for the Reading Foundation I could be a resource for members of Christ the King parish. Focusing on ECE, resources available in the community and what RSD kinder expectations are Assist in training for childcare providers I will distribute info (posters, flyers, etc.) to establishments frequented by at-‐risk parents (Bars, convenience stores, etc.) The Richland Education Foundation will review its bylaws to consider accepting and funding grant requests from program partners that are not of RSD My company Townsquare Media, will run radio PSAs Provide information to families at Seattle Children’s Tri-‐Cities clinic Identify families who may want to participate in development of program For myself, participate in development and implementation of program Work with schools to provide information for new parents who come to schools (flyers, info, pamphlets, resources, etc.) Distribute informational flyers to community agencies, businesses and places that may be frequented by young/new parents I would be a part of this group (not the chair)


Work on Early Childhood Educators Training element. STARS Take already existing training event (fall conference) and make kindergarten readiness the umbrella theme Promote mission/vision with/among the private preschools in Richland through the Benton-‐Franklin Early Learning Alliance Act as resource to connect with families in poverty Offer professional development for early learning providers on K readiness skills in all developmental areas Contact RSD Music and Art Departments to help with posters or music (jazz, rap) kid driven look for cool and hip As a funder, we can provide dollars for innovative and collaborative projects We can convene community conversations on the issue and communicate to the community the needs and successes and garner even more support Volunteer as mentors to K-‐3 kids, or even to new parents Provide research-‐based information regarding parent-‐infant interaction, relationship building, brain development, executive brain function development WIC has access to pregnant women and children / low-‐income and could be a referral source The library can let the group know what resources and services we provide to the community. Hopefully to make that info available to people who really need it. April Ottey – teachers at alternative school in Pasco – supports ECE, access to teen parents [email protected] Partner to Provide Plan and Learn Groups for at risk children that are not in formal care/ed. situations. We have $ beginning 7/1/12 Identify childcare providers in Richland and engage in the project. Disseminate info to childcare providers Define potential financial partners for private/public relationship Whatever Todd Baddley or the district needs Continue to reach out to community partners to educate them about the importance and need to address the issues of ECE


Key Session Deliverables “Top Ideas”

At the meeting on May 24th the following ideas were shared to answer the question: By September 2013 what will we have accomplished?

Response Tasked to Staff

Member Resources Steering

Committee ACES

Initiative

Engage and involve families (45) ü ü Identify children who are not in any part of the system (23) ü ü Provide parents resources (public service announcements, website, newspapers, classes, school offices, businesses) (21)

ü ü

Clearly communicate standards for kindergarten readiness (20) ü ü Create and provide training for childcare providers (19) ü ü ü Provide one full time employee/coordinator for ACES (17) ü

Define benchmarks for each age [newborn, 1, 2, 3, 4, etc.] (20) complete

Identify specific best practices and providers that use them (10) ü ü ü Develop partnerships with heath care providers (10) ü ü Articulate a plan for parent education (9) ü ü ü Communicate what programs are available (7) ü

Identify partner childcare /preschool centers serving a majority of these kids (6) ü

Create an awareness (understanding need) with parents (6) ü ü

Provide information on how parents can connect with community resources (6) ü

Provide speakers to light a fire under parents/community (6) • Dr. Joe Martin 8/21/12 @ 7:00 p.m. – RHS Auditorium

ü

Engage business leaders to support the initiative (11) ü ü ü ü Provide free childcare for those in need during evening professional development opportunities (pre-‐k); include extended learning opportunities for K-‐3 (6)

ü ü

Support early childhood providers (Early Achievers) (5) ü

Invite others to help ACES (expand stakeholders) (4) ü ü

Create a sense of urgency (responsibility) (3) ü

Implement partnerships to tabulate information (pilot program) (3) ü

Provide flexible childcare (day/night) (3) ü

Provide list of health care resources (free screenings, etc.) (3) ü

Create collaborative ownership of ALL kids and the outcome ü

Use media to communicate success ü Engage in national programs (i.e. America’s Edge, United Way) ü ü Identify and connect with one person ü

Build an understanding of parent survival, poverty and it’s neurology ü ü Educate the school secretaries and counselors ü

Define the different levels of audience. Define “ready” and “success” ü Connect to Adult Basic Education and GED programs ü ü Grant writing ü ü Connect with Pasco and Kennewick -‐ NNPS ü


Action Plans

Tasks Who Will Do It/ Deadline Expected Results

Update/ Status

Hire staff Dr. Busey / TBD Begin Project

Complete the Plan Staff, Erich Bolz /TBD Initiate plan and engage stakeholders

Identify Steering Committee Members

Staff, Erich Bolz /TBD Review and monitor the ACES project

Engage in the work Staff / TBD Improve early childhood readiness


Communication Plan

To be completed with the Action Plan Who Needs to Know What They Need to

Know Who Will Tell them

How Will We Tell Them

Deadline