Proposed Strategic Initiatives
CY 2007/FY 2008

A Report From the State School Readiness Board to
Governor Janet Napolitano
January 16, 2007

Based on proposals from the:
Members of the State School Readiness Board, Healthy Child Collaborative,
Professional Development and Articulation Task Force,
Quality Rating Expansion Team,
the Arizona Early Education Funds and the Head Start-State Collaboration Office

State School Readiness Board
Governor Janet Napolitano
Office for Children, Youth & Families
1700 W. Washington, Suite 101
Phoenix, AZ 85007
(602) 542-3620 - kortiz@az.gov

Table of Contents

Background
Outcomes Summary for the Governor’s School Readiness Action Plan Initiatives CY 2006
CY 2006 Progress Narrative
Ready Families
Ready Programs and Schools
Ready Teachers
Ready Communities
Projected Outcomes and Proposed Strategies for CY 2007
Proposed Strategies
Ready Families
Ready Programs and Schools
Ready Teachers
Ready Communities
Acknowledgements
School Readiness Board Roster
Committee Rosters

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Background
The State School Readiness Board (SSRB) was established by Executive Order to develop a coordinated,
efficient, and cost effective delivery system for early childhood education in Arizona through the following
strategies:
•
•
•
•
•
•

Advise the Governor, Superintendent of Public Instruction and the State Legislature on the most
effective policy direction and methods to improve the coordination, quality and delivery of early
childhood education.
Recommend a multi-year plan on how early childhood education functions in state government can be
coordinated and integrated to improve service delivery, quality of care, avoid duplication and
fragmentation of service and maximize public and private investment.
Identify and recommend methods to measure quality, availability and effectiveness of early childhood
education programs in Arizona.
Identify and measure indicators of school readiness.
Track state, federal and local monies allocated for early childhood education and recommend
mechanisms for enhancement, integration and coordination.
Provide technical assistance to community efforts that enhance school readiness and encourage
collaboration of organizations to promote school readiness.

During 2003, the SSRB convened 144 people who served on five Policy Work Groups (New Initiatives/
Financing, Program Coordination/Governance, Health Care, Quality & Cost, and Professional
Development) to develop the recommendations on how to develop an early childhood education system for
the state of Arizona. These recommendations were sent to Governor Janet Napolitano on November 18,
2003.
The recommendations were the basis for Governor Napolitano’s five-year, School Readiness Action Plan,
which envisions an Arizona where all children begin 1st grade safe, healthy and ready to succeed. Governor
Napolitano presented the plan to the SSRB on January 22, 2004.
In the 2004 State of the State address, Governor Napolitano outlined an early education agenda which
included the phase-in of full-day kindergarten, increasing well-child health screening and immunizations,
developing a quality rating system, increasing funding for child care, creating scholarships for early
childhood education teachers, designing a master teachers program, emphasizing early literacy and
additional funding for Healthy Families.
To further develop the components of the School Readiness Action Plan, the Governor asked the SSRB to
convene Implementation Teams to determine the specifics on moving forward. At the end of 2004, the
SSRB Implementation Teams provided Governor Napolitano with suggested strategies to phase-in a quality
rating system, child care health consultants, an early childhood scholarship program, and improved health
screening. In addition, the SSRB recommended expanding preschool, improving the rate paid to providers
for child care subsidies, and strategies to improve coordination and efficiency of existing early childhood
programs.
At the end of CY 2005, the State School Readiness Board reported progress on the strategies put forth in
CY 2004 to Governor Napolitano. Based upon the work of the Implementation Teams and related working
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committees in CY 2005, the SSRB Coordination Team suggested further enhancements and additional
strategies to Governor Napolitano in order to continue to develop a quality rating system, develop and fund
a child care health consultant network, expand an early childhood scholarship program, and increase
professional development opportunities for early childhood education teachers, improve the health of young
children, and increase the quality of early childhood education programs.

Outcomes Summary for the
Governor’s School Readiness Action Plan Initiatives CY 2006
On January 27th, CY 2006 the Governor met with the School Readiness Board to present the third year
phase-in of the School Readiness Action Plan. Due to the efforts of Governor Napolitano, the School
Readiness Board, and community members, the following was accomplished in CY 2006:
READY FAMILIES
Gave approximately 94,000 first grade students and 88,000 fourth grade students their own book.
Arizona Parents’ Kits pilot was completed and The Virginia G. Piper Charitable Trust began
distribution of 70,000 Parent Kits through area hospitals to all new parents throughout Maricopa
County.
The second annual AHCCCS Report Card on Children’s Preventive Health Initiative was released.
With AHCCCS, DHS, and the Academy of Pediatrics, 130 physicians were trained on the PEDS
developmental screening tool.
Twelve additional Child Care Health Consultants were trained, bringing the total number of
consultants in Arizona that are available to support child care quality to 47.
An additional 25 child care trainers were trained on increasing the knowledge and skills of child care
staff in the areas of children’s oral health and healthy weight.
State child care licensing staff were trained on best practices to support mental and emotional health
of infants and young children in child care.
READY PROGRAMS & SCHOOLS
Full-day kindergarten was expanded to school districts and charter schools for pupils who meet the
enrollment requirements for ADE kindergarten programs
Through a public/private partnership with the United Way of Tucson and Southern Arizona and the
Governor’s Office, 46 child care centers participated in a Quality Rating System pilot in Tucson;
improving the quality of care for approximately 3700 children.
Secured $400,000 to increase DHS licensing staff to reduce monitoring caseloads and reduce backlog
of annual inspections of child care facilities.
READY TEACHERS
With ASU, completed the Arizona System Ready/Child Ready final grant report for the U.S.
Department of Education and the summary update of project activities.
Implemented a demonstration project, utilizing funding from Workforce Investment, that expands
the statewide early education development scholarship (SEEDS) program by creating a linkage with
the Department of Economic Security (DES) Professional Career Pathways Program.

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CHASE Bank, a JP Morgan Company, funded years one (2005-2006) and two (2006-2007) of the
CHASE Early Education Emergent Leaders program.
Twenty-four early childhood practitioners graduated from the first year class of CHASE Emergent
Leaders; twenty-five additional early childhood education practitioners were recruited for year two.
The work of the Professional Development and Articulation Committee laid the foundation for the
articulation of course credits between Arizona community colleges.
The work of the Professional Development and Articulation Task Force was presented to the
Arizona Board of Regents, influencing their decision to develop a framework for a new early
childhood education associate degree leading to teacher certification.
READY COMMUNITIES
The Arizona Early Education Funds (AEEFs) distributed over $500,000 to fund six Regional
Partnerships; private funder, Phelps Dodge, funded two additional partnerships
Held a summit for state agency staff to support the expansion of Parent Led Community Action Teams
in support of the objectives of the Community Development Initiative
Received a National Governor’s Association Grant to conduct a Governor’s Early Childhood Summit
Received a grant by the National Technical Assistance Center (Smart Start) to create a technical
assistance plan for Arizona.
The following teams were charged with producing these outcomes: Healthy Child Collaborative,
Professional Development and Articulation Task Force, Quality Rating Expansion Team, and through the
Arizona Community Foundation, the Arizona Early Education Funds Board and its subcommittees.

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CY 2006 Progress Narrative
READY FAMILIES
Child Care Subsidies
Child care subsidies are provided to eligible working families and allow children from low-income families
to be in stable child care arrangements comparable to those used by families not eligible to receive child
care assistance under Federal, State or Tribal programs. In CY 2005, Governor Napolitano eliminated the
child care waiting list by adding $11.2 million dollars to the program. In CY 2006, the State School
Readiness Board (SSRB) recommended increasing the child care subsidy level to better reflect the current
cost of child care. Governor Napolitano increased the child care subsidy rate from the 75th percentile of the
1998 market rate survey to the 75th percentile of the 2000 market rate survey. The child care subsidy rate
increase to the 75th percentile of the 2000 market rate survey maintain the no waiting list status established
in CY 2005.
Child Care Health Consultants
In CY 2006, the SSRB recommended phasing-in Child Care Health Consultants (CCHCs) by supporting the
Department of Health Services’ (DHS) FY 2007 budget request for two additional CCHCs to begin a
statewide system. Child Care Health Consultants were not in the final FY 2007 budget.
To add to the pool of nurses and other health professionals trained to be health and safety resources for
early childhood practitioners; twelve additional health professionals were trained in the Child Care Health
Consultants curriculum.
Arizona’s sole, full-time CCHC, under contract to the State School Readiness Board and the Department of
Health Services, trained Department of Health Services child care licensing staff about child care
environments that support the mental and emotional health of young children. Trainings were also held on
nutrition and physical activity to combat childhood obesity and a train-the-trainer workshop on promoting
oral health for young children was provided to 25 early childhood trainers.
Child Care Health Consultants were also integrated into the Tucson implementation of the quality rating
system pilot through the United Way of Tucson and Southern Arizona.
The Arizona Health and Safety Policy Manual for Child Care Centers was published in early CY 2006 with funding
from The Virginia G. Piper Charitable Trust. An additional 600 manuals were printed in the last quarter of
CY 2006 for distribution to centers in rural Arizona communities using federal State Maternal and Child
Health Early Childhood Comprehensive Systems Grants funds. Over 900 Arizona Health and Safety Policy
Manuals for Child Care Centers have been distributed to date.
Health Screening & Assessment
Developmental screening by physicians/health practitioners is key to keeping children healthy by providing
guidance to parents and/or early intervention or treatment to help children be ready to succeed. The
Parental Evaluation of Developmental Status (PEDS) developmental screening tool was recommended and
adopted by the Arizona Health Care Cost Containment System (AHCCCS) as the screening tool most

6

amenable to use in busy physician practices. AHCCCS, its contracted Health Plans, and the Arizona
Chapter of the Academy of Pediatrics collaborated to provide training to physicians who began using of the
PEDS tool with AHCCCS babies discharged from a Newborn Intensive Care Unit as of January 1, 2006.
Through calendar year 2006, more than 130 physicians were trained.
The AHCCCS Report Card on Children’s Preventive Health Initiative was revised and reissued in CY 2006. This
report outlines the goals, baseline measures, and benchmarks to improve early childhood screening.
Infant/Toddler Mental Health
During CY 2006, the staff of the Department of Health Services Office of Child Care Licensing attended
16-hours of training on infant mental health conducted by the Arizona Infant Toddler Institute. This
information and skill building training session provided information on environmental conditions and
caretaker behaviors that support healthy emotional development of infants and toddlers.
Parent Education
In CY 2006, The Virginia G. Piper Charitable Trust completed the pilot distribution of the Arizona Parents
Kit. The evaluation of the Kit further validated that the information presented in the kits had a positive
influence on parents’ behaviors—especially regarding use of infant car seats and placing babies on their
backs for sleep. Distribution of the Kits to all parents of newborns in Maricopa began in November, 2006.
The Virginia G. Piper Charitable Trust will continue supporting distribution of the Kits in Maricopa County
through CY 2007 and CY 2008.
The Governor’s 2004 program to provide a book to Arizona children continued in 2006. Both Arizona first
and fourth grade students were given a book in 2006. The Seed and the Giant Saguaro was distributed to first
grade students and The Unbreakable Code was given to fourth grade students.
Family Support
For FY 2005, the Governor’s budget allocated $8.7 million to double funding to Healthy Families, a
successful home visiting program designed to help families at risk for child abuse and neglect develop good
parenting skills to nurture and protect their children. With these additional funds, seven new Healthy
Families teams were established during CY 2006. Two new Healthy Families teams were implemented in
Maricopa County, two in Pima County, and one each in Flagstaff, Sierra Vista, and Yuma .
READY PROGRAMS AND SCHOOLS
Full-Day Kindergarten
The FY 2007 budget supported by the Governor and adopted by the Legislature included significant new
funding for full-day kindergarten. The allocation, $160 million over two years, made full day kindergarten
available on a voluntary basis to all families within school districts or charter schools that offer full-day
kindergarten. Budget Bill 2874, signed by Governor Napolitano on June 21, 2006, stipulated that a school
district or charter school may offer full-day kindergarten instruction to pupils who meet the enrollment
requirements for Department of Education kindergarten programs.

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Licensing
The FY 2007 budget included an additional $400,000 for the Arizona Department of Health Services,
Office of Child Care Licensing. The funding includes 8.5 additional employees, bolstering the
Department’s ability to conduct timely and thorough child care facilities inspections.
Quality Improvement
The SSRB recommended that initial implementation of a quality improvement system begin with building
the base, which includes child care subsidies, licensing, and wages. During Budget negotiations, Governor
Napolitano was successful in eliminating the waiting list for child care subsidies. Additionally, a plan was
developed to phase in an increase in the number of licensing surveyors to a 1:50 ratio over a three period.
In the FY 2007 budget 6.5 child care licensing surveyors, 1 team leader and 1.5 support staff were added to
the Office of Child Care Licensing.
The Governor asked the Children’s Cabinet and the SSRB to oversee a public-private partnership with
United Way of Tucson and Southern Arizona which received a federal Early Learning Opportunities Act
(ELOA) grant to pilot a quality rating system. The Tucson pilot quality rating system began with 50 child
care centers and, due to some attrition, is now at 46 centers. The pilot began February 2005 and ended in
August 2006. The positive impact of this project is 46 more centers moved toward national accreditation
and the quality of care for approximately 3700 children in primarily low-income communities was
improved.
Early Childhood Block Grant
Approximately 4,200 children in Arizona are enrolled in preschools run by school districts funded by the
Early Childhood Block Grant (ECBG). School districts provide early childhood education programs on site
or subcontract with private preschool providers. Block grant preschools serve three to five year-old
children who are statistically at risk of failing school. The ECBG funds, state general fund dollars, may be
used by school districts to operate preschools, support full-day kindergarten, and other K-3 enhancements.
For fiscal year 2007, $19.45 million, was allocated for ECBG programming.
Head Start-State Collaboration Office
In CY 2006, Head Start programs continued to participate in the committees and work groups of the School
Readiness Board. Head Start program representatives exchanged information and shared resources on
professional development, community assessment, and health issues including oral and mental health.
Additionally, Head Start sites participated in the quality rating system piloted in Tucson through the United
Way of Tucson and Southern Arizona.
The Quality Rating Expansion Team of the State School Readiness Board focused on finalizing a statewide
quality improvement model. In working with the Head Start-State Collaboration Office, the team explored
other state models that integrate Head Start program attributes (such as Head Start Performance Standards
and use of the Program Review Instrument for Systems Monitoring-PRISM tool) as a possible rating
identifier. Final implementation procedures for integration of these Head Start systems into Arizona’s
Quality Rating tool will be determined in CY 2007.
The Head Start-State Collaboration Office continues to support and make progress in the areas of health and
welfare of low-income children and their families. In CY 2006, the Head Start-State Collaboration Office,
in partnership with the Governor’s Task Force on Earned Income Tax Credit and the Arizona Head Start

8

Association, completed outreach and education efforts for low-income families at Head Start sites
throughout the State.
During CY 2006, programs, education, and service improvement for children with disabilities was
addressed by the Early Childhood Inclusion Coalition and the Head Start State Collaboration Office. Work
by the Early Childhood Inclusion Coalition and Head Start State Collaboration Office continues into CY
2007.
The Head Start-State Collaboration Office and the Head Start Association assisted in the distribution of the
Arizona Health and Safety Policy Manual for Child Care Centers. Specialists in Head Start programs distributed
250 manuals to child care centers and other early childhood programs. In supporting the use of the Arizona
Health and Safety Policy Manual for Child Care Centers in early childhood education programs and centers,
Head Start Health Specialists received training in Child Care Health Consultation through the state project
of the School Readiness Board.
The Head Start-State Collaboration Office and Head Start programs continue to support and participate in
the Emergent Leaders project during CY 2006.

READY TEACHERS
Professional Development
Scholarships: The Arizona System Ready/Child Ready (AzSRCR) project, a professional development and
scholarship program for early childhood education professionals enrolled in community college coursework
and related professional development activities, concluded in CY 2006. During the project’s two years of
professional activities and year of evaluation and assessment, Arizona System Ready/Child Ready (funded
through a $1.6 million U.S. Department of Education grant) brought together the talents of the State
School Readiness Board (SSRB) and Arizona State University’s College of Education’s Early Childhood
Education Department to address Arizona’s shortage of qualified early childhood teachers by developing an
integrated system of early childhood teacher education and professional development opportunities and
enhancing collaboration and participation for early childhood teacher education and professional
development opportunities through collaboration among the SSRB, Arizona State University, and
community colleges. Three hundred and seventeen (317) early childhood practitioners, mostly classroom
assistants and aides, were enrolled in college courses during the grant period.
Because AzSRCR was designed to address barriers faced by adult students in the early care and education
workforce force, the Professional Leadership Implementation Team of the SSRB recommended that the
Scholarships for Early Education Development (SEEDS) Program, funded with $683,000 of Governor’s
Discretionary Workforce Investment Act (WIA) Set Aside funds, build upon the lessons learned from the
AzSRCR project. During CY 2005 and CY 2006 WIA funds were distributed to Cochise College in
Cochise County, Arizona Western College in Yuma County, the Office of the Pima County School
Superintendent, Yavapai College in Yavapai County, Mohave College in Mohave County, and United Way
of Tucson and Southern Arizona (for participants in Tucson and Maricopa county). Central Arizona
College also received funding in 2006 to link SEEDS to the DES Professional Career Pathways Program
and to fund coursework for early childhood education practitioners in Maricopa, Yuma, Pinal, Apache,

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Yavapai, Greenlee, Gila & Graham Counties with the intent of expanding SEEDS scholarships to additional,
underserved areas of the State. The Arizona System Ready/Child Ready project concluded in CY 2006.
Training/Wage Incentive: In CY 2005/CY 2006, committee members who were instrumental in developing
the framework for a statewide scholarship program, began looking at training issues as they contemplated
ECE wage incentives. The committee’s research included trainer qualifications and strategies to strengthen
the quality of training available to early care and education practitioners while beginning to improve
alignment of trainer qualifications with community college requirements for occupational course
instructors. They proposed that S*CCEEDS adopt a new tiered system for registered trainers: a tier I
trainer would remain unchanged from the current S*CCEEDS Level III Trainer; however a new Type II
trainer would be required to have an Associates degree, a specific number of years working with children or
in a topical area such as pediatric nursing, and training/education in adult learning strategies.
To increase the level of education of the early childhood education workforce, and to reduce turnover in
the field and within individual programs, the committee also explored incentives for attracting and retaining
individuals to the profession. Several states offer strategies that Arizona might use to provide ongoing wage
supplements for retention in the field, retention at the program level and for increased education
Leadership Development: Since the launch of the Arizona’s Early Education Emergent Leaders program in
October, 2004, eighty Emergent Leaders have participated in this statewide leadership development
program designed to intentionally build leadership skills among Arizona’s early care and education
practitioners. Emergent Leaders reflect the cultural and geographic diversity of the children and families in
Arizona early childhood education programs. The first cohort (2004 – 2005) was a partnership of the
SSRB, Head Start Collaboration Office, Head Start Association, and Southwest Human Development, and
was funded with supplemental funding from the federal Head Start Bureau and enrolled 30 Emergent
Leaders. The second and third cohort groups (2005–2006, and 2006–2007) each enrolled 25 Emergent
Leaders in a program that progressively expanded the earlier concept to increasingly focus on state early
childhood education experts and speakers and to link leadership to quality programming. The second and
third cohorts were funded through a contribution from CHASE Bank, a JP Morgan Company, to the
Arizona Early Education Funds.
A crucial component for each cohort group is the professional development support that each Emergent
Leader receives from a practicing mentor with expertise in early childhood education. Additionally, each
Emergent Leader engages in professional development activities with prominent local, state and national
early childhood education experts and leaders that challenge perceptions, abilities and professional growth.
The first class of Emergent Leaders graduated in June,2005; the second class, in June, 2006; and the third
will be graduating in June, 2007.
Articulation: Since 2004, the Professional Development and Articulation Task Force, a committee of the
SSRB charged with facilitating and enhancing professional development of Arizona’s early childhood
education workforce, has persistently faced the difficult challenge of histories, relationships and territory to
address articulation within the community college system and between the community college system and
the university system. In CY 2005, this committee conceptualized the post-secondary career pathways in
Arizona for early childhood education practitioners. In CY 2006, committee work extended to the
development of baseline courses that could articulate between the Early Care and Education/Child and
Family Studies programs at a majority of the community colleges. The committee also attained the support
of the Early Childhood Education Articulation Task Force of the Arizona Board of Regents to move forward
10

with the development of a course of study at the community college level that would articulate, in its
entirety, to bachelor degree coursework and teacher certification from the public university system.
Reports: In CY 2005, Children’s Action Alliance, with support from the Association of Supportive Child
Care and the School Readiness Board, released Compensation & Credentials: A Survey of Arizona’s Early Education
Workforce, a baseline analysis upon which the wages and educational levels of Arizona’s early childhood
education teachers in licensed child care programs in Arizona is assessed. The SSRB began preliminary
planning for the next Compensation & Credentials survey in 2006.
Upon the conclusion of the Arizona System Ready/Child Ready project, a final grant report to the U.S.
Department of Education regarding project activities was completed with ASU. Additionally, a summary
update on Arizona System Ready/Child Ready was completed at the end of 2006.
READY COMMUNITIES
Public-Private Partnerships
The Arizona Early Education Funds (AEEF) were created as part of the Governor’s School Readiness Action
Plan to build the capacity of local communities to provide quality early childhood education. The funds
were established at the Arizona Community Foundation in partnership with the Community Foundation for
Southern Arizona and the United Way of Tucson and Southern Arizona.
AEEF was tasked with raising private donations and galvanizing the business community in support of
quality early childhood care and education at the local level. AEEF is helping build an early education
infrastructure by providing seed money to support the creation of regional partnerships or expand the
capacity of partnerships that already exist.
These regional partnerships are meant to mobilize entire communities around quality early care and
education, and are made up of local stakeholders including parents, child care providers, health
professionals and representatives from public schools, business, local government, philanthropy, the faith
community and law enforcement. Modeled after the North Carolina Smart Start effort, each regional
partnership identifies early care and education funding priorities based on local needs and assets.
In CY 2006, AEEFS issued a Request for Regional Partnership Proposals. Eight regional partnerships were
initially funded; an additional eight are currently in the application process. By funding this network of
regional partnerships, AEEF is building the infrastructure necessary to distribute the funds raised by
Proposition 203. An assessment is underway to determine how existing partnerships would need to adapt
in order to be eligible for Proposition 203 funding. Funding from the Ellis Center for Educational
Excellence is allowing technical assistants to work with the unfunded partnerships across Arizona to help
prepare them for the transition.

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Projected Outcomes and Proposed Strategies for CY 2007
The projected outcomes for CY 2007 are built on the work of the SSRB committees over the past three
years. In CY 2007, the School Readiness Board will continue advising the Governor, Superintendent of
Public Instruction, and the State Legislature on the most effective policy direction and methods to improve
the coordination, quality and delivery of early childhood education and health.
Under the four areas of focus outlined in the School Readiness Action Plan—Ready Families, Ready
Programs and Schools, Ready Teachers, and Ready Communities—the School Readiness Board has
developed eleven priority strategies for CY 2007 that are key to the maintenance and advancement of early
childhood education Arizona. These priority strategies aim to improve child health and access to care,
support families, enhance program quality, and address the shortage of qualified early childhood education
teachers. Additionally, the SSRB recommends supporting strategies that continue ongoing initiatives and
create linkages to and enhance the priority strategies.
READY FAMILIES
The early years of life build the foundation for the good health, emotional stability, social competence, and
cognitive ability that children need to succeed. Young children need screenings, immunizations, good
nutrition, and access to health and dental care to ensure they are healthy and developing as expected.
Parents need access to information and services so they can provide safe, healthy, enriching environments
for their young children.
Ready Families Priority Strategies
Expand developmental screening at well-child visits using the PEDS screen tool at 9,
18 and 24 months for children enrolled in the Arizona Health Care Cost Containment
System (AHCCCS).
Rationale: The American Academy of Pediatrics recommends that all infants and young children be
screened for developmental delays. Screening procedures should be incorporated into the ongoing
health care of the child as part of the provision of a medical home.1 Moreover, the use of
standardized developmental screening tools at periodic intervals will increase accuracy and increase
early detection of developmental delays.
For the past year, AHCCCS and the Arizona Chapter of the American Academy of Pediatrics have
been partners in a pilot project to increase screening for developmental delays. The pilot provides
the provision that AHCCCS pay an incentive reimbursement to physicians to conduct
developmental screenings of babies discharged from neonatal intensive care units. Physicians are
trained and reimbursed for using the Parents’ Evaluation of Developmental Status (PEDS)
instrument for these screening visits. PEDS has been shown to have adequate sensitivity,
specificity, validity, and reliability, and is standardized on diverse populations. The periodicity of
screenings conforms to the recommendations of the American Academy of Pediatrics.
1

American Academy of Pediatrics. July 2001, Developmental Surveillance and Screening of Infants and Young
Children. Pediatrics, 108:1 192-196.

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Screening of all babies at 9,18, and 24 months in covered by AHCCCS programs will substantively
increase the likelihood that babies will be diagnosed early for developmental delays. Waiting until a
child misses a major milestone, such as walking or talking, may result in late rather than early
recognition.
Estimated Cost: The 2008 Executive Budget recommendation for PEDS is for $4,205,700 Total
Fund (consisting of $1,405,700 General Fund and $2,800,000 Federal Match). That amount
assumes a 10/1/07 implementation date representing only 9 months of expenditure
Support continued coverage of Arizona’s KidsCare program and participate in the
effort to assure reauthorization of the federal SCHIP.
Rationale: As of November 1, 2006, 57,854 children and 14,314 parents were insured to receive
health care services under Arizona’s KidsCare program. Best estimates are that 250,000 children
continue to be without health insurance coverage. Reauthorization makes possible uninterrupted
coverage for children and provides the opportunity to reach those children eligible but not now
covered.
Estimated Cost: The Executive Budget recommends an increase of $28,892,300 in Total Funds in FY
2008 for Arizona’s share of the KidsCare program. This amount includes $8,402,900 from the
General Fund and $20,489,400 from the State Children’s Health Insurance Program Fund. It is
assumed that under reauthorization, the current 3-to-1 federal-to-state match requirement would
continue.
Expand the number of physician practices participating in the Reach Out and Read
program.
Rationale: Reach Out and Read (ROR) builds on the unique relationship between families and
medical providers to help families encourage early literacy skills so children enter school prepared
for success in reading. Currently, ROR in established in 112 clinics and hospitals and provides
books to approximately 80,000 children annually. ROR needs funding support to enroll more
doctors and nurses in low performing school districts and hard to reach rural communities.
Estimated Cost: An appropriation of $500,000 from the General Fund for FY 2008 will support the
purchase of books, training of doctors and nurses, transformation of clinic waiting rooms into
literacy-rich environments, dissemination of high-quality parent education materials, and
administrative costs.
Recommend funding to serve all families who are eligible for the Healthy Families
program.
Rationale: Evaluation of the Healthy Families program continues to document the efficacy of this
program in strengthening and stabilizing families, and reducing the stressors that can lead to child
abuse or neglect. Longitudinal evaluation shows that less than 2% of families that participate in the
program have a subsequent substantiated report of abuse or neglect. This proven prevention
program reaches approximately 17% of the estimated eligible population.

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Estimated Cost: The Executive Budget recommends continuing the $13,750,000 in Healthy Families
funding in FY 2008. This amount is unchanged from the FY 2007 budget requested.
Utilize the General Fund to index the child care subsidy to the 75th percentile of the
current market rate survey.
Rationale: Currently subsidies are paid at the 75th percentile of the 2000 market rate survey, six
years behind the true market cost of child care. In order to increase child care subsidies to the 75th
percentile of the 2006 market rate survey and then to index them to new surveys conducted every
two years, additional funding must be available and appropriated on an ongoing basis. If this does
not occur, the higher reimbursement rates could result in reducing the number of children
receiving DES child care assistance, reducing the number of child care providers willing to accept
the subsidy, and/or establishing a waiting list.
Estimated Cost: Cost for determining the cost of indexing the child care subsidy to the75th percentile
of the current market rate needs to be determined at a specific point in time for accuracy.
Ready Families Supporting Strategies
Expand well-child screenings and increase number and quality of medical homes
o Recruit physicians for a quality improvement project to increase pediatric practices selfidentifying as medical homes
o Establish partnerships to create or expand database (such as ASIIS) to capture well-child
visits, insurance status, screenings
o Increase routine dental screenings for pregnant women and children beginning at age one
Bolster health and safety practices in child care settings
o Distribute the Arizona Health & Safety Policy Manual for Child Care Providers to child care
providers statewide
o Recommend to ADHS child care licensing and DES certification regulations that will
achieve best practices in health, mental health, and safety practices in child care settings
o Identify structure and funding support for “injury review process” to address health and
safety improvements in child care settings to prevent injury, disability or death of children
in care
Improve the mental health of infants and young children through training of clinicians, child care
workers and state agency staff
o Revise, issue and implement an Infant and Early Childhood Mental Health State Plan
o Provide curriculum and workshops for child care providers, child care educators, and child
care health consultant on care giving to children experiencing trauma, witnessing violence
and /or victims of abuse referred by CPS
Educate parents about how they can help their children be healthy, safe and ready to succeed
o Develop a plan for statewide distribution of the Arizona Parents’ Kit
o Support distribution of the United Way School Readiness Kits
o Support expansion of the Community Development Initiative

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o Assist the Arizona Early Education Funds Regional Partnerships in involving parents in
community planning and identifying early childhood education needs and priorities to
support school readiness
Provide support to families to help children be healthy, safe, and ready to succeed
o Support targeted, community-based outreach to bring eligible children into AHCCCS and
Kids Care
o Implement curriculum for child care staff to gain skills in informing parents of the value of
well-child screenings and assisting parents in finding screening resources
o Utilize Arizona 211 and the Birth-to-Five Helpline to inform parents about child health
resources regarding infant/toddler mental health, child development, quality child care,
child health coverage, and children with special health care needs
o Increase Earned Income Tax Credit participation and refunds to families in Arizona
(Governor’s Earned Income Task Force)

READY PROGRAMS & SCHOOLS
We know that the quality of early care and education for young children matters. When children enter
school, what they know, are able to do, and their care and experiences since birth have already set a course
for their future learning, future success and future outlook. For a growing number of children, entering
kindergarten is not the first “school” experience. Today’s economic realities necessitate that more children
than ever have both parents or their sole caregiving parent in the workforce, and this means that many more
young children, than ever before, are spending greater numbers of hours in care outside their homes, most
often in group child care programs. The quality of these first out-of-home environments and the
qualifications, skills and professional development of their early care and education providers and teachers
are making a lasting impact on a generation of young children and their offspring
Ready Programs & Schools Priority Strategies
Develop options for a structure and funding of a Child Care Health Consultation
system to support best practices and improve quality in child care settings.
Rationale: Child Care Health Consultants (CCHC’s) are key resources to assist child care providers
in achieving high standards related to health and safety of the children cared for daily in child care
centers. CCHC’s work with child care centers offering periodic, consistent, and monitoring visits
and consultation as well as responding to emergent requests to provide assistance regarding health
related issue affecting a specific child or within the center. CCHC’s also provide expert
information and consultation on working with and communicating with parents of enrolled
children. Currently only a small number of child care centers receive health consultation due to
limited funding, the lack of an organizational structure to establish scope of work, methods to
deploy trained staff, credentialing and continuing education.
Estimated Cost: System development options for structure and funding will occur with staff support
funded through support provided through the Early Childhood Comprehensive Systems grant,
Health Resources and Service Administration (HRSA).

15

Recommend funding to ensure a sufficient number of Arizona Department of Health
Services (ADHS) licensing surveyors to meet the state mandated annual monitoring
visits for child care facilities.
Rationale: ARS 36-885 B requires that ADHS visit each child care facility as often as necessary to
assure continued compliance with the legislative article and department rules. During FY 2006,
the Office of Child Care Licensing (OCCL) licensed and monitored approximately 2,785 facilities.
Furthermore, the OCCL continues to see a steady increase in the number of child care facilities
applying for licensure. To meet the statutory mandate, the OCCL needs to achieve at least a staff
to facility ratio of 1:50 and over time will require additional funding to maintain this staff-to-facility
ratio. To achieve this surveyor to facility ratio, ADHS has embarked on a three-year phase-in of
needed staff positions. FY 2008 represents the second year of this three-year phase-in.
Estimated Cost: The $505,900 increase recommended in the FY 2008 Executive budget would fund
9 FTE positions to bring the surveyor-to-facilities caseload ratio to 1:50, based on the number of
facilities licensed or applying for licensure during FY 2006.
Implement a voluntary quality rating system that both promotes and rewards
quality early childhood education for young children.
Rationale: Quality early childhood education contributes to later school success. Studies that
examine children’s development over time have shown that high-quality early childhood education
is a predictor of improvement in children’s receptive language and functional communication skills,
verbal IQ skills, cognitive skills, behavior, and attainment of higher math and receptive language
scores – all of which impact later school success.2 Research also indicates that participants in highquality early childhood education programs may also experience lower levels of grade retention and
fewer placements in special education classrooms.3 (Source: Zero to Three Policy Center Fact
Sheet, November 2006)
To compliment the State School Readiness Board’s recommendation to index the child care subsidy
to the 75th percentile of the current market rate survey, it is recommended that the quality rating
system have five levels, with each level building on the previous level. Resources and technical
assistance will be necessary components of the system. Increased subsidies and enhancement grants
could be paid to the early childhood education program based on program improvements and
higher levels of quality.
It is recommended that an early childhood education accountability tool (quality rating system) be
finalized and implemented.
Estimated cost: To be determined.

2

United States General Accounting Office. 2002. Child care: States have undertaken a variety of quality improvement initiatives,
but more evaluations of effectiveness are needed. Washington, DC: United States General Accounting Office (GAO-02-897).
http://www.gao.gov/new.items/d02897.pdf (accessed November 7, 2006).
3
The Carolina Abecedarian Project. Early Learning, Later Success: the Abecedarian Study, Executive Summary.
http://www.fpg.unc.edu/-abc/summary.cfm (accessed November 3, 2006).

16

Form a policy work group to review licensing regulations and make
recommendations to the ADHS Office of Child Care Licensing to improve standards
of care.
Rationale: Arizona statute (ARS 36-883) designates the Arizona Department of Health Services as
the agency responsible for establishing reasonable rules related to the health, safety and welfare of
children in child care facilities. These rules include standards for adequate physical facilities, staffing
levels, etc. Current research conducted on other state licensing systems and steps to improve
standards which promote positive outcomes for children conclude that strong licensing rules and
systems provide the foundation for further program improvement. Raising expectations for
children’s readiness without raising the expectations for program quality and ongoing improvement
efforts will do little to meet state goals or to help children grow and learn.
The policy work group will address key program standards found to be associated with effective
early childhood programs:
o Health and safety standards
o Staff qualifications, education and training – orientation and annual
o Staff-to-child ratios and group sizes
o Curriculum content and environment
o Health, safety and supervision
o Behavior management and discipline
Estimated Cost: ADHS will complete a cost analysis for proposed new licensing regulations as part of
their rulemaking process.
Coordinate Early Childhood Education functions among state agencies, Head Start,
Tribal programs, and other early childhood education programs and improve
communication and access to information.
Rationale: Developing a high-quality early childhood education system includes the creation of high
-quality programs and the coordination of existing projects and services. The Head Start State
Collaboration Office’s (HSSCO) priority areas align with the Action Steps of the SSRB Action Plan
to create a coordinated and accessible early childhood system for parents and children. The
HSSCO is funded by the U.S. Department of Health and Human Services - Office of Head Start to
support the development of multi-agency and public/private partnerships at the state level.
System development requires new coordination of information as well as improved access to
services and resources. Head Start State Collaboration Office and the School Readiness Board, in
coordination with the Professional Development and Articulation Team will launch and develop an
early childhood resource website. The website will support professional development and the
quality of early childhood programs by providing a one-stop source of information for those
exploring careers in early childhood as well as those already working in the field and looking to
advance in their careers. The website will also contain information that supports the efforts of
program directors and others to improve the quality of their programs. Additionally, parent
resources and current information on policy will be important features of the School Readiness
website resource.

17

Estimated Cost: HSSCO Federal Grant, Early Childhood Comprehensive Systems Federal Grant,
possible funding from Professional Development Resources for web portal development. Website
costs: $50,000 including in-kind and 1st year support.
Ready Programs & Schools Supporting Strategies
Support voluntary, state-funded, full-day kindergarten
Improve quality of early childhood programs
o Work with Regional Councils/Partnerships to identify criteria that enhance early
childhood programs and services in their communities.
o Develop mechanisms and approaches to enhance community collaboration with Regional
Councils/Partnerships and First Things First
Seek opportunities to improve quality by leveraging public and private dollars through new and
existing programs
o Continue participation in Zero to Three Learning Community on integration of
infant/toddler criteria into quality improvement plan
o Utilize information in the final evaluation report from First Focus on Kids pilot in Tucson
to revise the quality improvement plan
Improve the health of Arizona children birth to 6 years old
o Work collaboratively with AHCCCS and health providers to increase services to Head
Start children and families
o Work collaboratively with Office of Oral Health to increase dental screening, fluoride
treatments, and follow up care to Head Start children
o Address early childhood health issues, including asthma and obesity, through newsletters,
awareness campaigns, resource development
Increase the pool and retention of qualified early childhood professionals
o Identify mechanisms and opportunities for leadership to support and strengthen services to
children with disabilities through the Early Childhood Inclusion Coalition
READY TEACHERS
Teacher quality plays a significant role in young children’s early learning experiences. A well-educated and
trained teacher knows how to engage both children and their families, and how to effectively use resources
to enhance young children’s growth, explorations and learning. A highly qualified teacher understands
child development and can translate that understanding into high quality learning experiences in ways that
lay the foundation upon which young children continue to build throughout their school careers and into
their work lives.

18

Ready Teachers Priority Strategies
Develop the structure and identify funding for a comprehensive professional
development system for Early Childhood Education
Rationale: The State of Arizona currently has some components of a professional development
system; however, the goal is to develop an integrated system of early childhood professional
development that addresses quality improvement, resulting in improved school readiness outcomes
for children and a high quality early childhood workforce. Arizona’s comprehensive professional
development system would address five components: funding, core professional knowledge,
qualifications and credentials, quality assurances (including training and technical
assistance) and access and outreach.
Arizona’s Comprehensive Early Childhood Professional Development System would build on and
enhance existing programs and resources such as S*CCEEDS, SEEDS, the Professional Career
Pathways Program, and professional associations.
Estimated Cost: The State School Readiness Board is in the process of developing cost estimates.
Ready Teachers Supporting Strategies
Enhance comprehensive leadership development system for early childhood education practitioners
o Identify on-going funding for the Chase Early Education Emergent Leaders Program
o Continue to develop and report on Chase Early Education Emergent Leaders Program
Increase the number, diversity and quality of early childhood education practitioners through
education and training
o Continue to work with the Early Childhood Education Articulation Taskforce to develop
and refine early childhood education articulation agreements within the community college
system and between community colleges and public universities
o Refine the SEEDS program, including implementation and evaluation of a demonstration
project that links with the DES Professional Career Pathways Program
o Develop a professional development program for center directors that links to program
quality improvement, staff professional development and technical assistance and explore
funding sources and granting college credits to participants
o Develop the framework and cost estimate for a Wage Incentive Program that is based on
level of educational attainment and continuous early childhood education employment
o Explore the feasibility of an incentive initiative which acknowledges early childhood
education programs that implement quality improvement plans, provide high quality
professional development opportunities for staff and that retain highly qualified staff; and
develop a framework for a quality awards strategy that rewards programs that focus
resources on supporting staff professional development

19

READY COMMUNITIES
Early care and education are primarily delivered at the local level. Whether it is a mother trying to find a
child center that offers high quality care, or a family searching for health care for their infant, services are
delivered through local entities, which may or may not work together. Most states that have invested
resources in early care and education have overcome the vast fragmentation of the system by requiring
communities to work together to stimulate collaboration. Following this model, Arizona seeks to build an
effective early childhood education system on the principle of flexible, local implementation, and state
accountability.
Ready Communities Supporting Strategies
o Continue data collection for biannual publication of Key Performance Indicators report
o Work with the Early Childhood Development and Health Board (ECDH) and Regional
Partnerships/Councils to conduct community assessments and build capacity to create and
implement local action plans
o Work with the Early Childhood Development and Health Board (ECDH) and Regional
Partnerships/Councils to develop evaluation criteria that measure change in program
quality and services
o Assist the Early Education Funds Regional Partnerships in transitioning to the Regional
Councils mandated by the Early Childhood Development and Health Initiative as they
develop strategies to effectively partner with early childhood education and health
programs
o Coordinate technical assistance services for the planning and implementation of
comprehensive, quality-enhancement systems at the state and local level with the Early
Childhood Development and Health Board and Regional Partnerships/Councils.

20

Acknowledgements
Governor's Office of Children, Youth and Families

State School Readiness Board
Bruce Liggett
Executive Director
AZ Child Care Association

Nadine Mathis Basha, Chair
Senator Linda Aguirre
Arizona State Senate

Paul Luna
President
Helios Education Foundation

Ken Burdick
President & CEO
United Healthcare of Arizona

Steve Lynn
Vice President Government Affairs
Tucson Electric Power

Grace Caputo, MD, MPH
Phoenix Children’s Hospital
Department of Medical Education

Steve Mittenthal, Ph.D.
Executive Director
Ellis Center for Educational Excellence

Eleanor Droegemeier
Program Coordinator
Tucson Unified School District/Early Childhood
Block Grant

Judy Mohraz, Ph.D.
President
The Virginia G. Piper Charitable Trust

Chuck Essigs, Ph.D.
Director of Governmental Relations
AZ Assn of School Business Officials

Maggie Molloy
AZ Head Start Association &
Child-Parent Centers, Inc.

Sybil Francis, Ph.D.
Executive Director
Center for the Future of Arizona

Carol Peck, Ed.D.
President & CEO
Rodel Charitable Foundations

Susan Gerard
Director
Department of Health Services

John J. Pedicone, Jr., Ph.D.
University of Arizona

Deb Gullett
Chief of Staff
Office of Phoenix Mayor Phil Gordon

Edmund Portnoy, Ph.D.
Director of Grants Programs
Nina Mason Pulliam Charitable Trust

Victoria Hobbs
Division Manager for Head Start
Tohono O’Odham Nation

Barbara Ralston
Board of Directors
Camelback Community Bank

Derrick Johnson
Phoenix Fire Fighter

Anthony Rodgers
Director
AHCCCS

Verna Johnson
Program Coordinator
Intertribal Council of Arizona

Martha Rothman
Community Volunteer

Carol Kamin, Ph.D.
President and CEO
Children’s Action Alliance

Connie Shorr
Program Administrator, Department of Economic Security
Ruth Solomon
Assistant Superintendent
Department of Education

Naomi Karp
Early Childhood Consultant

21

Jeanette Shea-Ramirez, Department of Health Services
Connie Shorr, Department of Economic Security
Alicia Smith, Ed.D., State School Readiness Board
Brian Spicker, Valley of the Sun United Way
Elaine Surbeck, Ph.D., Arizona State University
Piper Swenson, Head Start NACOG
Judy Walruff, Ph.D., State School Readiness Board
Ginger Ward, Southwest Human Development
Tracey Wareing, JD, Department of Economic Security
Mary Wiley, Department of Health Services
Susan Wilkins, Association for Supportive Child Care
Karen Woodhouse, Arizona Department of Education

Greg Stanton
Councilman
City of Phoenix
Joseph Tobin, Ph.D.
Professor, College of Education
Arizona State University
Ginger Ward
Executive Director
Southwest Human Development
Tracy Wareing, JD
Director
Arizona Department of Economic Security

Quality Rating Expansion Team
Chris Hall, Office of Strategic Planning & Budget
Kimberly Hohman, Governor’s Office for Children, Youth,
and Families
Jennifer Johnson, State School Readiness Board
Jakob Raskob, Department of Economic Security
Lourdes Ochoa, Department of Health Services
Karen Ortiz, School Readiness Board
Connie Shorr, Department of Economic Security
Pete Wertheim, Department of Health Services
Mary Wiley, Department of Health Services
Brad Willis, Department of Economic Security
Karen Woodhouse, Arizona Department of Education

John Whiteman
Immediate Past Chairman & CEO
Empire Southwest
Susan Wilkins
Executive Director
Association for Supportive Child Care
State School Readiness Board Coordination Team
Chair, Nadine Mathis Basha
January Contreras, Governor’s Office
Grace Caputo, MD, Phoenix Children’s Hospital
Marilee Dal Pra, The Virginia G. Piper Charitable Trust
Kate Dillon Hogan, Maricopa Community Colleges
LaVonne Douville, United Way of Tucson and S. Arizona
Kim Elliot, Ph.D., Arizona Health Care Cost Containment
Systems
James Emch, Valley Child Care and Learning Centers
Sandy Foreman, State School Readiness Board
Sue Gerard, Department of Health Services
Janita Gordon, Arizona Early Education Funds
Carol Kamin, Ph.D., Children’s Action Alliance
Naomi Karp, Consultant
Irene Jacobs, Governor’s Office for Children, Youth and Families
Jennifer Johnson, State School Readiness Board
Verna Johnson, Intertribal Council of Arizona
Eva Lester, Governor’s Office for Children, Youth and Families
Bruce Liggett, Arizona Child Care Association
Paul Luna, Helios Education Foundation
Donna Migliore, State School Readiness Board
Dana Naimark, Children’s Action Alliance
Karen Ortiz, State School Readiness Board
Arnold Ramirez, Arizona Head Start Association
Jakob Raskob, Child & Family Resources
Pat Ripley, Department of Health Services
Angie Rodgers, Governor’s Office
Anthony Rodgers, AZ Health Care Cost Containment System

Professional Development and Articulation
Chair, Naomi Karp, Early Childhood Education Consultant
Diana Abel, Mesa Community College
Anne Babinsky, Yavapai Community College
Christie Colunga, Paradise Valley Community College
Katherine Daniels, Gila River Indian Community
Sue Eck, Ph.D., The Blake Foundation
James Emch, Valley Learning Centers
Claude Endfield, Northland Pioneer College
Maria Ferguson, Arizona Department of Health Services
Joanne Floth, AZ Assoc. for the Education of Young Children
Maureen Gerard, Ph.D., Grand Canyon University
Lynda Goldberg, Mohave Community College
Andrea Henderson, Ed.D., Pima Community College
Victoria Hobbs, Tohono O’Odham Nation
Kate Dillon Hogan, Maricopa Community Colleges
Bethann Monier Johnson, Pima Community College
Janet Johnson, Ph.D., Rio Salado Community College
Boni Lowney, Association for Supportive Child Care
Linda Luegering, Association for Supportive Child Care
Marcia Maiorana, Cochise College
Maggie Molloy, Child Parent Centers
Barbara Mezzio, Central Arizona College
Barbara Milner, ECE Consultant

22

JoAnn Morales, Eastern Arizona College
Katrina R. Mueller, Pinal Gila Child Care Services
Karen Nelson, Department of Economic Security
Jennifer Prior, Ph.D., Northern Arizona University
Barbara Ralston, Camelback Community Bank
Jesse Rodriguez, Northern Arizona Council of Governments
Delores Roulhac-Nance, Arizona Dept. of Education
Alicia Smith, Ed.D., School Readiness Board
Rebecca Stahlman, Ph.D., Arizona State University
Elaine Surbeck, Ph.D., Arizona State University
Beth Swadener, Ph.D., Arizona State University
Piper Swenson, Northern Arizona Council of Governments
BJ Tatro, PhD., B.J. Tatro Consulting
Alan Taylor, Southwest Human Development
Diane Umstead, Blake Foundation
Dana Vela, Sunrise Preschools
Judy Watkinson, Arizona Western College
Brad Willis, Department of Economic Security
Karren Wood, Ph.D., Southwest Human Development
David Yaden, Ph.D., University of Arizona

Sue Stephens, MD, Dept of Economic Security
Margaret Tate, Department of Health Services
Roy Teramoto, MD, Indian Health Services
RaNee Tuscano, Department of Health Services
Pat VanMaanen, Reach Out and Read
Kim Van Pelt, Children’s Action Alliance
Judy Walruff, Ph.D. School Readiness Board
Mary Warren, Ph.D., Prevent Child Abuse Arizona
Child Care Licensing Task Force
James Emch, Valley Child Care and Learning Centers
Sandy Foreman, School Readiness Board
Joanne Floth, AZ Assoc. for the Education of Young
Children
Kathi Ford, RN, Pima Health Consultant
Jennifer Johnson, School Readiness Board
Bruce Liggett, Arizona Child Care Association
Dana Naimark, Children’s Action Alliance
Diane Umstead, Blake Foundation
Judy Walruff, Ph.D. School Readiness Board
Ginger Ward, Southwest Human Development
Susan Wilkins, Association for Supportive Child Care
Brad Willis, Department of Economic Security
Trudy Rogers, United Way of Northern Arizona

Healthy Child Collaborative
Chair, Grace Caputo, MD, Phoenix Children’s Hospital
Juman Abujbara, Mercy Care Plan
Robin Blitz, MD, St. Joseph's Hospital Child Study Center
Marilee DalPra, The Virginia G. Piper Charitable Trust
Lynn Davis, Arizona Physicians IPA
Molly Dries, Department of Economic Security
Catherine Echeverria, Department of Health Services
Sue Eck, PhD, The Blake Foundation
Kim Elliott, PhD, AHCCCS
James Emch, Valley Child Care and Learning Centers
Diane Fellows, Child & Family Resources
Kathi Ford, RN, Pima County Health Department
Lillian Garcia, Phoenix Day Child Care Center
Catherine Hannen, Department of Health Services
Jakki Hillis, Department of Economic Security
Elizabeth Holmes, Parent
Ann Lauer, Department of Health Services
Linda Luegering, Association for Supportive Child Care
Patty Merk, UA Cooperative Extension
Jytte Methmann, ADHS, DBHS
Connie Morrison, Pinal-Gila Community Child Services Head
Start
Anu Partap, MD, AZ Ctr For Community Pediatrics
Annabel Ratley, The Blake Foundation
Lee Renda, Department of Health Services
Eric Santiago, Valley of the Sun United Way
Jeanette Shea-Ramirez, Department of Health Services
Aimee Saroso, United Way of Pima County
Peggy Stemmler, MD, Academy of Pediatrics. AZ Chapter

Arizona Early Education Funds Advisory
Board
Co-Chair, Ken Burdick, United Healthcare
Co-Chair, Steve Lynn, Tucson Electric Power
Ernie Adair, Black McDonalds Operation Association
Edith Auslander, University of Arizona
Nadine Mathis Basha, School Readiness Board
Jerry Bisgrove, Stardust Companies
Susan Budinger, Rodel Foundation of Arizona
Esther Capin, Public Member
Bill Carstens, Public Member-deceased
Anna Maria Chavez, Governor’s Office
Gene D’Adamo, Arizona Republic Charities
Robert Donofrio, Ph.D., Arizona State University
Marion Elliot, Public Member
Jean Fairfax, Public Member
Janita Gordon, Arizona Early Education Funds
Julianne Hartzell, Flagstaff Community Foundation
Irene Jacobs, Governor’s Office for Children, Youth & Families
Lydia Lee, JP Morgan Chase
Judy Mohraz, Ph.D., The Virginia G. Piper Charitable Trust
Elaine Morrison, EGM Administrative Enterprises
Ed Portnoy, Nina Mason Pullman Charitable Trust
Susan Navran, Blue Cross Blue Shield of Arizona Barbara
Polk, Public Member
Joni Ramos, Salt River Maricopa Indian Community

23

Vikki Shirley, Navajo Nation
Brenda Sperduti, Sperduti NetWorks
Betsy Wescott-Schwers, Citizens for Quality Education
Bess Yellowhair, Navajo Nation
State School Readiness Board Staff
Karen Ortiz, Director
Judy Walruff, Ph.D., Early Childhood Health Systems
Coordinator
Alicia Smith, Ed.D. Senior Policy Advisor for Professional
Development
Donna Migliore, School Readiness Associate
Jennifer Johnson, Head Start Collaboration Director
Sandy Foreman, Early Care and Education Policy Analyst
Consultants
Linda Cannon, Linda Cannon & Associates, Inc.
Charline Franz
B.J. Tatro, B.J. Tatro Consulting

24