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Programming Playbook DRAFTOH, THE PLACES WE WILL GO!
MISSIONMISSIONVision & Mission Friends transforming communities through service.VISIONVISION Enrich communities and improve the quality of life for people of African descent through friendship and service.OUR VALUESOUR VALUES Friendship Integrity Honesty Service Commitment Family Relationships Couragve Respect for others and SelfOUR NATIONAL STRATEGIC PRIORITIESOUR NATIONAL STRATEGIC PRIORITIES Friendship and Engagement Transformational Community Service Fiscal Sustainability Operational Excellence and Alignment Brand Awareness Leadership and Professional DevelopmentRead. Reap. Rise.
Breaking Barriers:Focus Area: READ -Early Literacy (K) Through read-alouds, chapter book studies, and interactive literacy activities, we aim to help children see themselves in stories—and to see reading as joyful, empowering, and essential. LINKS CONNECTED TO PREPARE OUR YOUTH FOR SUCCESS [STY] Program Stream 2 - The "Career Preparation as a Pathway to Success” provides structured mentoring for HBCU students to support career preparation. LIGHTS, CAMERA, ACTION: OUR STORIES, OUR LENS (Arts) HBCU Communications/Carver Lyons Focus: Use film to spark dialogue on food sovereignty OR LUTV impacting Black communities LINK UP TO VOTE [NTS] Engage in social action by registering, educating, and mobilizing voters, with a specific focus on students, high schoolers, and HBCU/college students, as individuals new to the electorate. LINKS LOVE HBCU [STY, ARTS, NTS]Read. Reap. Rise.Early LiteracyLinks Love HBCU Raise awareness about food insecurity and its disproportionate impact on vulnerable populations. THE EMERALD PLATE [NTS, HHS]Emerald Plate Focus Area: Food Insecurity International Trends Playground at Watford Hill Primary School in Jamaica Adopted School (Columbia (SC) Chapter)NATIONAL AND CENTRAL INITIATIVES
ITSREAD. REAP. RISE Playground Education Across the Miles Adopted SchoolSTY, ARTS123 Early Literacy HBCU Food Insecurity Link Up to VoteNTS, HHSP R O G R A M M I N G 2 0 2 6 - 2 0 2 8ITSBreaking Barriers
Breaking BarriersREAD. REAP. RISEPROGRAMMING 2026-2027LINKS LOVE HBCUSPEED CAREER DATING LINK UP TO VOTE REVIEW RESUME COLLABORATE WITH HBCU COMMUNICATIONS & BAND DEPARTMENTFOOD INSECURITY MOBILE GROCERY STORE CLASSROOM GARDEN FOOD PANTRY @ HBCU COOKING DEMONSTRATION SC STATE 1890 PROJECTLITERACY ART IN THE CLASSROOM BOOK IN A BOX: SNACKS N’ STORIES FLASH CARDS - ABC’S AND SIGHT WORDS VIDEO READERS- HBCU READERS CARVER LYONS ELEMENTARY SCHOOL (PREK/K STUDENTS) BENEDICT, ALLEN AND SC STATE UNIVERSITY
SERVICES TO YOUTHSERVICES TO YOUTHSERVICES TO YOUTHSERVICES TO YOUTHREAD. REAP. RISEREAD. REAP. RISE Flash Cards - ABC’s, Vegetables identified in multiple languages "Tops and Bottoms" by Janet Stevens blends European folktales and American slave narratives, celebrating the trickster tradition. Its engaging vertical format teaches children about which foods grow above and below ground, serving as a great introduction to gardening topics. SNACKS N’ STORIES Snacks - carrots with dip Read-Aloud QR Code for Tops and Bottoms Black farmer, Black males in STEM careers, TV news anchors, HBCU Drive-through at Carver Lyons Integration: ITS, HHS, NTS, ARTS, STY 2026 Impact Tracker Cooking Demonstration (using the vegetables mentioned in the text) Evaluation Pre-Evaluation- Display images of vegetables to assess which are considered tops and which are bottoms. Post-Evaluation: Conduct the same assessment as in the pre- evaluation phase. The number of students who can accurately identify all of the ABCs. Classroom Gardens Mobile Grocery Store (fresh produce) Artist Diary/Art using vegetables, i.e.patternsLEAD FACET
SERVICES TO YOUTHSERVICES TO YOUTHSERVICES TO YOUTHSERVICES TO YOUTHREAD. REAP. RISEREAD. REAP. RISE Integration: ITS, HHS, NTS, ARTS, STY Partner/Collaborate with the 1890 Project at SC State to build raised gardens. 2026 Impact Tracker Classroom Gardens LEAD FACET Lesson plans focus on guided inquiry, allowing students to explore the science of plants, light, water, soil, and nutrition using an EarthBox® gardening system. Each 45-minute lesson includes measurable objectives, standards, materials, teacher explanations, and data collection forms to enhance STEM skills. The Early Learners curriculum (Preschool to first grade) features six hands-on activities teaching garden basics, including how the EarthBox® works, seed types, plant parts, gravity's effect on plants, and the sunflower's history, uses, and nutritional value. Students also engage in counting and spelling with sunflower seeds. Partner/Collaborate with the Connecting Links or Community Partners to create buckets for gardening
READ. REAP. RISEREAD. REAP. RISE Flash Cards- Sight Words (3 languages) Max Found Two Sticks, by Brian Pickney, tells the story of a day when Max felt withdrawn. He sat on his steps, watching the clouds and noticed twigs falling from a tree. This marks the start of his journey into music as he picks up sticks and taps out rhythms inspired by his surroundings—pigeons, rain, church bells, and the rumble of a subway. The arrival of a marching band brings a wonderful moment, with Brian Pinkney's rhythmic text and lively illustrations sure to inspire children to tap and drum along. SNACKS N’ STORIES II Snacks - Pretzels Read-Aloud QR Code K Drive-through at Carver LyonsSTYSTYSTYSTY 2026 Impact Tracker Integration: ITS, NTS, HHS, ARTS, STY Rhythms and Engagement Activities Using chopsticks, students will replicate various rhythms they hear, such as heartbeats. Students will view three HBCU drumline videos and cast their votes for their favorite one. African Dance Lesson (drums) Pre-and Post-Evaluation: There is an increase in the number of students able to identify sight words. LEAD FACET
OUR WhysWhysBreaking Barriers Carver-Lyons Elementary serves 360 PK-5 students. Academic Performance Math Proficiency: 32% of students scored at or above the proficient level Reading Proficiency: 37% achieved similar results in reading Economic Status 100% of students are economically disadvantaged Kindergarten Readiness Assessment Report -Fall 2025 (61 students evaluated) 11 students scored Emerging 25 students scored Approaching 25 students scored Demonstrating TARGET AUDIENCE Are we operating with intention, or simply going through the motions? Are we addressing the symptoms, or tackling the root causes? Are we just sustaining programs, or are we truly making a difference in people's lives? Carver Lyons Elementary School is located in the Waverly Community, Columbia's first suburb. Originally a racially diverse area, Waverly evolved into a predominantly Black community by 1930, with over 93% of its more than 1,200 residents identifying as Black. Waverly was home to numerous Black artisans and professionals, who played a crucial role in Columbia's growth. Additionally, educational institutions such as Benedict College and Allen University provided valuable opportunities for African Americans in the face of racial discrimination. The Waverly Community lacks large corporate supermarkets, relying instead on smaller local markets and a few major grocery stores nearby. Additionally, convenience stores, gas stations, and specialty shops like Uncle Willie's Grocery Store provide easy access to essential items.
OUR WhysBreaking Barriers REAP What a Kindergartener should know and be able to do: 1.Foundations Skills: Naming all upper and lowercase letters, matching letters to sounds and reading simple, high-frequency sight words. Reading Skills: Understanding book parts (cover, title), retelling stories with help, and identifying the main characters, setting, and key details in a story. READ Food Insecurity and Obesity Nationwide, 5.4% experience very low food security (meals skipped, disrupted eating patterns) SOUTH CAROLINA 14.4% food insecurity rate (above the national average) 1 in 7 South Carolinians is food insecure 1 in 6 children is food insecure Columbia and South Carolina face food insecurity rates above the national average, with children particularly vulnerable. This data strongly supports the food sovereignty pillar of your READ. REAP. RISE. project.
OUR WhysBreaking Barriers REAP RISE The chapter has been selected to participate in the National HBCU pilot. ATTRIBUTES EMPLOYERS SEEK: The goal of this networking event is to support HBCU students as they explore career options and broaden their aspirations. Students will have the opportunity to engage in casual, interactive discussions with OUR Link Sisters from different fields and professions. Students who grow their own produce are more likely to eat fruits and vegetables and have a deeper understanding of healthy lifestyle habits to use them today to establish healthy eating habits; as educational tools in the classroom; and to promote community inclusion Low-income neighborhoods in Columbia often act as "food deserts," relying primarily on fast food and convenience stores. This reliance significantly heightens the risks of obesity and malnutrition. Food insecurity can severely impact a student’s concentration, memory, mood, and motor skills—all essential for academic success, as highlighted by the No Kid Hungry campaign. According to their findings: Students who consume school breakfast score an average of 17.5% higher on standardized math tests. They attend 1.5 more days of school each year compared to those who start their day without breakfast. 25% of Black households with children experience food insecurity, more than double the rate of white households (11%). Additionally, South Carolina faces one of the highest obesity rates in the nation, with approximately 36% of adults classified as obese. Healthy meals that are rich in vegetables, fruits, fish, and nuts tend to be, on average, $1.50 more expensive per day than diets that rely on processed foods, meats, and refined grains. For families living paycheck to paycheck, the rising cost of nutritious food can make it unattainable, even when available.
READ. REAP. RISEHighly Visual Words (Flash Cards in Spanish, French, and Chinese) The easiest foundational words to introduce first are: I a see the my Partnerships Scholastic Literacy Partnership Program Benefits: Building home libraries to foster a culture of literacy Providing access to age-appropriate books and collections in your communities Empowering families to build their children’s literacy skills with reading practice every night in their homes Savings of up to 68% off list prices FREE shipping and handling and FREE 10-book bonus collection for every $150 spent South Carolina State University 1890 Project HBCU Allen University Benedict Supporters Collaboration JUBILEE
JanuaryFebruaryMarchAprilProgramming CalendarProgramming CalendarProgramming Calendar At-a-GlanceAt-a-GlanceAt-a-Glance Programming Calendar At-a-Glance Walk for Healthy Living Programming Report DueJanuaryFebruaryMarchAugustSeptemberOctoberNovemberAprilREAD.REAP.RISEREAD.REAP.RISEREAD.REAP.RISEREAD.REAP.RISEJULY 26, 2025MAYProgramming Planning 2027 HBCU CAREER SPEED DATING 3:00 PM HBCU VIRTUAL RESUME REVIEW Monthly Facet(s) Meetings Dates Chapter Retreat Presentation Facet(s) Programming Evaluation/Planning Budget for 2026 Love HBCU Month Breast Cancer Awareness Month National Friendship Month National Heart Month Women’s History Month NATIONAL FOCUS Mental Health Month National Obesity Awareness Month Voter Awareness Month Black History Month Black Family Wellness
SECTION 1: PROGRAM INFORMATION Title of Program: READ.REAP.RISE (Columbia (SC) Chapter) We would like this program to be considered for an award: ___No __X_Yes Part 1; Program Framework Is the program reported a single facet, integrated, umbrella, collaboration, or legacy program? (Note: For integrated programs, at least three facets must be involved in implementation; for umbrella programs, all five facets and all chapter members must be involved; for collaboration programs, one or more other Links Chapter(s) or if a chapter is 100 miles or more away from other Links chapters, one or more partner organizations must be involved; for Legacy programs, the program must have been implemented for five years or more.) thili. The system should be changed to 100 characters rather than words for #22 Please Select: STY ARTS NTS ITS HHS Integrated Umbrella Inter-Chapter Collaboration Chapter/Community Partner Collaboration Legacy Identify the lead facet for the program. Note that all program categories require a lead facet: STY ARTS NTS ITS HHS Part 2: National Programs, Initiatives and Supporting Activities: Select the lead program or initiative (Note: Supporting Activities cannot be entered as the lead program or initiative): SERVICES TO YOUTH: LINKED UP Mentoring/National Mentoring Initiative Links Love HBCUs National Signature Program Links STEMREADY National Signature Program Links to Success National Signature Program Young Achievers National Supporting Activity THE ARTS: Classics Through the Ages National Signature Program Creative Competitions National Supporting Activity (Young Masters Writers and Artist/ Poster Art Competition) Transforming Communities Through Visual Arts National Pilot Program Other:_____________________________________-REPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
NATIONAL TRENDS AND SERVICES: AARP Are Your Ready? National Supporting Activity Dressing Her from the Inside Out National Initiative Linkages to Financial Wellness National Supporting Activity Project LEAD High Expectations National Signature Program Social Action National Initiative: Link Up the Vote, Social Justice, Human Trafficking, Police Relations, Environmental Justice INTERNATIONAL TRENDS AND SERVICES: Education Across the Miles National Signature Program LIFE Program National Signature Program LinksHelp for Humanity National Supporting Activity NGO National Supporting Activity HEALTH AND HUMAN SERVICES: Alzheimer’s/Dementia National Pilot Program Black Family Wellness National Supporting Activity Childhood Obesity National Initiative Diabetes National Pilot Program/ Type 1 and Type 2 HEAL - Health Equity Ambassador Links National Pilot Program HeartLinks/Walk for Healthy Living National Signature Program HIV/Hepatitis-C National Initiative LAMBS (Links Aiding Moms to Be Strong) National Pilot Program Linkages to Life National Signature Program – Including Sickle Cell National Pilot Program Linking to Address Kidney Health National Initiative (Includes Black K.A.R.E) Mental Health National Initiative Oral Health National Signature Program Other: Food InsecurityREPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
Section 2: Problem or Situation 1. What was the problem or situation addressed? (2,000 characters or less, including spaces and punctuation.) The Waverly Community in Columbia, SC — where Carver-Lyons Elementary is located — faces intersecting challenges of low literacy, food insecurity, and limited exposure to our HBCU Universities to professional African American women in the area of STEM. Carver Lyons Elementary School is located in the Waverly Community, Columbia's first suburb. Originally a racially diverse area, Waverly evolved into a predominantly Black community by 1930, with over 93% of its more than 1,200 residents identifying as Black. Waverly was home to numerous Black artisans and professionals, who played a crucial role in Columbia's growth. Additionally, educational institutions such as Benedict College and Allen University provided valuable opportunities for African Americans in the face of racial discrimination. Food insecurity: South Carolina's rate is 14.4% (above the national average of 13.7%). 1 in 6 SC children is food insecure. The Waverly Community lacks large grocery stores, making it a food desert. Low literacy/academic readiness: At Carver-Lyons (360 PK–5 students), only 32% are math- proficient, and 37% are reading-proficient. 100% are economically disadvantaged. On the Fall 2025 Kindergarten Readiness Assessment, only 25 of 61 students scored Demonstrating. Historical context: Waverly is Columbia's first suburb — a historically Black community with deep roots in education (Benedict College, Allen University) — yet systemic disinvestment has left gaps in food access, early literacy support, and career-readiness pathways. The Waverly Community lacks large corporate supermarkets, relying instead on smaller local markets and a few major grocery stores nearby. Additionally, convenience stores, gas stations, and specialty shops like Uncle Willie's Grocery Store provide easy access to essential items. Children and families in this community face compounding barriers — limited access to books, nutritious food, and workforce preparation — that READ. REAP. RISE. is designed to address through its three pillars: literacy, food sovereignty, and WE Love HBCU, connected career readiness.REPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
Section 2: Problem or Situation 2. Methods Used to Determine the Target Group(s): Describe the methods used to determine the target groups served. (e.g., Needs Assessment) (1,500 characters or less, including spaces and punctuation) Kindergarten Readiness Assessment Data (Fall 2025): Only 25 of 61 kindergarten students scored "Demonstrating" on the district-approved Kindergarten Readiness Assessment — meaning more than half entered school without foundational skills in letter recognition, number sense, and social-emotional readiness. School-Wide Academic Proficiency Data: Among Carver-Lyons' 360 PK-5 students, only 37% are reading-proficient and 32% are math-proficient. 100% are economically disadvantaged. Targeting the earliest grades addresses the root of the achievement gap before it compounds. Food Desert/Nutrition Data: SC's food insecurity rate is 14.4% (above the national average of 13.7%). 1 in 6 SC children is food insecure. Waverly lacks large grocery stores, meaning PreK/K students arrive at school without consistent access to nutritious food — a known barrier to cognitive development and school readiness. Community Demographics: Waverly is 93%+ Black, with deep historical ties to education (Benedict College, Allen University) but systemic disinvestment. Targeting the youngest learners honors that legacy while addressing current gaps. Conclusion: PreK and K were selected because data show these children enter school already behind — academically, nutritionally, and socially — due to compounding community-level crises. Early intervention through READ. REAP. RISE. addresses all three barriers simultaneously. 3. Targeted Groups What are the demographics of the targeted group for your program? (Example: a 15-year-old African American girl would count as one individual, and also be counted in the female, teen, and African American categories) Total individuals: 4. Anticipated number of individuals you plan to impact or engage in this program:____11____. 5.Total number of people served (i.e., the number of persons in the targeted population who completed the entire program) 2026 Impact TrackerREPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
Section 3: Program Description 7. What was the mission and vision of the chapter or chapters in implementing this program? (2,000 characters or less, including spaces and punctuation.) Mission: READ. REAP. RISE. aims to enhance early literacy, foster food sovereignty, and cultivate college and career readiness among underserved children and families in the Waverly community of Columbia, SC. Our goal is to ensure that every child has a strong foundation to learn, grow, and flourish. Vision: We envision a community where every child starts school prepared to read, has reliable access to nourishing food, and is connected to pathways leading to higher education and meaningful careers. This will help break the cycles of poverty through service, education, and empowerment. 8. What were the SMART goals of the program? List no more than five (5) SMART goals/objectives that reflect the top priorities. (Reminder: SMART Goals are Specific, Measurable, Attainable, Realistic, and Timely, consistent with the problem being addressed.) Think about what you expect to achieve with this program and how it will be quantified. (1,500 characters or less, including spaces and punctuation.) Goal 1 - Early Literacy: By May 31, 2027, 85% of participating kindergarten students (11 students) will achieve a “Demonstrating” score on the district-approved Kindergarten Readiness Assessment in naming all upper and lowercase letters, matching letters to sounds, and reading simple, high-frequency sight words, an increase from the current baseline of 41% (25 out of 61). Goal 2 - Classroom Garden/Food Sovereignty: By June 2027, kindergarten students at Carver-Lyons will plant and harvest at least three types of edible plants, with 80% of participants documenting growth data in a class science journal. Goal 3 - Nutrition Awareness: By May 2027, 80% of participating PreK/K families will participate in the” Links Literacy Drive In” to increase their understanding of food desert impacts and healthy eating strategies, as measured by a pre-/post-family survey. Goal 4 - WE Love HBCU By May 2027, collaborate with Benedict College and Allen University to host at least two WE Love HBCU Events, with 75% of attendees reporting greater awareness of pathways in a post-event survey. Goal 5 - Community and Membership Engagement: By June 2027, recruit and maintain at least 10 active volunteers/partners contributing a minimum of 75 total service hours to READ. REAP. RISE. programming, tracked through sign-in logs.REPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
SMART Goal: Kindergarten Classroom Garden Project Specific: Kindergarten students at Carver Lyons School will design, plant, and maintain a small classroom garden to learn about plant life cycles, nutrition, and sustainable food sources. The project will connect STEM concepts—such as measurement, observation, and environmental science—to real-world issues, such as food deserts in the local community. Measurable: Students will successfully grow at least three types of edible plants (e.g., lettuce, tomatoes, and herbs) and record weekly growth data in a class science journal. Progress will be measured through student observations, growth charts, and a final presentation of their findings. Achievable: With guidance from teachers, local agricultural partners, and family volunteers, students will use raised beds or container gardens that fit within the school’s available space and resources. Lessons will be integrated into the existing STEM curriculum. Relevant: This project supports STEM education by fostering inquiry-based learning and problem-solving skills while addressing the community issue of limited access to fresh produce in food desert areas. It encourages awareness of healthy eating and environmental stewardship. Time-Bound: The classroom garden will be planned and planted by the end of March, maintained through the spring semester, and harvested by June. A culminating “Garden Celebration Day” will showcase student learning and share produce with the school community. Section 4: Partnerships and Collaborations 1.Did you collaborate with other Links chapters and/or community groups to plan and/or implement this program? Yes No If yes, give the names of the other Links Chapter(s) in the format of “Chapter (State)” – e.g., Philadelphia (PA), and/or community partners/groups and describe their involvement: (2,000 characters or less, including spaces and punctuation.) N/A 2 Describe how you collaborated both within your chapter (other Facets and other operating committees, such as Strategic Planning; Technology; Budget and Finance), as well as with others outside your chapter, including other Links Chapters, and any national, state, and/or local partners to plan, implement and evaluate your program.REPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
Clearly describe how the partners listed above were involved. All programs must complete this section. For integrated, umbrella, and chapter collaboration programs, your response also should address the following: Integrated Programming – Describe how your integrated program was created. Please detail how your chapter's facets collaborated in the program's planning and execution. Umbrella Programming - Describe how your umbrella program was created. Please detail how all five of your chapter's facets and all of your chapter’s members collaborated in the program's planning and execution. (2,000 characters or less, including spaces and punctuation) Note: Legacy Programs are used to describe any of the above program types that have been in existence for five or more years. Please include your description in one of the above categories and describe modifications and sustainability efforts in Section 7 Section 5: Outputs, Evaluation, and Outcome 11. List Activities (Outputs) Implemented: What are the specific tasks/activities? This is a detailed description of each step of the process from the beginning of the program to the end. The timeline should mirror the length of the two-year program reporting period, e.g., 2024-2026. Example: We must clearly identify the clients served. In order to address our problem or asset, we will accomplish the following activities: (2,500 characters or less, including spaces and punctuation.) 12. Evaluation How was the program evaluated? Briefly describe the evaluation plan and methods used to measure the impact of this program. (2,000 characters or less, including spaces and punctuation) 13.Section 6: Budget Cost of the ProgramREPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
14.Supplemental Funding Sources Was a grant or underwriting obtained? Yes No Give name(s) of funding source(s): Total amount underwritten or grant amount received: Were in-kind donations/services provided? Yes No Give name(s) of in-kind donation/service: SECTION 7: OPERATION AND SUSTAINABILITY 15. How many years has the program been in operation? What year did the program start? The literacy program commenced in 2017 with the introduction of READ, READ, READ, serving grades two and three. This year marks the first stage of developing foundational skills in PreK and K to support our second and third-grade students. If the program has been running for five (5) years or more, please detail specific modifications made this program year. If the program has been in operation five (5) years or more, please include specific modifications that you have implemented this program year. 18. Marketing How did the chapter(s) communicate and publicize the program? (1,000 characters or less, including spaces and punctuation.) 19 . Program Impact Statement Provide a summary of the results of your program’s evaluation data that tells a story describing your program's impact on the community. (2,500 characters or less, including spaces and punctuation.) 20. Testimonials Provide up to three testimonials from program participants, if available. 21. Chapter Participation (use combined member totals for Inter- Chapter Collaboration Programs) Number of members in chapter(s): Number of active members in chapter(s): Number of active members who participated in the program: 100%REPORT TEMPLATEREAD. REAP. RISEREAD. REAP. RISE
READ. REAP. RISEREAD. REAP. RISE 22. Outstanding Program Headline Write a succinct statement (s) that describes your program as if it were to appear in your local newspaper. (100 characters or less, including spaces and punctuation.)
NOTESNOTESNOTESNOTESREAD. REAP. RISE2026 Impact Tracker
NOTESNOTESREAD. REAP. RISE
Facet Chair Email Co-Chair Email Service to Youth LaTanza Duncan tanzy9999@aol.com Mary Elam mary@elamfinancial.com The Arts Sheila Jones jonseysb@gmail.com Priscilla McIver priscella_mciver@yahoo.com National Trends & Services Breon Offord bwalker@stanleylawsc.com Ebony Hines embhines@gmail.com International Trends & Services Angela Waymer Peters angelawpeters@gmail.com Traci Cooper cooper4kidsc@gmail.com Health & Human Services Linda Bell belllw@att.net Stephanie Boyd sboyd0528@yahoo.comFACET TEAMSFACET TEAMSREAD. REAP. RISE
Sharon Aldrich, Chapter President