The group defined its work around alignment and support for people doing early childhood work, including caregivers, home visitors, doulas, case managers, teachers, and providers. Settings included homes, childcare centers, hospitals, libraries, faith communities, and Pinwheel Playrooms.

Two proposed outcomes emerged: full funding for Imagination Library and greater parent and caregiver knowledge of available literacy resources. Possible indicators included library cards, book checkouts, and family engagement participation. These remain candidate measures; the group did not establish baselines or numerical targets.

The worksheet provides specific outreach assignments:

• Wynett: Early Success Coalition, pediatricians, and Parent Leadership Training Institute.

• Courtney Thomas: Healthy Start.

• Morgan Millon: connections to Memphis Lift.

• Alexis Wade: Su Casa Preschool/Cherise Clark and broader childcare connections.

The notes also flag shared terminology, clarification of the age range in the plan materials, and possible consideration of prenatal connections. Although recruitment owners were recorded, the final continuity-contact and coordination-date fields were blank.

The group described literacy as opportunities embedded in everyday community life, with an early literacy focus and benefits for the wider household. Potential settings included churches, businesses, community centers, libraries, YMCA facilities, laundromats, and health centers.

Its proposed outcome was greater exposure to literacy resources and fewer barriers, with more books in homes and increased confidence as possible signs of progress. Missing partners included Memphis Parks, local business owners, and Neighborhood Christian Center, which the worksheet names more precisely than the transcript.

Courtney Shaw was recorded as the continuing contact. The worksheet explicitly marks the proposal “provisional pending input” and identifies Randi Meyer and Ashley Davis as contributors whose input was still needed. The next action was to reconnect the group; no coordination deadline was established.

The verbal report emphasized clarifying the relationship between volunteering and tutoring, identifying existing programs, improving Latinx representation, and developing pre/post assessments for tutors, volunteers, and participants. Participants linked positive experiences and visible results to volunteer retention.

The group produced the most developed immediate follow-up: a recap and working plan proposing a connected tutoring and volunteer system, a program one-pager, surveys, and an annual cycle of kickoff training, midpoint review, and appreciation.

The recap assigned Candace Tate to Su Casa, Dr. Jamesha Hayes to Latino Memphis, and Dr. LaTonya Mouzon to 901Serves. Outreach to retired teachers, former LMS volunteers, and tnAchieves still needed owners. The Amigo Community Center assignment differs between the email and working document and should be confirmed.

The learning-differences breakout proposed that learners and families experience greater belonging and academic and behavioral success in schools and communities.

Its practical emphasis was early identification, evidence-based intervention pathways, and more trained people able to support specific needs. Participants connected this work to Birth–5 services, community settings, and volunteer training.

Missing expertise included vision, speech, hearing and language, occupational and physical therapy, and university and healthcare partners. Gay Landaviche, Karen Weissinger, and Natasha Parks were listed as continuing contacts.

The group focused on countywide communication, coordination, data alignment, and advocacy. Its discussion connected school districts, schools, and out-of-school settings, with an emphasis on expanding effective existing work and improving third-grade reading outcomes.

The worksheet adds possible signs of progress: a joint policy agenda, stronger connections across priorities, greater literacy awareness, and funding for Books from Birth. These were planning ideas rather than an adopted advocacy platform.

Recorded follow-up included:

• Katherine: EdTrust/Michael Phillips outreach and coordination of a scheduling poll.

• Kynnedy: identify organizations with existing policy agendas.

• The group: update the partner ecosystem document, drawing on existing inventories.

The worksheet gives the first week of November as the coordination window. Cardell acted immediately after the meeting by circulating prior resource, funding, advocacy, and metrics materials as a starting point.